In this article I analyze Michèle Le Dœuff’s rich diagnosis of the way philosophical pedagogy excludes women and her proposal for philosophy’s transformation into a more open and plural endeavor. I argue, however, that Le Dœuff does not address the question of how philosophy thus transformed should be taught. I thus explore the ways that her vision of a pluralized philosophy could be incorporated into philosophical pedagogy, providing a Le Dœuffian alternative to the traditional pedagogical model she opposes.


Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.