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Finding meaning in the curriculum: orienting philosophy majors to a meaningful life as a primary learning outcome

ABSTRACT I discuss a learning outcome of the Western Carolina University, Department of Philosophy and Religion, which focuses on a student’s development and pursuit of a meaningful, thriving, well-lived life, as a corrective to the poverty of existential reflection in the academy. We achieve this Socratic goal via a targeted series of assignments throughout the student’s education, a required pro-seminar on the topic of human flourishing, and other elective courses. The self-reflective, narrative assignments are designed to help students develop their own tentative position on a flourishing life, consider whether and how they are pursuing that vision, and articulate meaningful ways to integrate potential vocations with a fulfilling existence. Students are introduced to these questions in introductory classes; take a pro-seminar analyzing various positions on ‘the good life’ drawn from numerous philosophical, religious, and literary texts (for breadth), with a research paper assignment critically evaluating one position of their choice (for depth); and, in their final year, revisit their earlier ‘meaning assignments,’ examining retrospectively their academic career (including other courses that ‘existentialize’ these questions) and personal development, and prospectively their postbaccalaureate life and career. I conclude with some suggestions for programs keen to incorporate a similar outcome into their own curriculum.