By the time a student is old enough to be thinking about philosophical questions, he is already fully immersed in a world of beliefs and answers. He is trapped in a cave of illusions. Thus, his education must begin by lighting up and then questioning the things that he already believes, the foundations of the life that he is already living. He cannot jump out of his skin and make a new beginning: he must start from the inside and slowly, painstakingly work his way out.

Philological considerations have slowly but surely taken the place of profound explorations of eternal problems. The question becomes: What did this or that philosopher think or not think? And is this or that text rightly ascribed to him or not? And even: Is this variant of a classical text preferable to that other? Students in university seminars today are encouraged to occupy themselves with such emasculated inquiries. As a result, of course, philosophy itself is banished from the university altogether.

Some students of philosophy have unreasonably high expectations of the subject. They expect it to provide them with a complete and detailed picture of the human predicament. They think that philosophy will reveal to them the meaning of life, and explain to them every facet of our complex existences. Now, although studying philosophy can illuminate fundamental questions about our lives, it does not provide anything like a complete picture, if indeed there could be such a thing. Studying philosophy isn’t an alternative to studying art, literature, history, psychology, anthropology, sociology, politics, and science.

Philosophical education requires not merely that one avoid discouraging the reader ... from employing his own mind, but that one positively motivate him to think and, above all, to think authentically and for himself. One must somehow induce in him a new level of awakeness, inner-directedness, and self-ownership. ... The central paradox of philosophical education, whether in writing or in person, is this: how can one transmit to others something that can never genuinely be given from without, but only generated from within? For that is of the essence of philosophy: it can never be done for you. It is our “ownmost” activity: you must do it all for yourself or you haven’t done it at all.

Another reason for studying philosophy is that it provides a good way of learning to think more clearly about a wide range of issues.

Philosophy is to be studied, not for the sake of any definite answers to its questions, since no definite answers can, as a rule, be known to be true, but rather for the sake of the questions themselves; because these questions enlarge our conception of what is possible, enrich our intellectual imagination and diminish the dogmatic assurance which closes the mind against speculation; but above all because, through the greatness of the universe which philosophy contemplates, the mind is also rendered great, and becomes capable of that union with the universe which constitutes its highest good.

One important reason for studying philosophy is that it deals with fundamental questions about the meaning of our existence.

Philosophy—reduced, as we have seen, to philosophical discourse—develops from this point on in a different atmosphere and environment from that of ancient philosophy. In modern university philosophy, philosophy is obviously no longer a way of life, or a form of life—unless it be the form of life of a professor of philosophy.

When a European philosophizes, all his problems are of essence, there is no doubt about the existence of his thought. When a Latin American philosophizes (and this could be extended, for example, to Africans and other marginalized thoughts) he has to prove that his philosophy exists, that he has the right to reflect. (...) I call this a requirement of "insurgency" of Latin American philosophizing: to come into being, the activity of philosophizing from Latin America must insurge against intellectual exclusion (...) not strictly because it "wants" to insurge but because it is not allowed to "arise" in another way (...) Philosophizing from Latin America is reactive and insurgent or it isn't; it is an imperative need for survival.

What is the use of studying philosophy if all that it does for you is to enable you to talk with some plausibility about some abstruse questions of logic, etc., & if it does not improve your thinking about the important questions of everyday life, if it does not make you more conscientious than any ... journalist in the use of the DANGEROUS phrases such people use for their own ends.

In Europe, you do philosophy by performing discourse on another guy's text, and so Derrida will go over Heidegger, and Habermas will extend Marx's corpus; but in America you could never get away with kinky stuff like that, for you have to generate philosophy from real things—like computers or television. You need to look at Omni magazine to get a feel for this new kind of mail-order, Popular Mechanics science of mind. It's full of articles about meditation helmets and downloading the soul into computers so that when your body wears out you can live forever. What is completely missing in Europe is precisely what you will find in America: namely, an electronic Umwelt in which history is replaced with movies, education is replaced with entertainment, and nature is replaced with technology. This peculiar wedding of low kitsch and high tech generates a posthistoric world that no European literary intellectual can quite fathom.

A further justification for the study of philosophy is that for many people it can be a very pleasurable activity. There is something to be said for this defence of philosophy. Its danger is that it could be taken to be reducing philosophical activity to the equivalent of solving crossword puzzles.

It is not to be supposed that young men and women who are busy acquiring valuable specialized knowledge can spare a great deal of time for the study of philosophy, but even in the time that can easily be spared without injury to the learning of technical skills, philosophy can give certain things that will greatly increase the student's value as a human being and as a citizen. It can give a habit of exact and careful thought, not only in mathematics and science, but in questions of large practical import. It can give an impersonal breadth and scope to the conception of the ends of life. It can give to the individual a just measure of himself in relation to society, of man in the present to man in the past and in the future, and of the whole history of man in relation to the astronomical cosmos. By enlarging the objects of his thoughts it supplies an antidote to the anxieties and anguish of the present, and makes possible the nearest approach to serenity that is available to a sensitive mind in our tortured and uncertain world.

The first thing to realize, if you wish to become a philosopher, is that most people go through life with a whole world of beliefs that have no sort of rational justification, and that one man's world of beliefs is apt to be incompatible with another man's, so that they cannot both be right. People's opinions are mainly designed to make them feel comfortable; truth, for most people is a secondary consideration.