The Importance Of Philosophy: |
An Introductory Address To Students, Educators, And Practitioners |
Cathy O’Keefe, M.Ed., CTRS
University of South Alabama,
Dept. of HPELS, Mobile, AL 36688
Phone: (251)-460-7131
A wise person once told me that the study of philosophy is
much like the process of creating a painting in that it reflects
the artist's perspective of the subject from the ground on which
he or she stands. This "figure/ground" relationship, well known
to me as an undergraduate art student in the late sixties, helped
me see in later years that I must expect change in my perceptions
of truth and wisdom as the ground upon which I stood, personally
and professionally, changed.
Students, educators, and practitioners in therapeutic
recreation operate from a set of assumptions influenced by their
academic preparation, experience in the field, and personal
values and beliefs. We know that developmental influences over
one's lifetime enter into the picture as well, creating a range
of experiences that shape the process of learning and growth.
These assumptions must be continually reflected upon over time so
the individual, like the painter, maintains a sound perspective
on practice, the needs of clients, and professional conduct.
Philosophy, then, becomes a navigational tool, the pencil held at
arm's length, against which the individual, like the painter,
measures the subject before him and renders it with care,
accuracy, and vision.
Words can create problems! Any of you who witnessed the
struggle in recent years simply over the terms therapeutic
recreation and recreation(al) therapy know how terms take on a
life of their own. Historical circumstances generate attitudes
and perceptions that attach themselves to terms over time,
leaving a trail of cognitive and affective associations that are
incredibly powerful. I have learned that even philosophers are
not immune to this difficulty and have trouble reaching consensus
on a definition of philosophy. Additionally, philosophy carries,
as a discipline, millennia of linguistic and conceptual changes
not to mention cultural, political, social, and religious
influences. I pass along the best advice of my own professors in
philosophy in urging you to continually clarify your terms,
remembering how laden they can become with associative meanings.
You must also honor the feelings of your colleagues and clients
while asserting your right to the same respect.
In this paper, philosophy, literally "a love of wisdom,"
implies thoughtful examination of concepts, principles, values
and practice that are both normative and consistent with personal
experience. From a philosophical foundation, dogma, set
structures of beliefs, may emerge, but the two are not the same.
Philosophy demands a willingness to continually reflect and
transform ourselves, to be open to new ways of thinking, at
least, and an outright change of heart (the Greeks call it
metanoia), at most.
My purpose in writing this introductory article for The
Philosophy of Therapeutic Recreation, Volume II, is to draw you
into the subject of philosophy thoughtfully and with confidence.
Exploring philosophies of therapeutic recreation should be more
than an intellectual exercise done in a classroom to prepare
students for a few exam questions. It should extend beyond an
occasional session at association conferences where we dutifully
gather to earn our continuing education units. It should take us
past the reading of articles in the Therapeutic Recreation
Journal or ATRA Annual to writings in the humanities, science,
and the arts.
My choice of writing style for this article is purposely
conversational. Philosophy can sometimes intimidate people with
terminology that is difficult to understand and concepts that are
abstract. I want to invite you, through my own example, to
personalize philosophy, reflect on your experiences, and seek new
learning with confidence. Hopefully, the articles in this
collection will contribute to your growth and provide food for
thought in the years to come.
Students are often asked to write a personal philosophy of
therapeutic recreation as part of their academic course work.
The exercise requires them to evaluate some of the major written
works in the field and synthesize their views with lecture and
discussion material. The outcome should be a well developed and
written justification of the student's own belief about the
meaning and value of therapeutic recreation. If done properly,
the assignment can become more than an academic exercise. I
recommend to both students and educators that it be regarded with
great respect and given the preparation and attention that
elevates it to more than a few test questions, just as one's
personal journal is more than an exercise in composition.
Writing one's philosophy of therapeutic recreation might be
more meaningful if it grew out of an extended effort over several
courses and field experiences. Ultimately, students would create
a series of reflections that would reveal changes in perspective
over time. Like the artist who completes a number of renderings
of his subject from a variety of points in a room, the student is
able, during a number of months or years, to develop a richer,
more meaningful, and probably more accurate framework of
philosophical thinking. I suggest that this process of
reflection over time would be made even more meaningful by the
inclusion of educators, practitioners, and individuals who have
received therapeutic recreation services in honest dialogue. It
seems a duty as well as a privilege, in my view, to test one's
own perceptions against those of others who have an equal
interest in the integrity of our service.
As students move beyond graduation to the professional
arena, our own Code of Ethics serves as a reminder of the
importance of diligence and fidelity in continuing the process
started in school. Philosophy, after all, will be viewed and
remodeled again and again as the years provide a more solid
foundation and keener perspective on the bigger picture. There
may be times when one's philosophy is expressed best in ideals,
"conceptions of perfect states of affairs that we think should exist, but which may exist only in our thoughts" (Cooper, 1993,
p. 7). Situations at other times might invoke an urgency to make
our ideals practical by applying them to an ethical dilemma or
organizational problem. In any case, philosophy springs from
foundational principles that must be understood and articulated
clearly.
Where to Begin
I would like to suggest first, that educators recognize three
critical student needs: (1) the need to understand what
philosophy involves and what process is required to actually
develop a philosophy; (2) the need for guidance in finding
writings that nurture thinking, foster understanding, and
challenge assumptions; and (3) the need for frequent dialogue
over the entire course of study with other students, educators,
practitioners, and clients about the meaning of the service of
therapeutic recreation to those who live it. That is a big
order, but I can think of nothing in the long run that will
better prepare students to face the questions that I hear
everyday: "How do I explain my field to my family and friends?
How do I know if I will fit into an agency's corporate culture?
What will I say to clients when they ask me how therapeutic
recreation will help them?"
Understanding Philosophy
I was convinced early in life of the importance of
philosophy by the people who taught me. My educational formation
took place in the sixties and early seventies under the direction
of the Sisters of Mercy in Baltimore and the Jesuits in the
South. I was forced to critically examine major social,
political, and moral issues to understand the imperative to
become a person of conviction and thoughtful action. Civil
rights, the Vietnam War, the moral upheavals of the seventies,
and social conditions of poverty, insufficient health care, and
isolation impacted me. I saw peers searching for or locked into
ideologies but without the philosophical ground in which to root
them.
When I began to teach as a graduate assistant at the ripe
old age of twenty-three, I found that my students, many of whom
were my own age, had never taken a philosophy course and did not
understand why philosophy was anything more than an elective
they'd rather avoid. When discussion about ethics was raised,
most could not see that ethical decision-making springs from a
personal philosophy that is well thought out and committed to
principles of justice, honesty, fidelity, and respect. The
adage, "You can't be what you don't see" is true in the
educational setting. Unless students see philosophy expressed
and lived by teachers and practitioners, it will be overlooked as
a value altogether.
I recently returned to Mercy High School in Baltimore, my
alma mater, to deliver the commencement address. I ran into my
former French teacher and reminded her about her charge to us as
seniors to read the works of Albert Camus and Jean Paul Sartre on
existentialism. We had to write, in French, an explanation of
their philosophies with comparisons to others we studied,
including Christian philosophers. We laughed at the heaviness of
the assignment for seventeen year olds, but I look back
gratefully for being encouraged to at least make the attempt to
think philosophically at that age.
Reading the philosophical writings of others can be heavy
stuff. My students tell me that they sometimes have to read an
article two or three times to understand the language and meaning
of some writings. Don't be intimidated by vocabulary or the
complexity of the phrasing. Students should ask professors for
help with the terminology of philosophical discourse. The long
history of philosophy as a discipline has created a unique body
of terms that draw from a variety of languages, cultural, ethnic
and religious traditions. I prefer to see each new word I
encounter as a window to some past place and time where people
just like us have tried to answer the same basic questions about
the meaning of life, joy, suffering, courage, perseverance,
spirituality, peace, and death.
I recommend an experiential and multi-disciplinary approach
to philosophy. I encourage my students to start where they are
in life and examine sources that already relate to their values.
I ask them, through a values clarification exercise, to write a
credo, a listing of statements that begin with the phrase "I
believe..." and articulate their convictions about life in
general, its value, and the meaning of human relationships.
Next, I try to generate excitement about the sources that are available to begin their quest. I remind them that Plato
said it is the job of teachers to introduce students to the best
possible circle of friends. Living or dead, once the
philosophies of others are articulated to students in a way that
is clear and relevant, the relationship between the student and
the philosopher becomes intimate and alive. In a society that is
moving away from the printed word, we must become more committed
to reading.
David Cooper, a modern philosopher specializing in applied
ethics, social and political philosophy, likes to show his
students a film called "The Death of Socrates" from an old CBS TV
series called "You Are There." Actors play the roles of
classical philosophers dialoguing with present day reporters. In
this film, Socrates and his friends engage in philosophical
discussion just prior to his execution. Cooper shows the film
"so that students can see for themselves how inspiring a person's
life can become when it is governed by a sophisticated
philosophical theory" (Cooper, 1993, p. 2). Charles Sylvester
shows his students the film "Awakenings" and follows with
discussion that invites them to examine all the levels at which
awakenings are occurring among staff as well as patients in a
mental hospital where encephalitic clients emerge after years
from a catatonic-like stupor. I have encouraged my students to
watch video tapes by the cross cultural author Joseph Campbell,
and I have read to them from Joseph Pieper's Leisure, The Basis
of Culture and Paul Haun's Recreation: A Medical Viewpoint. I
have learned that philosophy can be found even in sports, as one
of my most well received short videos comes from a speech by Jim
Valvano on his philosophy of life, given as he was dying of
cancer. Ultimately, we must become better observers of our
world, past and present, and whatever media help with the process
should be used.
I recently recommended to my students that they allow
computer technology to help them. I encourage you to get one
disc that you can keep over a period of years to store any
quotes, summaries from and reactions to what you read. Anytime
you come across words that seem important to you, record them and
the source. Read from philosophy, theology, sociology,
psychology, anthropology, world literature, politics, or other
disciplines that give you a well rounded view of life. My
favorite authors are those who dig through a multitude of diverse
sources and give you the best of what they have found. Above
all, read!
I also suggest that you compile a file of articles from our
own field that relate to philosophy. You won't have to look far,
as our sources are consolidated in a few journals and books.
Some authors in therapeutic recreation are particular devotees of
philosophy, and you will find their names repeatedly on articles
relating to the topic. Sylvester, Mobily, Fain, Hemingway,
Hunnicutt, Lahey, Halberg, Shank, Howe-Murphy and others will
make contributions time and again in their efforts to educate our
field about the relevance of philosophy.
Look for stories. Joseph Campbell noted that we have lost
our connectedness as a society to stories that he calls, "the
literature of the spirit." Philosophy is often better understood
when framed in stories. Unfortunately, we have become so
accustomed to news bites and the reduction of experiences to
quick columns of print that we resist the hard work associated
with seeking those values that have to do with the centering of
our lives.
Tragically, we carry this over to our practice of
therapeutic recreation. What our clients really want us to know,
and deserve to have us hear, is their stories. By knowing their
stories we come to know their hearts and spirits, the source of
their motivation and actions, their philosophies of life. Yet
our assessments give little room for story and, at their worst,
reduce our clients' lives to Likert scales, check sheets, and Ttests.
I often tell my students that unless we are willing to
invest in the stories of our clients and know the wisdom from
which their actions spring, we cannot truly understand what they
need and, therefore, will surely err in treating them with the
individual dignity each deserves. You see, knowing your own
philosophy is only part of the picture. You must also be in
touch with the context in which your clients frame the meaning of
their lives to understand their motivation and to anticipate how
they can be aided by your service.
Some of the most compelling philosophy is contained in the
stories that many of us already know: the parables of the
Christian scriptures, the wisdom literature of the Hebrew
scriptures and the Talmud, the Platonic dialogues, the wonderful
stories of the Buddhist and Hindu traditions, the writings of
Islam, and the reflections of humanist thinkers. We and our
clients live in the same world, influenced by similar traditions
and philosophies, and it is essential to honor and draw from the
wisdom that each of our clients uses to interpret the experiences
of his or her life.
Unfortunately, the classical philosophers and writers of
European civilizations have been lost to many of us today. This
is especially problematic in educational settings. T.S. Eliott
(1940) noted that there was a very high level of intelligence in
American universities but "progress was impeded by the fact that
one could never assume that any two individuals, unless they had
been at the same school under the influence of the same master at
the same moment, had studied the same subjects or read the same
books" (Eliott, p. 33). He contended that understanding and
beneficial discourse among educated persons was impeded by the
lack of common background in academic formation.
What this means for all of us in therapeutic recreation is
that we are inhibited in our dialogue about our field by the lack
of common philosophical preparation as students. If one student
from each program in therapeutic recreation across this continent
were to assemble together, I suggest that it would be difficult
to discuss philosophical issues related to the field because of
the lack of consistency of reading and discussion that has occurred across campuses. If advocating the good life for our
clients is our purpose, and acting virtuously as professionals is
our goal, we must, as students of life in general, be committed
to learning what others have said about virtue, wisdom, and the
good life.
I find that my students who understand this have very little
trouble when ethics is introduced in my courses because they have
learned that making ethical decisions is most easily accomplished
when action springs from an ethical life. A philosophy that is
expressed in work for legislative and social change beneficial to
those we serve, and advocacy for social equality, comes from a
desire to use wisdom to advance the good life for everyone. This
kind of life indicates that therapeutic recreation is more than a
career. It is a vocation in the truest sense of that word, for
it is a calling to live what one believes.
A personal example of my own philosophy may be helpful here.
When I read John Hemingway's article, "Building a Philosophical
Defense of Therapeutic Recreation: The Case of Distributive
Justice," in the first volume of Philosophy of Therapeutic
Recreation, I agreed wholeheartedly with his defense of the value
of a philosophy that espouses a just society for all. It made me
think of my own reasons for my commitment to social justice which
are largely rooted in the beatitudes and the invitation to love
God in my neighbor. While my Judeo-Christian education taught me
that love is an ultimate end, I understood and appreciated
Hemingway's more humanistic and pragmatic approach that by
elevating the quality of life of those who struggle with less,
the quality of life of the society as a whole is better.
Later, in the same book, I read Roxanne Howe-Murphy and
James Murphy's piece on New Age consciousness and was again
challenged to stop and examine my Christian consciousness and how
it frames my own views on therapeutic recreation practice.
Consequently, I began to write and speak about the affect that my
faith, the faith of my clients, and the faith of their support
systems (family, friends, and community) have on my philosophy of
therapeutic recreation, and I have gained enormously from
dialoguing about this with others.
One other article from this same publication really moved
me. It was an autobiographical piece by Warren Johnson about the
importance of wisdom, fun, and health in the face of a fatal
disease. Had I met Warren Johnson years ago when he was a
patient, I admit that I probably would have done him a great
disservice by assessing his needs in our traditional, clinical
way. But had I asked for his story, I would have gained a window
to the real man behind the disfigurement of scleroderma, a man
who really understood the value of recreation as a healing
experience. I urge all of you to read his story.
Becoming a Community of Philosophers
Because I have lived and taught in the same place for over
twenty years, I am privileged to remain in contact with many of
my former students. When I see them our conversation often comes
around to what each has gradually embraced about the meaning of
therapeutic recreation and the philosophy of practice that has
developed over years of experience and continued learning. Many
will comment that as new graduates it would have been difficult
to articulate a personal philosophy to undergird their fledgling
careers, but as time passed, a way of seeing the field and its
gifts emerged from a variety of sources. Sometimes an ethical
dilemma forces practitioners to stop, think through, and
formulate the purpose of therapeutic recreation for an individual
client or for a program within an agency. Once, a student called
me to say that she was on the verge of quitting because her
administrator had established a monthly quota of generated fees
for service from each therapist. It did not take long for her to
come in conflict with a profit based philosophy of treatment.
When she questioned the appropriateness of taking certain clients
on an outing, she was told that outings were an excellent way to
generate large amounts of charges and were, therefore, to be used
as frequently as possible. In the wake of its effort to produce
profits, the agency was losing sight of its ethical obligation to
clients. As health care reform lends to experimentation with new
configurations of service delivery, I believe that you will be
faced with similar experiences and challenges to your own
philosophy of practice.
Ignorance is not bliss! I sometimes get letters or calls
from students who finally leave an agency because they believe in
retrospect that they have affirmed unethical approaches to
patient care inadvertently by failing to speak up early on. Some
have said, "I didn't realize at first what was happening. I was
so new and inexperienced at practice that I allowed myself to be
influenced by the actions of others that I knew intuitively were
not in the best interests of the clients. Only as time went on
did I realize that I had to take a stand for what I knew was just
and right." That kind of personal evaluation of one's
surroundings, the philosophy of an agency as it is practiced, not
stated in some slick brochure or policy manual, requires wisdom
and knowledge about a host of variables that interface to pose a
challenge to you. I can tell you from experience that learning
about philosophy during academic preparation and finding out its
value in creating your own constructs and convictions will serve
you well when you are faced with difficult questions about the
meaning of your work.
I encourage educators in our field to bring practitioners
into your classrooms and to create dialogue about philosophy in
action. It is imperative that students have the opportunity to
hear how philosophy is played out in everyday actions before they
seek jobs on their own. In today's world of health care
delivery, ethical issues will arise frequently that challenge us
to interpret and act on our own philosophies of practice. Two
situations that I have recently encountered are not uncommon. In
long term care, for example, nursing homes are establishing
in-house ethics committees made up of staff and patients or their
advocates/family members. Policies and procedures for making
decisions regarding a variety of quality of life issues are
established by this committee, and when individual cases present
difficult situations, the group attempts to arrive at a course of
action that is ethical and sound. You may be asked to serve on a
committee that decides when patients will be moved to other
facilities, when treatment will be withheld, or how scarce
resources will be best used to meet patient needs (Ross, Glaser,
Rasinski-Gregory, Gibson, and Bayley, 1993). You must be ready
to contribute meaningfully to discussions about the importance of
giving attention to patients who may seem unable to benefit from
your presence. You must be ready to justify community
reintegration activities in the face of objections raised by
liability conscious administrators. You must clearly understand
the value of your service as competing interests vie for
priority.
Most recently, I have become greatly concerned about the
rush to licensure that I see occuring in some areas of the
country. Ethically I believe that any action should be preceded
by an intense period of study and reflection. All of us share an
obligation to participate, but the effort should be led by a
committed and impartial group, preferably jointly represented by
members of the American Therapeutic Recreation Association, the
National Therapeutic Recreation Society, and the National Council
for Therapeutic Recreation Certification. This is truly a
community issue with a great potential impact on practitioners,
educators, students and, most of all, those we serve. Our
association leadership really has a challenge ahead as we face
the uncertainty of health care reform. My own philosophical
commitment leads me to suspect that the rush to licensure
springs from a desire to carve out a territory for our practice,
a legal protection for us more than for our clients. I am very
open to hearing well developed arguments in favor of licensure,
but I have seen none, only a frenzy of activity based on fear
that if we don't act, some other discipline will take from us our
right to practice.
Of all the things that a thoughtful study of philosophy can
do for us, the most important is to create a sound interior
confidence. Then, the strength of individuals can be joined
under associational umbrellas to create a collective of ethically
thinking, virtuously acting professionals. I would predict that
in an environment such as this, licensure would not be our
choice.
The issue, however, reminds me of five foundational
principles outlined by Cooper (1993) that provide options for our
choice of philosophy. They are:
(1) Ethical Egoism: Everyone ought to act so as to promote
their own best interest.
(2) Utilitarianism: Everyone ought to act so as to promote
the greatest amount of happiness for everyone.
(3) Natural Rights Theory: Everyone ought to act in
accordance with everyone's inalienable, indefeasible,
natural rights.
(4) Social Contract Theory: Everyone ought to act in
accordance with the principles of justice that would be
chosen by free and equal rational people who come
together to form a social contract.
(5) Duty Ethics: Everyone ought to always treat people as
ends unto themselves and never use them as a means only
(p. 23).
While I invite you to examine these when you consciously
create your philosophy of practice, I find them ineffective
without a commitment to virtue. Aristotle framed the value of
virtue so well, and my own Christian background made it part of
my very soul. Virtue helps us live as we "ought to." And a
sense of right virtue keeps us from extreme action since it is
tempered with wisdom and respect for persons and situations. I
strongly encourage you read what you can on "virtue ethics"
rooted in Aristotle and made popular today by a number of
authors.
Conclusion
While we do not have to become specialists, we should all
strive to be philosophers in the sense that we are open to the
wonder, doubt, and thoughtfulness that accompanies the search for
wisdom and truth. Carl Jung believed that making meaning of
life's experiences was in itself therapeutic. Discovering and
developing one's philosophy of life and professional practice
makes meaning of our own experiences. I believe that it also
nurtures us to be better human beings and partners with clients
in their journeys to healthy living. For twenty years I have
admired and been influenced by an international movement called
L'Arche (The Ark), where able bodied and developmentally disabled
adults live together in community. L'Arche has helped me to
appreciate the great paradox that exists when, in the act of
serving and helping persons with disabilities develop their
potential, we caregivers find our own. Jean Vanier, founder of
L'Arche, believes that we are all "handicapped," and a philosophy
that recognizes the mutual nature of healing and growth is most
healthy (Vanier, 1995.)
I encourage you to view the journey towards your own
philosophy of therapeutic recreation as one of the most important
in your life. Surely it will intertwine with your personal life,
and I expect that, if done with thoughtful reflection, will make
it richer and more meaningful than you could dream. Still the
would-be artist after all these years, I see my own journey as a
tapestry of woven thread creating a picture of who I really am.
In the end, whether helping clients find their source of meaning,
or finding our own in the process, there is no more wonderful
mystery than that which happens when, as students, teachers,
practitioners, and clients, we make that journey together.
References
Cooper, David. (1993). Value Pluralism and Ethical Choice.
New York: St. Martin's Press.
Eliot, T.S. (1940). Christianity and Culture. New York:
Harcourt, Brace, and World, Inc.
Ross, Judith Wilson, Glaser, John W., Rasinski-Gregory,
Dorothy, Gibson, Joan McIver, and Bayley, Corrine. (1993). Health
Care Ethics Committees: The Next Generation. Chicago: American
Hospital Association Co.
Vanier, Jean. (1995). The Heart of L'Arche. New York:
Crossroad Publishing Co. |