Last Thursday, the University of Louisville Philosophy Department hosted the second annual Philosophy Slam, where students from Manual, Atherton High School and St. Xavier High School participated in a friendly competition. The event encouraged students to debate philosophical topics inspired by famous quotes, presenting their interpretations and defending their ideas to peers and judges.
“Philosophy is rarely taught in high school and so we wanted to celebrate where it is being taught and where it is being done and show people that it’s not something that they should think of as impenetrable or far away from themselves, but it’s something that they’re already doing and enjoying,” Avery Kolers, professor and chair of the Philosophy Department at the University of Louisville, said.
Members of Manual’s own Philosophy Club attended and participated in the discussions throughout a handful of groups. They shared their insights while engaging in lively conversations with students from other schools.
“They talked about Philosophy Slam at Crimson Hour, I came in and I was like ‘Oh, this seems pretty interesting,’ so I came to do it!” Kevin Mbaya (11, MST) said. “Having everyone share their ideas about these different philosophical quotes and whatnot helps expand our worldview. It makes us more cognizant of our world and society in general.”
The event sparked meaningful conversations. For many, it was an opportunity to both share their thoughts and learn from others’ perspectives.
“I feel it’s pretty important for high school students to participate in stuff like this just because it helps the develop their own view of things — the quotes that we did today in the slam, they all had different ways that you could interpret them, and participating in stuff like this helps them develop their own ideas,” Mbaya said.
Other guests included philosophy students at the University of Louisville, including juniors Kathleen Clarke and Charlie Stark. They observed the high schoolers’ responses and facilitated discussions by asking thought-provoking questions, helping kickstart debates and encouraging deeper reflection.
“This is something that I so badly wish I had growing up – like an outlet to talk about these very philosophical concepts and to be in a space where people are listening and considering what you’re saying and not doing it just to debate you,” Clarke said. “It’s this very communal space and it’s amazing.”
The event allowed high school students to communicate with peers and university students while gaining insight into the academic study of philosophy.
“Being able to meet like minded people and the professors of philosophy is a good opportunity for students going into college.” Stark said. “If you go to university, take at least one philosophy class, it’ll change your life. It’s so worth it — you might fall in love with it.”
Students from other high schools also enjoyed the event, being able to connect with other students interested in philosophy and discuss their ideas in a welcoming environment. Atherton senior Toby Hudson appreciated the intellectual stimulation the event provided.
“I really like big questions and I am a very inquisitive person, so I have grown up constantly asking questions and constantly trying to learn as much as possible from any source I can get,” Hudson said. “I believe that philosophy can make a difference in the world and morals have a lot to do with what we do every day.”
The Philosophy Slam gave students a chance to share their perspectives and learn from each other in a collaborative setting. It focused on exploring how different people think and approach big questions. By working together, students gained a deeper understanding of philosophy and each other’s viewpoints.
“I thought it was really cool how we got to debate our issues and kind of work together and form stronger ideas regarding everyone’s different approaches to each question,” Hudson said.
The Philosophy Slam ended with a recognition ceremony where each group was recognized for their responses, celebrating their creativity and thoughtful engagement with the topics discussed. Manual students received recognitions for “Most Wholistic Argument,” “Best Dialectic,” and “Most Spirited.”
