I spent last semester TA-ing for an introductory philosophy course, and after a winter break that was way too short, I'm gearing up to do it again. Although I once "taught" a GRE course (corporations like Kaplan don't actually allow you to "teach"), this was my first experience in University teaching/philosophy teaching.
So what did I find?
Well, I found the expected naive moral relativism that I expected--though thankfully not to the degree I had anticipated. Some students, for instance, attempted to the bypass the question of whether we have free will and, if not, whether we can be morally reponsible for anything, by claiming that moral responsibility is simply a matter of what one's culture thinks/says, and hence the existence of free will is irrelevant.
A suprising number of students also seemed to be untroubled by the hard determinist idea that we have no free will (and, as we presented the issues to them, that we hence have no moral responsibility either).
There appeared to be suprisingly few Ayn Rand enthusiasm.
But most surprising of all, was what happened in one of our discussions of the existence of a divine being. I had worried that there might be students who have faith in such a being who would either be put off by the material or who would refuse to engage seriously with it (since of all the philosophical controversies we covered, this one was the only one where the evidence clearly seemed to lean in one direction--against the existence of god). I was also concerned that students who believe in god might leave the course thinking that "those liberal atheistic philosophers have attacked my religion and tried to take away my most sacred beliefs!" Indeed, many philosophers do approach teaching about god as an opportunity to produce more atheists, or at least show believers how lacking in evidence their beliefs are. I tried not to take this approach. Instead, I tried to make clear at the beginning, that the process of philosophy is about premises and conclusions--about producing reasons we all can share given the commitments we already have (i.e. commitments to logic and the plausibility of certain claims about the world). But faith, I claimed, is not the kind of reason that we all can share given those commitments. Faith can't be a reason for me to belief unless I already have it (in which case I wouldn't need a reason). Essentially, I tried to make clear that their personal beliefs about the existence of a divine being were not, strictly speaking, relevant to what was happening in the course; but the kinds of arguments they put forth in class or on papers were relevant, and hence this is what would count. [In other words, they were free to believe whatever they wanted for whatever reason they wanted (or for no reason at all), so long as when they wrote a paper they did not argue baselessly for those beliefs.]
I did worry about this approach though. I worried that I was, in effect, undermining the power of arguments and logic. Was I saying that they should feel free to simply disregard the conclusions of all the arguments on all the topics we covered? Was I implying that they ought to say, "Fuck modus ponens, fuck soundness, fuck validity"? I hope that's not what they heard, but I can't be sure.
In any case, perhaps my worrying about students who believe in a divine being was unwarranted. Or perhaps my approach was successful, and hence there were no issues. In any case, there was a difficulty, and it arose while discussing the connection between god and morality. The students were presented in lecture with the Divine Command Theory (what's morally right/wrong/permissible is what god commands/prohibits/allows) and then the famous Euthyphro Problem. [The problem is that the divine command theorist must mean either a) that god commands what s/he does because it's right, or b) that what's right is right because god commands it. If (a) then morality is independent of god, because something was right before god did any commanding at all; god's just a messenger. And if (b), then what god commands is totally arbitrary; god could command "rape every red headed person you can on sundays" and if s/he did, then it would be morally required that we do so.
Some of the students I knew to believe in a divine being seemed interested and even impressed by this problem. The difficulty I faced was with a student who made it clear that she did not believe in god. After class, she said she had some questions. But instead of questions, what she mostly had was a rant about her hatred of the class and philosophy. She especially objected to our spending time discussing the divine command theory and the euthyphro problem--why, she wanted to know, would we even bother spending time on such an absurd idea as that god exists. Why, she asked, were we allowing for the sake of argument with the divine command theorist that god might exist?
She went on, "People who believe in god are weak. Don't they know that humans created god?" I was somewhat taken by surprise. I tried to explain that, no, in fact most people do not believe that "humans created god." It told her that many of her classmates believe in god, and while the divine command theory is almost universally rejected amongst philosophers, it tends to be readily accepted by the general public, and thus, presumably, by undergraduates.
She looked unconvinced, so I went on. I tried to point out that if one is trying to convince someone not to believe the divine command theory, one could take her approach and say "to believe DCT you must believe god exists, and people who believe go exists are weak." But, I said, one surely will not convince anyone with this type of attack, and in fact believers will probably just walk away thinking, "she's mean."
Her response, in a disdainful voice: "Oh, so the point of philosophy is to make people feel good? We're suppose to pretend people's views aren't stupid to avoid hurting their feelings?"
Again, I was taken aback by this. "Who is this person, and what is her problem?" I thought. The more I attempted to explain, the more frustrating I found it to talk to her. She generally cut me off about three words before the end of each of my sentences. And after another minute or so, she stated--while I was mid-sentence--"nevermind, I have other questions" at which point she went on to ask me to explain simple distinctions between foundationalism and coherentism which she appeared to fail to be aware of because she had missed so many classes. This also included a few more times during which I had to explain "this is how we do philosophy" when she continually asked why any one would care about this or that issue.
On the next set of papers which came in a few days later, she had, of course, picked the essay topic on DCT (probably because she'd missed the classes in which we'd discussed all of the other topics). And just as in her conversation with me, she refused to engage the DCT in anyway. She stated "I will not grant for the sake of argument or for any other reason that god exists." Thus she never explained what the DCT theory is or what the euthyphro problem is, or any responses to the euthyphro problem.
Her paper was not bad, but it was not philosophy. It seemed, instead, like an exercise in rhetoric. She put forth grand points in authoritative language ("People believe in god because they are weak"), but did not support those claims with evidence or reasoning.
I found myself trying to get into her mindset. Why would she simply refuse to discuss any of the issues we discussed in class? Better yet, why would she write a paper she had to know would earn an unsatisfactory grade, when (as I found out shortly after) she was on academic probation?