Name:
Paula Droege
Position:
Lecturer, Philosophy Department
Education:
PhD, University of Connecticut
What do you teach?
My regular introductory courses are in philosophy of mind and feminism. These are two of my favorite courses to teach because the issues are so puzzling and so important to figure out.
In philosophy of mind we ask: How could the mind and consciousness possibly be part of the body? How can we tell if animals or computers are conscious?
In feminism the questions are equally daunting: How can women attain social and political equality? Are prostitution and pornography oppressive or liberating for women? Do women think about morality differently than men?
I also teach courses in metaphysics and contemporary philosophy.
How did you come to Penn State?
My husband was offered a tenure-track position with the university, so I became what is known as ‘the trailing spouse.’ The lectureship position in philosophy has given me the opportunity to continue to teach, which is an incredibly rewarding, if periodically frustrating, form of work.
How did you cultivate a passion for philosophy?
The very first philosophy class I took as a first-semester freshman was called “Fundamental Questions.” We talked about the nature of persons, good and evil, freewill, and whether God exists. I was hooked.
When did you become a feminist?
I can’t remember ever not being a feminist. Always outspoken and somewhat stubborn, it just never occurred to me that women should be subordinate to men. However, it wasn’t until graduate school that I studied feminism theoretically. The philosophy of feminism is useful particularly to women like me who have trouble understanding why anyone would reject a concept that is so obviously sensible.
What has been your favorite class to teach? Why?
Contemporary Philosophy is my favorite class as a teacher. We read 4 recent books, 2 in consciousness theory and 2 in feminism. Where philosophy of mind usually enrolls more male students and feminism usually enrolls more female students, the contemporary class is usually about evenly divided. Consequently, women who might have thought the mind/body problem is dull or unimportant are exposed to a new area of study, and men who might have thought that feminism is only for women also learn something. The combination of provocative topics and a diversity of views makes for very interesting discussions.
Why did you choose teaching as a profession?
That’s hard to say, exactly. It’s easier to say why I stick with it. Teaching gives me the opportunity to think and talk about really difficult and important issues. It would be hard to find time to think about philosophy otherwise. There is also the occasional student whose mind is utterly refigured by the process of considering philosophical questions. Few jobs offer the satisfaction of watching a student experience the ‘aha moment’ of an intractable conundrum resolving itself within the mind.
How do your students teach you?
Philosophy is in principle an egalitarian field of thought. Any person is capable of reflection and insight into the enduring philosophical mysteries of reality, justice, goodness and the rest. As a result I am regularly struck by thoughtful student responses to questions raised in the texts. Since students have not yet been indoctrinated into a particular way of viewing a problem, they are often able to offer a fresh perspective even on problems that have been debated for centuries.
What is one quote that is most significant to you? Why?
I have a terrible memory, so very few quotes stick with me. Here are two, which come to about the same thing: ‘Sin boldly’ by Luther, and by Salman Rushdie, “If you want to push the boundaries, you have to go to the edge and push.” The quotes remind me to question, to puzzle, to challenge, and they also remind me that there are risks. To push at the boundary you have to live on the edge, in danger of falling. Bold action will lead to error and sin. Our responsibility as humans is to embrace the risk of life along with its inevitable failures and successes.
