Save

The Inclusion of Women in the Curriculum of Philosophy: Challenges and Solutions

In: Journal of the History of Women Philosophers and Scientists
Author:
Bodil Hvass Kjems Department of Communication, University of Copenhagen, 2300 Copenhagen, Denmark

Search for other papers by Bodil Hvass Kjems in
Current site
Google Scholar
PubMed
Close
Download Citation Get Permissions

Access options

Get access to the full article by using one of the access options below.

Institutional Login

Log in with Open Athens, Shibboleth, or your institutional credentials

Login via Institution

Purchase

Buy instant access (PDF download and unlimited online access):

$40.00

Abstract

Recently, an overwhelming amount of philosophical works by women has been made available by historians of philosophy. However, this (re)discovery is not adequately reflected in the curricula of philosophy departments in general. This paper discusses which argumentative strategy is most feasible in order to include significantly more women in the philosophy curriculum. In From the Exclusion of Women to the Transformation of Philosophy: Reclamation and its Possibilities (2014), Sarah Tyson identifies four reclamation models, which feminist scholars have utilized to contend why and how women should be included in the philosophy canon. It is shown that the key difference between the so-called corrective and transformative model is whether misogyny is considered an intrinsic feature of philosophy or merely an unfortunate development. It is argued that regardless of the ontological status of the philosophical discipline, both strategies promote engagement with women’s work in a way that revolutionizes current philosophical practice.

Content Metrics

All Time Past Year Past 30 Days
Abstract Views 549 218 38
Full Text Views 32 22 0
PDF Views & Downloads 85 51 0