BullJive And Brilliance Show Notes

Episode Summary: This episode explores the charged political atmosphere surrounding Donald Trump and the complex dynamics of truth and manipulation in political discourse. With a mix of serious analysis and lighthearted anecdotes, the discussion explores the pervasive nature of "BullJive" in politics, the role of authority in public perception, and the implications of these factors on the legal and moral landscapes.

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https://www.linkedin.com/in/joshua-farris-ph-d-csm-cspo-50b9a958/

https://www.facebook.com/joshua.r.farris

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https://spirituallydrivenleadership.com

https://www.amazon.com/stores/Joshua%20R.%20Farris/author/B088KV4X2H

Follow Antonio Here:

https://www.facebook.com/theatsjr

https://www.amazon.com/stores/Antonio-T.-Smith-Jr/author/B00M3MPVJ8

https://www.linkedin.com/in/antoniotsmithjr

https://antoniotsmithjr.com

https://www.instagram.com/theatsjr

Introduction:

• Dr. Farris kicks off the discussion, diving right into his area of expertise.
• Host praises Dr. Farris, emphasizing his incredible depth of knowledge in philosophy, which far surpasses the host's own understanding.
• Reminder that understanding philosophy doesn't automatically make one a philosopher—Socrates and Aristotle would likely agree.

Setting the Scene:

• It’s July 4th, and there's talk of lighting cigars to celebrate.
• The conversation shifts to a provocative article by Jimmy Alfonso Laken, criticizing funding for philosophy despite his background in the field.

Article Discussion:

• Dr. Farris intends to fairly represent Laken's arguments, noting the article made him question his own views on philosophy.
• Laken argues that philosophy departments should receive less funding because many philosophers produce subpar work or work that doesn't justify the financial cost.

Broader Educational Impact:

• Dr. Farris points out that cuts in liberal arts are not new, with some universities phasing out these departments entirely.
• The discussion extends to what education aims to achieve and whether philosophy aligns with these goals.

Deep Dive into the Article:

• Laken's article, featuring a poignant quote by Thomas Nagel, suggests that non-exceptional philosophical work is often unoriginal and incorrect, questioning the value of funding the discipline.
• Dr. Farris and the host explore how these ideas reflect broader attitudes towards liberal arts.

Philosophical Funding Debate:

• Mention of a substantial donation to the philosophy department at John Hopkins, challenging Laken's viewpoint.
• Dr. Farris debates the immediate vs. long-term benefits of investing in philosophy, suggesting that it cultivates critical societal qualities.

Practical Considerations:

• Discussion on the effectiveness of donations and the challenge of ensuring they are well-spent.
• Dr. Farris touches on pragmatism in American education, focusing on the functionality and direct outcomes over abstract thinking.

Philosophical Values and Society:

• Debate over the role of philosophy in shaping societal values and whether it should be prioritized over more directly impactful disciplines.
• Dr. Farris argues that dismissing philosophy might overlook its broader benefits to society and culture.

Setting the Scene:

• Discussion around the controversial article by Jimmy Alfonso Laken about funding philosophy.
• Dr. Farris notes the criticisms within the article, mentioning that much of philosophical work is considered unoriginal or incorrect.

In-Depth Analysis:

• Dr. Farris engages with the idea that philosophical work often does not lead to direct societal benefits.
• He references notable figures like Noam Chomsky and Frederick Douglass to discuss the broader implications of education systems and philosophical thought.

Philosophical and Practical Considerations:

• Conversation shifts to the role of education and how it should foster independence and critical thinking, as opposed to merely producing "good slaves to the system."
• Dr. Farris argues that philosophy is crucial for a well-rounded education and understanding of the world.

Concluding Thoughts:

• Dr. Farris wraps up by discussing the limitations of focusing too narrowly on specialized tasks without a broader understanding provided by philosophy.
• Emphasizes the importance of integrating different types of knowledge—descriptive, acquaintance, and practical—to achieve a comprehensive understanding.

Engagement with Audience:

• The host and Dr. Farris encourage the audience to think about the value of philosophy beyond immediate practical outcomes.
• They discuss the need for a balance between specialized knowledge and a broader philosophical perspective to truly educate and enlighten individuals.

Opening Discussion:

• Dr. Farris addresses the practical training in education that gears individuals toward becoming technicians or service-oriented workers, like electricians.
• He notes the current trend in education is producing workers suited for immediate job roles but questions if this is the complete goal of education.

Critique of Philosophy Funding:

• Dr. Farris references a critical discussion about the effectiveness of funding in philosophy, highlighting concerns that much of philosophical work is deemed unoriginal or incorrect.
• These criticisms precede a detailed critique of a significant donation to John Hopkins, questioning its impact on societal good.

Philosophical Discussion:

• Dr. Farris introduces Noam Chomsky's view that educational systems filter out non-conformist thinkers, suggesting that institutions are forming individuals too compliant and not independent enough.
• Frederick Douglass is quoted to underscore the idea that true knowledge empowers individuals, making them unfit for subjugation.

Deeper Exploration of Education's Purpose:

• Dr. Farris calls for a broader understanding of education’s goals, criticizing the current pragmatic approach as insufficient and deficient.
• He advocates for an education system that not only prepares workers but also nurtures thinkers who can understand and influence society comprehensively.

Focus on the Bigger Picture:

• The discussion shifts to the risk of focusing too narrowly on specific tasks without understanding the broader context, potentially missing the "big picture."
• Dr. Farris uses an analogy from science, pointing out blind spots in education that focus heavily on empirical data without philosophical insight.

Integration of Philosophy in Various Disciplines:

• He mentions a conversation with a friend discussing the lack of philosophical education in medical training, particularly in understanding grief.
• Dr. Farris argues for the essential role of philosophy in providing a comprehensive understanding of complex real-world issues.

Defining Knowledge and Education:

• Dr. Farris is challenged to define 'knowledge' and 'education.' He describes knowledge as having multiple facets: propositional, acquaintance, and practical.
• He emphasizes that philosophy provides a crucial foundation for all other disciplines by offering a comprehensive way to describe and understand the world.

Overview of Dr. Farris' Perspective on Education and Philosophy:

• Role of Philosophy: Dr. Farris argues that good philosophy is essential to counter bad philosophy, underscoring the importance of philosophical discussion in education.
• Educational Deficiencies: He critiques the current educational system for overly focusing on technical skills (techne) without fostering comprehensive knowledge, leading to severe blind spots in understanding and capability.
• Personal Decisions on Education: Dr. Farris discusses his preference for private schooling over public schooling, citing deficiencies in public education systems that others might view as high-quality due to certain benchmarks like test scores.

Illustrations and Anecdotes:

• Public School Systems: Describes a conversation with neighbors praising the local public school, which he contrasts with his personal decision not to send his child there, highlighting a broader, more critical view of what constitutes quality education.
• Value of Different Jobs: Discusses the societal and philosophical implications of various job roles, questioning if some jobs, like those in fast food, might inherently lack virtue or contribute negatively to society.

Philosophical Insights on Work and Society:

• Work and Virtue: Dr. Farris reflects on the idea that not all jobs promote virtue or societal benefit, with some roles potentially fostering negative outcomes due to their industrial, repetitive nature akin to the fast food industry.
• Philosophy's Role in Education: Emphasizes that philosophy is crucial for accurately describing and understanding the world, advocating for its integral place in education despite trends that might devalue philosophical pursuits.

Critique of the Current Philosophical Landscape:

• Economic Value of Philosophy: Discusses a scathing critique of the philosophy field from an academic article, which categorizes philosophers as either unproductive or better suited for other fields that might offer more societal value, such as law or medicine.
• Practical Implications: Questions the practical implications of devaluing philosophy, suggesting that while philosophers might not always contribute directly in economic terms, their work is crucial for a well-rounded educational approach.

Overview of Philosophical Discussion:

• Dr. Ferris emphasizes the essential role of good philosophy in addressing and correcting bad philosophy.
• Discussion about the practical value of philosophers versus lawyers in society, highlighting the overcomplication and political nature of the legal system.

Critique of the Educational System:

• Dr. Ferris critiques the current education system, which focuses excessively on producing specialized lawyers, resulting in a litigation-heavy society.
• Concerns about the complexity and effectiveness of the legal system are discussed, questioning whether the current societal structure, heavily reliant on legal professionals, is beneficial.

Philosophical and Societal Implications:

• Comparison of philosophers' role in society to welders, referencing a political statement by Marco Rubio during the 2016 election campaign.
• Discussion about the societal and economic implications of the current educational and professional training systems.

Economic Perspective and Critique:

• Dr. Ferris reflects on the economic model of universities and their impact on local communities, suggesting that universities might be extracting resources without adequate contribution back to the community.
• Speculation on the future of universities and the suggestion that they might not survive the changing educational and economic landscape.

Final Thoughts:

• Dr. Ferris proposes the idea of philosophers starting their own guild or collective as a potential evolution of the field away from traditional university settings.
• There is a discussion about the nature of funding and support for philosophy and how it should be adapted in the future to reflect its true value to society.

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