Although it comprises several different disciplines, each with its own particular fields (and corresponding methods) of enquiry, Philosophy as a whole is distinguished by its concern with fundamentals, its engagement with issues so basic that they tend to be glossed over elsewhere. The philosopher interrogates all those unconsidered assumptions which others (and he himself in non-philosophical moments) routinely make. For example, in writing the above sentences I have presupposed the existence of readers with the mental equipment to make sense of them, but, from a philosophical perspective, I should ask myself, What justification do I have for believing in the existence of other minds? I know that I have a mind, since I can introspect, but everyone else, though seemingly minded, could be a robot cunningly programmed to give the impression of undergoing mental experience, so how can I determine whether they are really conscious or just simulating the appearance of consciousness? If this kind of question strikes you as more than merely idle, then Philosophy could be the subject for you.
In addition to intellectual curiosity, Philosophy also calls for argumentative rigour and a good memory, the ‘A’-level syllabus requiring the student to absorb and reproduce a large number of complicated and subtle arguments and counter-arguments. Since Philosophy does not exist as a subject at GCSE level, there is no direct way of assessing a would-be philosopher’s aptitude on the basis of prior performance, but respectable grades in English and Maths are positive indicators. If you are interested in the subject but doubtful as to your suitability, you can always contact us for an interview: in the space of an hour or so we should be able to determine whether it would be an appropriate choice.
Although Philosophy is among the most intellectually demanding ‘A’ levels, it is none the less one in which, ceteris paribus, we can guarantee good grades, largely because the questions set by the examiners, especially at AS, are highly predictable. If the ‘other minds’ issue, mentioned above, were to come up on an ‘A’-level paper, it would do so in the most straightforward and uncomplicated form imaginable – ‘How have philosophers sought to prove that other minds exist?’, say – and, in such circumstances, the student who has worked hard to grasp the relevant arguments runs no risk of failing to gain due credit for their labour.
There is one exception to this rule. At A2 the so-called coursework component – not really coursework at all but rather a four-hour exam on a question released in advance and planned beforehand by the candidate – lends itself to more inventive treatment, and provides a welcome challenge to any student who has grown tired of the obviousness of the questions which he has previously been invited to tackle.
