'101' as a teaching method for Philosophy

However, since the nineteenth century, the subject has increasingly been seen as too complex and technical for the non-specialist, an attidude reflected in both the style and the content of philosophy courses and written introductions.

When, in 1912, Bertrand Russell attempted to return the subject to  the general public, in his still popular ''Problems of Philosophy'', he was accused of having demeaned the subject. Ever since philosophy teaching, like education generally,  has been split between 'progressives' who concentrate on democratic (Socratic) dialogue and  'traditionalists', who concentrate on 'training' and the 'protection of standards', and remains a matter of much contemporary debate. 

Presenting Complex Philosophical Issues as Stories and Simple Problems

The breaking up of complex philosophical issues into short scenarios is a technique well-known within the Philosophy for Children movement, and has numerous practitioners. However, partly as a result of research into methods of teaching philosophy in Higher Education in the UK, the same kinds of techniques are also appearing in college and unviersity courses. 

So, when Martin Cohen, a British academic and writer, adopted the approach, in 101 Philosophy Problems, it was with a more serious 'pedagogical' (or teaching) purpose.  Because a book divided into 100 or so sections necessarily means each section is brief. Typically one page in fact. And a one page 'problem', 'ethical dilemma' or 'thought experiment' is ideal for introducing an issue in seminar groups or classes, as advocates of philosophy with children have long known. 

Cohen in fact developed the approach while working with Professor George MacDonald Ross at Leeds University, as a research assistant on a project into making the abstract study of 'philosophy' more relevant to everyday life. The practical outcome of this research was a set of techniques for introducing philosophy to diverse audiences. Yet it was Cohen himself who successfully adapted the method to books, 

The essence of the approach is that short problems/ thought experiments or scenarios, written in a way that presupposes no specialist knowledge, are followed by a question, of purely nominal value, together with a separate short discussion. This is generally not 'answering' the question but rather opening up avenues' for further exploration. 

In 1999 (when 101 Philosophy Problems first appeared), the approach was not only novel but slightly controversial. 'Philosophy' was traditionally supposed to be simply too difficult and too complicated to be explained in 'bite-sized' portions. Yet, as the editor of a British philosophy magazine, Julian Baggini , reviewing the first book put it: 

"You can't just read philosophy, you've got to actually do it. Given that, it's surprising how few introductions actually try and get their readers to join in. 101 Philosophy Problems is an all too rare example of a book that does just that, and I wouldn't be surprised if it is soon joined by many others. Cohen takes as his starting point, not the history of philosophy, nor the various sub-disciplines of it, nor its great and good. Rather he gets the reader stuck straight into some philosophical puzzles." 

(The Philosopher's Magazine Issue, issue 6 Spring 1999 )

The number - be it 25, 99, 100, or 101, of course is incidental. Curiously, according to Books in Print , more books are now published with a title that begins with 101 than '100'. They usually describe or discuss a list of items, such as 101 Ways to... or 101 Questions and Answers About... In many US colleges, the number '101 also signifies the first course of the foundation year, for example 'Philosophy 101' will typically be a general introduction to philosophy suitable for both arts and science students.