ERIC Number: ED432977
Record Type: RIE
Publication Date: 1997
Philosophy: Discipline Analysis. Women in the Curriculum Series.
This essay examines the ways in which philosophy, as a discipline, has been influenced by feminist scholarship in the field. It explains that in the 1970s feminist philosophers introduced questions regarding personal life and sexuality as matters for philosophical analysis, and that scholars began to challenge the notions of the Western canon. Feminists argued that understanding philosophical texts required reading symbolic and metaphorical language to discover subtexts that held philosophical reasoning in place. The essay goes on to discuss the radical interpretive techniques, such as deconstruction, used by feminist philosophers, and explains that scholars have begun to question the very identity and root impulse of the discipline of philosophy. The essay concludes that the use of feminist materials in philosophy courses can lead to deep change in the way that philosophy is conceived of and taught, because women's work in philosophy has tended to be grounded in existential issues, critically self-reflective of its methodology, and open to interdisciplinary enrichment. The document includes a list of related electronic resources. (Contains 48 references.) (MDM)
Descriptors: College Curriculum, College Instruction, Existentialism, Females, Feminism, Feminist Criticism, Gender Issues, Higher Education, Logic, Models, Philosophy, Research, Research Methodology, Sex Bias, Sex Differences, Sex Fairness, Sexuality, Theories
Towson University, 8000 York Road, Baltimore, MD 21252; Tel: 800-847-9922 (Toll Free); Fax: 410-830-3482; Web site: http://www.towson.edu/ncctrw ($7).
Publication Type: Information Analyses
Education Level: N/A
Audience: Practitioners; Teachers
Sponsor: Ford Foundation, New York, NY.; Fund for the Improvement of Postsecondary Education (ED), Washington, DC.
Authoring Institution: Towson Univ., Baltimore, MD. National Center for Curriculum Transformation Resources on Women.
Note: For related documents in this series, see HE 032 663-689.