JOE DIGIOVANNA
The history of the philosophy department can be meaningfully divided into two periods: BC and AC, before Curry and after Curry. I was a member of that department both in BC and in AC. In my opinion, SUNY Potsdam had a very good philosophy department in the period BC. In AC, it became a great department. This transformation was not merely a temporal coincidence, it was due principally to the contributions of Prof. Curry. I had, for many years, an excellent vantage point, both literally and figuratively, to make such judgments. My office was directly opposite his, separated by a hall that was no more than four feet wide. Our offices were situated in a former dormitory built with little concern for auditory privacy. Even with doors closed, it was difficult to achieve such privacy. And my door and Prof. Curry’s were rarely closed.
Over the years, I overheard countless conversations and witnessed countless interactions with students and faculty. As I began to reflect on the personality and achievements of this man, an expression kept popping into my mind that I had not thought about in decades. When I was in graduate school, I taught Latin in a private, non-denominational elementary school. The school had only been in existence only a few years and on the occasion of a large philanthropic gift and a name change, it was thought appropriate that the school adopt a motto. Mottos always sound more impressive in Latin or Greek. There was no one teaching Greek at that time, so I was given the task of recommending an appropriate motto. I chose “esse quam videri.” Literally, it can be translated as “To be rather than to seem.” But merely expressing it that way misses so much that the Latin suggests.
One place where this expression was used was in Cicero’s work, “On Friendship” where he suggested that far more people preferred to seem to have virtue than to actually acquire it. “Esse quam videri” is a call for authenticity. Strive to be something rather than to seem to be. It brings to mind the distinction between appearance and reality, a distinction many philosophers have wrestled with, not least of whom was one of Prof. Curry’s favorite philosophers, Plato. I bring up this topic because it seems to me that Prof. Curry is as good an example that I know of, of someone who has achieved what the motto calls for. And his deeds at the College exhibit this trait. Here are some of deeds that I was able notice: a habit of treating all students with genuine respect, an openness to accept whatever individuality a student exhibited, a willingness to give generously of his time to help any student with questions or problems, and a concern for students that lasted long after graduation. And his mentoring and leadership was not limited to students. On a number of occasions faculty from various departments would seek him out for advice and assistance on matters of school-wide concern.
However, what I would like to highlight is what I think is his crowning achievement. Long before Prof. Curry came to Potsdam, in the period I am calling “BC”, the philosophy department hosted Philosophy Forums. Several times a year we would invite a guest speaker to make a presentation. Such events are common on college campuses and not really noteworthy. What is noteworthy, in contrast, was the transformation of the Philosophy Forum that Prof. Curry accomplished. Gradually, under his planning and implementing, the Forums became more and more frequent until they became a weekly event. I focus on the Philosophy Forum because I think it epitomizes the kinds of academic activities that should occur at colleges and universities, particularly those that claim the title “liberal arts.”
Colleges and universities can be dedicated to a variety of goals. Some specialize in vocational preparation or professional development. Potsdam College had a long tradition of emphasizing its commitment to the liberal arts. The liberal arts have a long history and can be interpreted in a variety of ways. But for our purposes, it is sufficient to select some typical, common features. Liberal arts education teaches critical thinking, develops communication skills, fosters open-mindedness, promotes self-discovery, questions assumptions and presuppositions, enhances creative problem solving, and teaches the ability to learn how to learn. A well-designed liberal education would include knowledge of the humanities, the natural sciences, and the social sciences: however, no subject has more potential to achieve the goals of a liberal arts education than philosophy. And no liberal arts curriculum would be adequate without philosophy. And what does this have to do with Prof. Curry? I believe the Philosophy Forums he designed and organized are excellent examples of what a liberal arts education in general, and philosophy in particular, can and should achieve.
Among the noteworthy features of Prof. Curry’s Philosophy Forums are the following: the enormous range of topics treated; the variety of academic functions they were designed to perform, the variety of locations where philosophical issues were found, but most of all, the manner in which the questions, problems, or issues were treated.
The Philosophy Forum not only attracted philosophy majors and minors, but it also attracted all manner of students. In addition, faculty from different departments attended. Sometimes even people who had no affiliation with the college would attend. It was gratifying to see the numbers of Forum participants who were there voluntarily, absent any requirement or obligation. It was gratifying to witness how the desire for intellectual achievement was inherently attractive to so many. It was gratifying to experience so many instances of a desire to learn for its own sake. Faculty from other departments would give presentations, sometimes on finished research, sometimes for helpful feedback on works in progress. Similarly, students would sometimes present papers which they had submitted in some class or a work-in-progress for feedback. This was particularly useful when preparing for a submission to an undergraduate conference. Philosophy can be found in many places and the Forums followed suit. A common place the Forum found Philosophy was in movies. So, sometimes a movie which was particularly interesting philosophically was the focus of a Forum meeting.
Now the Forums were not just occasions for listening to someone make a presentation or merely enjoying a movie of philosophical interest. The Forums were always occasions for engaging in philosophy. Prof. Curry planned and organized the Forums and regardless of the format and structure of the event, there was always philosophical discussion which he guided and moderated. What are some of the characteristics of a philosophical discussion when it is well done? Here are just a few. It should be open to all points of view. All opinions should be allowed expression and those expressing them should be treated with respect. However, it is also the case that unsupported opinions have little value in philosophy. So, arguments and evidence are given a lot of attention. Philosophy Forums were not merely about philosophy, they were occasions for actual philosophical activity. These were opportunities for considerable philosophical learning, learning made particularly important when considering the fundamental and significant nature of so many philosophical questions.
It should be noted that the Forums were not offered for credit. So, invariably, participants came because they found them intrinsically worthwhile. One may say that what I have described sounds like the fulfillment of what almost any College catalog or website claims it offers. In a way this is true. Reading a mission statement or a description of academic goals on a website would lead one to expect something like our Philosophy Forums. But such websites are more in the category of advertising than fact or impartial description. In our terminology we can say they belong to ‘videri’ rather than ‘esse’. Consider, for example, just the first characteristic of a proper philosophical discussion given above. “All opinions should be allowed expression and those expressing them should be treated with respect.” Those of us who remember what transpired in the ’60’s know how frequently this was violated. And today such violations occur quite often and quite publicly even in supposed elite colleges and universities.
There is another point worth making. Suppose someone tried to judge an institution of higher learning based on what is advertised in a newspaper or other contemporary media by that institution? What would such a person conclude? Probably what is most valued and noteworthy is a notice of a concert or that some faculty person received a grant. These are worth noting, but if one were to look for occasions where liberal arts, and especially philosophy, were taught and experienced in a regular and profound way, I can think of no better set of examples than the Philosophy Forums. Quietly, without fanfare, without the frequent and loud publicity afforded to some, the Philosophy Forums, week after week, accomplished the most profound and important goals of a liberal arts institution.
As Prof. Curry heads into retirement, we are faced with the reality that the Philosophy Forums, as they have existed at SUNY Potsdam, will cease to exist. But how should we commemorate the achievements mentioned above? Should a plaque be erected in the room where the Forums were usually held? Should the entire room be preserved and memorialized to commemorate the Philosophy Forums? Well neither is possible. That room has been torn down. It is now a pathway to an elevator. It is sad to see the place where so much profound instruction in philosophy occurred, destroyed. However, something like a plaque belongs more in the category of ‘videre’ than ‘esse.’ It is sad to contemplate that future students will not have the opportunity to experience Philosophy Forums. But there are considerations that provide glimmers of hope. I have suggested that in considering the character and contributions of Prof. Curry, the expression “Esse quam videri” can be illuminating. It seems to me that the real, that which is authentic, tends towards permanence, tends to be long-lasting.
In many areas of study, teachers have the potential to make a profound impact on students. The potential of teachers of philosophy is greater than most, for philosophy studies the most important and profound questions that challenge human beings. It is no exaggeration to expect that philosophy can provide life-transforming experiences. While we can lament the loss that future students at Potsdam will undergo, we should not forget the students who have already benefitted from their experiences at the Forums. Teachers have a special vocation. They have the potential to drop seeds that in time can bear much fruit. Great teachers are those who are successful at doing this. And when this fruit grows in those who themselves become teachers then the process can continue, perhaps indefinitely. We can take satisfaction not only in those who have themselves benefitted from Prof. Curry’s teaching, but also those who have become, as it were, philosophical offspring of Curry, continuing his work. For I know that despite the great challenges, not least of which is the long-standing dreadful job market, a surprising number of our students have become professors. This alone provides evidence of the extent to which they have been inspired. It gives me hope to imagine what I think is likely true, that they will endeavor to reproduce in their students what they have learned in the Forums of Prof. Curry. Above all: “Esse quam videri.”