Brian Bruya
Eastern Michigan University
At the confluence of the philosophy of education and social/political philosophy lies the question of how we should educate the next generation of philosophy professors. Part of the question involves how broad such an education should be in order to educate teachers with the ability to, themselves, educate citizens competent to function in a diverse, globalized world. As traditional Western education systems from elementary schools through universities have embraced multicultural sources over the last few decades, philosophy Ph.D. programs have bucked this trend, clinging tightly to traditional Western sources and problems. While this claim will come as no surprise to those working in the field, there is little published evidence or discussion of the tacit rejection of multiculturalism by philosophy Ph.D. programs, and few people outside the field realize how Eurocentric these programs remain. This article provides evidence and discussion of this fact, focusing on the case of Chinese philosophy in American Ph.D. programs
Keywords Chinese philosophy  Philosophy Ph.D. programs  Multiculturalism  Diversity  Philosophy of education  Social philosophy
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DOI 10.1007/s11712-015-9441-2
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References found in this work BETA

Ranking Exercises in Philosophy and Implicit Bias.Jennifer Saul - 2012 - Journal of Social Philosophy 43 (3):256-273.
The Philosophical Challenge From China.Brian Bruya (ed.) - 2015 - Cambridge, MA: MIT Press.
Education for Democracy.Hilary Putnam & Ruth Anna Putnam - 1993 - Educational Theory 43 (4):361-376.

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Citations of this work BETA

Diversifying Philosophy: The Art of Non-Domination.Monika Kirloskar-Steinbach - 2019 - Educational Philosophy and Theory 51 (14):1490-1503.

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