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Abstract

This work examined the relevance of philosophy to commercial viability concerns that 
play out in the academe. Logic is the tool of philosophy and philosophy is a humanities 
discipline. The humanities disciplines have come under a great deal of pressure and are 
wrongly regarded as pursuits that are incapable of addressing real life problems. In 
Nigeria for instance, with academic institutions being increasingly underfunded and a 
growing insistence on the commercial viability of research, it is clear that any research 
that cannot be converted into short term market-based applications are not regarded as 
useful. The humanities disciplines, of which philosophy is a part, appear to be at the 
receiving end of the growing skepticism about the value of university education. The path 
this work followed was to first elucidate the metaphor of the marketplace. Secondly the 
work looked into the nature of logic and acknowledged the service role it plays in 
philosophy. The final point which is the conclusion and recommendation of this paper 
was to state ways that logic and philosophy generally can equip the learner with useful 
skills that are still relevant, even if our educational concerns get narrowed down to 
market instrumentality. The skills this research focused on were those that can translate 
into cognitive, emotional and imaginative intelligence for the learner.

Keywords: Critical thinking, Education, Globalization, Humanities, Logic, Philosophy, 
Skill 

Introduction 
Before the turn of this Twenty first century, several factors had started to raise 

concerns about the relevance and utility of courses of study on the University curricula.  
Included among those factors were government's dwindling resources and the dictates of 
the International Monetary Fund and World Bank, necessitating de-regulation and 
privatization of government establishments, and the demands of globalization.  De-
regulation and privatization had to do with governments putting their hands off provision 
of certain goods and services and opening the door for private sector participation in the 
provision goods and services previously reserved exclusively for governments. This 
opened up the job-markets. However, no sooner had these circumstances played out that it 
became clear that Universities and other higher institutions of learning were turning out 

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THE PHILOSOPHER IN THE MARKETPLACE: THE RELEVANCE OF 
LOGIC TO COMMERCIAL VIABILITY DEMANDS IN THE ACADEME

DARTY EMMANUEL DARTY PH.D
DEPARTMENT OF PHILOSOPHY

UNIVERSITY OF UYO, UYO – NIGERIA
&

ANIEKAN UBONG EKEFRE
DEPARTMENT OF PHILOSOPHY

UNIVERSITY OF UYO, UYO – NIGERIA



far more graduates than the job-markets could absorb. This ushered in what Pai Obanya 
(2012) calls 'the acceleration of history' which has brought some evolutionary 
imperatives on higher education as dictated by the peculiar requirements of life in the 
Twenty first century. Such peculiar requirements have to do with adaptability to 
accelerated changes, the predominance of ICT and socio-economic uncertainty. This has 
posed serious survival challenges for higher education. As Obanya has observed, to 
remain afloat in a world that the market has become the standard for allocating resources, 
institutions of higher learning have to: 

i) Transform from ivory towers to social laboratories.
ii) Respond effectively to the demands of the world of work of a knowledge 

economy. 
iii) Compete forcefully with other competent structures for the generation 

and application of knowledge (Obanya 2012:12)
While 'ivory towers' are often pictured as giving over-specialized knowledge that 

may be disconnected from practical concerns of everyday life, those that graduate from 
her are required in the world of work to be down to earth, in tune with, and providing 
solutions in the practical concerns of everyday life. Thus while the model of an ivory 
tower is supposed to give knowledge for its own sake, there is a growing demand that 
higher institutions should serve as social laboratories that offer knowledge for the sake of 
utility and applicability to societal challenges. In a country like Nigeria where the 
prevalent societal challenge appears to be economic in nature, there is the widespread 
belief that to be useful, education should enable one to climb the economic ladder. These 
circumstances reveal that market forces and considerations have crept into the ivory 
towers and in the opinion of Michael Santos such market forces cannot be ignored (Santos 
2020:7). 

There is a widening gulf between the skill set that graduates of institutions of 
higher learning have and the requirements of the world of work. Such requirements place 
a strong premium on skills, required by a knowledge-based economy. Programmes of 
study offered by the Faculties of Arts or Humanities appear to come under greater 
pressure than other courses of study with respect to economic viability demands.  Today's 
philosophy graduate does not find placement in a job easy at all.  We could take a clue 
from those of them who came back from their National Youth Service.  When asked about 
their primary assignment, the usual answer is that they are sent to teach 'government' or 
'civics' in secondary schools because it is assumed that nothing relevant to philosophy is 
offered in secondary schools.  This work responds to that assumption by arguing that the 
service role of logic is indispensable even if our model of knowledge is narrowed down to 
economic and instrumentalist considerations. Logic is important if the expectations of 
employers revolve around the cultivation of skills in critical thinking, analytical 
reasoning, problem solving and excellent communication. Before establishing this point 
it is necessary to have a shared understanding of circumstances that have variously been 
seen to imply that there is some crisis in the humanities.

Crisis in the Humanities and the Metaphor of the Marketplace
 In a very recent report, Justin Weinberg (2023, para. 1) states that academic 
programmes in philosophy, theology and religion studies, history and so on at 

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Marymount University, Virginia in the United States of America would all be eliminated 
if a proposal from the administration is approved by the school's board of trustees. The 
reason for the proposed closing down of these academic programs is so that the university 
can focus on 'areas of growth'. The unhidden implication here is that the blacklisted 
humanities programmes are not considered to be 'areas of growth'.  In our age, with the 
growing dominance of technology in the global economy, budgetary cutbacks have 
compelled academic institutions world-wide to prioritize what they see as 'useful 
subjects' for gainful employment upon graduation; and those 'useful subjects' do not 
include the humanities subjects but are generally restricted to the STEM (Science, 
Technology, Engineering, Mathematics) subjects.  This has created the impression, as 
Don A. Habibi reports, that the humanities are impractical and unimportant (Habibi, 
2016:3).  Paul Keen (2014:76) reports that: 

In 2010, the government of England decided to cancel 
funding for the teaching of humanities programmes in 
English Universities, because those programmes did not 
satisfy the 'impact' criteria established by the new 
Research Excellence Framework; while in Canada in 
2012, the federal government slashed seven million 
dollars ($7m) off the SSHRC (Social Sciences and 
Humanities Research Council) funding; and in 2013, the 
University of Alberta announced that it had suspended 
admission into 20 humanities programmes.

These developments have raised a grave alarm as to the future of the humanities in the 
global North.  There are indications that it may just be a matter of time before marketplace 
demands catch up with the teaching of humanities in the global South.  It may be 
somewhat comforting to find that African scholars and researchers are not sitting by idly 
until the humanities are completely swallowed up by global, technological and market 
forces. Now, as philosophers, researchers and scholars, practitioners of the humanities at 
our levels, it is not as if we are untouched by and unaware of the mounting pressures on 
our disciplines – pressures to show our relevance and what we can contribute in concrete 
terms to our economy.  The fact remains that regardless of how one looks at it, the need 
still remains to equip our graduates with marketable skills.  Or else in the near future, our 
programs stand at the risk of becoming under-subscribed and underfunded; hence face 
extinction. As cited by Michael Santos (2020:6), research has demonstrated that 
University disciplines must do at least one of three things to draw the support of 
University administrators:  

To be successful, a discipline must either (i) be devoted to 
the study of money; or (ii) be capable of attracting serious 
research money; or (iii) demonstrably promise that the 
graduates will make significant amounts of money.  The 
University study of the Humanities is thought to score zero 
on each count.  The fact that Humanities enrollments are 
declining merely shows that departments are failing in the 
vocational market place.  Students are voting intelligently 
with their feet.

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DARTY EMMANUEL The Philosopher In The Marketplace: The Relevance Of Logic...           



It is a fact that parents and sponsors of education want their children and wards to get 
employment after completing their education.  This is a far more critical issue in a country 
like Nigeria, where the network of relations is far more essential than it is in other 
cultures. Parents who have devoted their lives and earnings to train their children rightly 
expect those children to contribute to their welfare once they are grown up.  How can 
devotees of the humanities, philosophers and logicians convince such parents and their 
children that humanities disciplines like philosophy and it's essential tool of logic are 
worthy of their attention? How can humanities disciplines prevent prospecting students 
from voting against humanities programmes 'with their feet'?

It is poor comfort, nevertheless a fact, that if the job markets are closing up, they 
are closing up for graduates from all disciplines, not only for those graduating from 
philosophy and the other humanities disciplines.  We have known graduates with degrees 
in Law, Economics, Engineering, Business Administration and others who have gone 
round looking for jobs, and finding none.  The same thing applies to many with degrees in 
Education.  But it seems correct to say that no reasonable person would argue that since 
the job markets are closing for graduates, all University programs should close down 
except for those that can guarantee jobs immediately upon graduation. How can the 
humanities, philosophy and more specifically, the discipline of logic respond to the 
challenge of the un-employability of graduates of higher education? It is true that the 
world of work has been questioning the preparedness of institutions of higher learning to 
equip learners with employability skills that will make them suitably adapted to the 
demands of economically productive functions. Such demands have to do with effective 
communication, team work, problem-solving initiative, learning, adaptability and so on. 
It is the position of this work that these requirements can be cultivated and enhanced with 
the study of logic. The questions to be addressed now are: what is logic? ; what is 
philosophy? What is the relationship between the two?  

The Nature of Philosophy and the Service-role of Logic
Philosophers see themselves as 'lovers of wisdom' because they explore 

fundamental questions about the world and human existence. In their search for wisdom, 
they are not content to rely on answers to their questions already provided by myths, 
superstitions, beliefs, popular opinions and religious as well as cultural traditions. 
Philosophers continue to ponder on the basic questions about the universe and 
humankind's place in it. Philosophers are aware of answers to their questions that have 
been provided by common sense and secular authority. But they are also aware that such 
answers can be partially or even entirely mistaken. This is why they seek answers based 
on reason and experience having at the back of their minds that every proposed answer to 
a philosophical question is tentative and subject to debate. This is why we find an array of 
schools of thought as proposed answers to any issue of philosophical interest. In fact as 
pointed out by some scholars, the value of philosophizing lies not so much in the theories 
it produces as in the very activity of seeking wisdom itself (Russell, 1979:161; 
Christensen, 1999: 1).

Philosophy is basically one of the core humanities disciplines that deal with 
reality, knowledge and values. The branch of philosophy that deals with reality is called 
metaphysics and philosophers working in that domain are confronted with timeless 

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questions like the problem of being; change and permanence; appearance and reality; the 
mind-body problem and many other problems that have led to several schools of thought, 
each attempting to address either the problem itself or a proposed solution to the problem. 
The branch of philosophy that deals with knowledge is called epistemology. Here the 
basic question revolves around the possibility, certainty, extent, justification and 
limitations of human knowledge. Again, and just like in metaphysics, we are here 
confronted with many schools of thought like skepticism, rationalism, empiricism, 
foundationalism, and coherentism to mention but a few. A learner may be alarmed at the 
fact that he or she needs to be exposed to so many schools of thought even when dealing 
with a very specific issue. The truth is that since philosophy is characterized by a break-
away from superstitious, mythical and dogmatic explanations to phenomena, it 
encourages much diversity and the free exercise of human reason in tackling problems 
rather than enforcing a sort of conformity that closes the mind from speculation. The third 
branch of philosophy is axiology which deals with values. Here we have two sister 
disciplines of ethics and aesthetics. While aesthetics deals with what is beautiful and 
valuable in nature and works of art, ethics deals with what is good and valuable in human 
conduct. In ethics for instance, we are confronted with several schools of thought like 
hedonism, eudaimonism egoism, altruism, utilitarianism and so on, each interested in 
setting out the moral standard that we can use in appraising human conduct. This is why 
some also refer to ethics as moral philosophy, because it is interested in what makes and 
action right or wrong.

Philosophy is parasitic in nature. It looks carefully into the claims, methods, 
presuppositions, assumptions and conclusions of other disciplines. This quality is 
responsible for its conception as a second-order discipline. While every discipline in a 
college for instance is interested in transmitting a body of facts regarded as 'knowledge' to 
the learner, they take for granted and never ask the question of what knowledge is in the 
first place. Only epistemology, as a branch of philosophy is interested in the question of 
what human knowledge is. It is of primary importance to settle the question of what 
knowledge is before moving on to the question of how it can be transmitted. The issues 
and questions that the philosopher deals with are basic and foundational. For instance, 
every individual appears to have a certain conception of reality. If one was on his or her 
way to campus, and could read the inscription on a tricycle or lorry that says 'No condition 
is permanent' that inscription mirrors and is loaded with a certain conception of reality. Is 
there anything that is permanent in the world or are things constantly changing? If one 
attempts to give rational justifications for the view that things are permanent or that things 
are changing, then such a person is already in the domain of metaphysics. The natural 
scientist dealing with matter in his laboratory; the theologian talking about the existence 
of God, deities and spirits; even the physician trying to unravel the cause of the ill health 
of a patient; the laboratory attendant studying the reaction of microscopic forms of 
existence and so on, are all dealing with being, reality and existence, only that they never 
ponder on what being is and the nature of reality in the first place. This is why for Anyim 
and Ekefre (2023:1) “even individuals who have not had formal exposure to academic 
philosophy have also been concerned with philosophical issues”. It can be safely stated 
that the core branches of philosophy are metaphysics, epistemology and axiology. What 
then is the place of logic?

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DARTY EMMANUEL The Philosopher In The Marketplace: The Relevance Of Logic...           



It is safer to state that logic is the tool with which philosophy is done. In other 
words, logic plays an important service role in all branches of philosophy. An overview of 
the definitions that have been offered for logic will shed some light on its central 
concerns. For Patrick Hurley (2008:1) “logic can be defined as an organized body of 
knowledge or science that evaluates arguments”. A look at the definition offered above 
reveals that logic is concerned with 'arguments'. What 'argument' means in logic is 
different from the meaning it takes on in everyday communication. In its everyday usage, 
'argument' can be used to describe a slight disagreement, a verbal fight, a heated dispute, a 
serious quarrel or an open confrontation. This is not what 'argument' means in the context 
of any logical investigation (Darty, 2019:78). When conceived technically as the rational 
exercise of giving reasons in support of a conclusion, it becomes clear that a greater part of 
human communications on a daily basis contain arguments (Esikot and Darty, 2023: 69). 

Today with the extensive specialization within all areas of the academia, it is 
possible for individual philosophers to have trouble understanding the research of other 
philosophers even in their academic departments. However, in so far as philosophy is 
concerned with rational justification and argumentation, logic forms the cord that 
connects epistemology, metaphysics and axiology. Logic is presupposed in any 
philosophical discourse or better still, philosophers use logic. Because of this service role, 
logic is better seen as a tool in our best efforts to share meaning. It is because of the 
indispensability of logic as the tool of philosophy which in turn is a humanities discipline 
that makes Habibi (2016:3) to observe that “the fields of the humanities are the fertile 
grounds for developing critical thinking skills and becoming better decision makers”. 
Logic plays an important role in the cultivation of skills. The question is: how can these 
skills be useful in responding to the requirements of the marketplace?

How Logic can be made Useful in the Marketplace
It has been shown previously that 'market-place' considerations have become 

benchmarks for disciplines to enjoy the support of university administrators, 
governments, sponsors of education and even students themselves. Today, stake holders 
in education are recognizing the need to be deliberate and intentional about the cultivation 
of skill sets that are suitably adapted to social existence. Knowledge is not just sought for 
knowledge's sake. Seeking knowledge for its own sake is a luxury, especially in contexts 
where opportunities for economic survival and social existence are slim. With 
marketplace considerations coming to the fore, the image of institutions of learning as 
social laboratories is quickly replacing that of the ivory tower, where the philosopher 
could be stuck in speculative system building, insulated from the daily struggle for living. 
This problem of marketplace demands being brought on philosophy is not a recent 
problem. If we consider Socrates and the sophists as model educators, it would be realized 
that Socrates did not charge any fees from those he taught and was materially poor. The 
sophists on the other hand enjoyed good followership and their classes were not free so 
they were not poor (Darty, 2015:83). So even before the existence of the Bretton Woods 
institutions, there have always been pressures on philosophic knowledge to be useful for 
economic purposes. This raises the question of what roles logic or philosophy generally 
can play in the marketplace. 

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If prospecting students sign up for courses that can give them the guarantee of a 
meal ticket, it appears that it is only when the chain from production to consumption is 
complete and huge profits have been made, that other priorities can be met. Given this 
portrayal, learners who hope to be 'successful' have to carefully study facts and signals 
that indicate how benefits from their academic pursuits can be optimized. Learners who 
succeed must be flexible, adaptable and must respond effectively to economic events. 
There is the demand for the integration of university learning with life realities. These 
requirements are captured in such expressions as 'social sense skills', 'street sense', 'the 
world out there' 'the world of work' and so on. These expressions re-emphasize the point 
that the contemporary higher education should prepare the learner for interaction with the 
environment, including specifically the economic environment. It is through such an 
interaction that opportunities can be created that can address issues of employability and 

stmarketability. The 21  century world of work places great premium on personal qualities 
as opposed to qualifications. There is a tripartite set of skills that define the 
knowledgeable person that fits into the demands of the knowledge economy, namely hard 
skills that have to do with cognitive intelligence, soft skills that have to do with emotional 
intelligence and go-getting skills that have to do with imaginative intelligence. How does 
logic enhance each of these in the learner?

Cognitive science is the study of cognitive intelligence. In response to the 
question: what can logic contribute to cognitive science? Alistair Isaac and Jakub 
Szymanik (2010:279) have this to say:

In the early days of cognitive science, logic was taken to 
play both a descriptive and a normative role in theories of 
intelligent behavior. Descriptively, human beings were 
taken to be fundamentally logical, or rational. 
Normatively, logic was taken to define rational behavior 
and thus to provide a starting point for the artificial 
reproduction of intelligence. Both positions were soon 
challenged. As it turns out, however, logic continues to be 
at the forefront of conceptual tools in cognitive science. 
Rather than defeating the relevance of logic, the 
challenges posed by cognitive science have inspired 
logicians to enrich the repertoire of logical tools for 
analyzing reason, computation, and communication. 

What this implies is that logic is indispensable for the cultivation of cognitive 
intelligence. This is why logic is considered to be an essential preliminary of higher 
education. The point is that logic is not an end in itself, but a means or instrument for 
getting the mind to acquire and retain knowledge in any branch of the humanities or 
sciences. Arthur Luce (1968:i) says of logic that, “it will help you to detect a bad argument 
and leave you with a mature, critical faculty and a standpoint of your own. Not only your 
thinking, but your speaking and writing should benefit. They should gain in clarity, 
precision and firmness”. Hence logic is essential for the cultivation of hard skills that have 
to do with cognitive intelligence like self-expression skills, logical reasoning skills and 
computational skills. 

If one only acquires cognitive intelligence or 'hard skills' without soft skills that 
have to do with emotional intelligence then such a learner is not one that is well-prepared 

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DARTY EMMANUEL The Philosopher In The Marketplace: The Relevance Of Logic...           



to participate in a knowledge economy. A book learned person should also be someone 
whose behavior meets social and ethical standards in a knowledge community. Present 
day requirements of work place a great premium on personal qualities, not only on 
qualifications.   Before now, the 'logical' was often pitched against the 'emotional'. That is 
why Maria Roman and Vasile Roman (2017:275) observe that “in Ancient Greece it was 
thought that logic was superior to feelings because people could agree to rational 
arguments but they usually did not agree with feelings…The recently introduced concept 
of emotional intelligence (EI) offers a new way of looking at the debate – that people can 
reason on the emotions and that they can use emotions to help reasoning”.  Nowadays, it 
can be safely stated that a person's ability to perceive, identify and manage emotions 
represents the basis for the quality of social relations and emotional competencies, which 
are important elements for the success the workplace. How logic enhances emotional 
intelligence is that in consistently identifying correct from incorrect reasoning and in 
sticking with the forms as a basis for validity one would have cultivated character 
formation skills, intrapersonal as well as interpersonal skills that are useful for 
understanding and 'teaming up' with others. As the tool of reasoning, logic plays a role in 
both to the ability to achieve correct reasoning about emotions and the ability to use 
emotions and emotional knowledge in order to improve thinking.

The next type of skill that is necessary in meeting marketplace demands have to do 
with go-getting skills that function with imaginative intelligence. At this stage, personal 
qualities are put into creative use for the benefit of the individual and the society. Creative 
thinking skills have to do with thinking out of the box, ideational fluency which has to do 
with the proclivity towards generating novel ideas and opportunity-perceiving and 
grabbing skills. Though creativity may be impulsive, and varied to learners, logic is still 
necessary to further enhance it. This is why Richard Paul (1993:19) states that:

All intellectual products in order to be intellectually 
assessed and validated require some logic, some order or 
coherence, some intellectual structure that makes sense 
and is rationally defensible. A product of intellectual 
work that makes no sense, that cannot be rationally 
analyzed or assessed and cannot be incorporated into 
other intellectual work or used, - and hence cannot play a 
role in any academic tradition or discipline - is 
unintelligible. Whether we are designing a new screw 
driver, figuring out how to deal with our children's 
misbehavior or working out a perspective on religion, we 
must order our meanings into a system of meanings that 
makes sense to us, and so in that respect, have a logic.

What this means is that logic plays a significant role in enhancing the skill of imaginative 
or creative intelligence. Obanya (2012:1) is of the opinion that courses of study become 
useful mainly when they serve as tools for transforming students along the tripartite lines 
of cognitive, emotional and imaginative intelligence. Logic has already been shown to be 
a tool more than any other traditional branch of philosophy. Its instrumental conception is 
self-evident. The traditional learning that encourages the storage and reproduction of 
facts, figures, theorems, principles and axioms in examinations without an attempt to 

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develop other perspectives of skills would always produce unemployable graduates who 
do not qualify as knowledge workers as required in a knowledge economy. A logic-based 
problem-solving approach is what prepares the learner and challenges him or her to be 
economically productive in order to fill the needs observable in the marketplace of his 
environment. Cognitive intelligence arms the learner with basic tools; emotional 
intelligence and ensures the optimal use of such tools in a social environment like a work 
place and even where there is no workplace, imaginative intelligence equips the learner to 
create one since it has to do with the novelty of perceiving economic opportunities in the 
'marketplace'.   

Martha Nussbaum (2010:2) has observed that radical changes are occurring in 
what societies teach the young, and these changes have not been well thought through. 
She notes that “the humanities and arts are being cut away, in virtually every nation of the 
world… seen by policy-makers as useless frills, at a time when nations must cut always all 
useless things in order to stay competitive in the global market”. It must be admitted that 
this situation is a reaction to an old order which is the ivory tower model of education. The 
term 'ivory tower' is often used to describe a world where academics or intellectuals 
engage in knowledge generation through research and knowledge transmission through 
teaching in a manner that appears to be disconnected from the practical concerns of daily 
life. The idea of the 'ivory tower' as such, elicits some pejorative interpretation today 
because it tends to model a willful disconnect from the realities of daily life. It is seen to 
pursue researches that are over-specialized and academically elitist. This disconnect from 
the 'world out there' which is the marketplace is what widens the gulf between products of 
higher education and employability requirements. In response to this situation, this 
research has argued that the humanities disciplines should look inwards in order to see 
how to equip her devotees with the sort of skills required in a knowledge economy.

 
Conclusion
Even if educational policies are fashioned to pursue short-term profit by the cultivation of 
the useful and highly applied skills suited to profit-making, the humanities disciplines are 
very rich in terms of skills that are relevant to cognitive, emotional and imaginative 
intelligence. This research focused on logic as a tool can be optimally useful in this regard. 
As Richard Paul has stated “if we can continually help each student to become a more 
judicious critic of the nature and quality of his or her thought, we have done all we can do 
to make likely both the critical and creative development of each student” (1993:32). With 
the tool of logic being deployed in equipping the mind with hard, soft and go-getting 
skills, the philosopher can be suitably adapted to the demands and requirements of today's 
marketplace.

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