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  1. Teachers’ Changing Subjectivities: Putting the Soul to Work for the Principle of the Market or for Facilitating Risk?Geraldine Mooney Simmie & Joanne Moles - 2019 - Studies in Philosophy and Education 39 (4):383-398.
    Here we reconsider teachers’ changing subjectivities as autonomous agents whose practices acknowledge risk as an essential element in intellectual inquiry. We seek alternative descriptions to the limiting language of teachers’ current practices within the primacy of the market. We are convinced by Levinas’s claim that ethics is the first philosophy with its concomitant responsibility for the Other. This provides a valuable point of departure and our understanding of its relevance is expanded by Biesta and Todd. This perspective allows interruption of (...)
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  • Kierkegaard, Despair and the Possibility of Education: Teaching Existentialism Existentially.Ada S. Jaarsma, Kyle Kinaschuk & Lin Xing - 2015 - Studies in Philosophy and Education 35 (5):445-461.
    Written collaboratively by two undergraduate students and one professor, this article explores what it would mean to teach existentialism “existentially.” We conducted a survey of how Existentialism is currently taught in universities across North America, concluding that, while existentialism courses tend to resemble other undergraduate philosophy courses, existentialist texts challenge us to rethink conventional teaching practices. Looking to thinkers like Kierkegaard, Beauvoir and Arendt for insights into the nature of pedagogy, as well as recent work by Gert Biesta, we lay (...)
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