Dao: A Journal of Comparative Philosophy 14 (3):369-389 (2015)
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Abstract |
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
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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
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Waiter, There's a Fly in My Soup! Reflections on The.Margaret Urban Walker - 2004 - Hypatia 19 (3):235-239.
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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.
It’s Not Them, It’s You: A Case Study Concerning the Exclusion of Non-Western Philosophy.Amy Olberding - 2015 - Comparative Philosophy 6 (2).
Appearance and Reality in The Philosophical Gourmet Report: Why the Discrepancy Matters to the Profession of Philosophy.Brian Bruya - 2015 - Metaphilosophy 46 (4-5):657-690.
Prolegomenon to a Theory of Philosophical Transposition, with Reference to Confucianism in America.Sam Crane - 2019 - Metaphilosophy 50 (4):459-480.
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