Feminist and Trauma-Informed Approaches to Teaching Formal Philosophy

Abstract

There has been significant interest in addressing the underrepresentation of various demographic groups in philosophy. Indeed, many have proposed remedies at the disciplinary level. However, underrepresentation is an issue that varies by subfield in philosophy. Women, for example, are especially underrepresented in subfields considered formal (e.g., logic). As has already been argued in the existing literature, addressing underrepresentation, even within subfields, is not as simple as recruiting more students from underserved populations. Instead, we advocate for a student-centered approach, promoting inclusive pedagogy. In this paper, we share a case study in which we implemented feminist and trauma-informed interventions in two undergraduate formal logic courses and investigated their impact with respect to elements of structural injustice. We found that our interventions successfully eliminated existing gender-based differences in perceptions of self-efficacy and largely diminished students’ perceptions of the objectivity of logic, but were unsuccessful at changing students’ impressions of the broader applicability of logic. By sharing our interventions, we hope to provide educators with practical tools and ideas for implementing similar approaches in their classrooms. By sharing our results, we invite educators to reflect on the potential impact of similar approaches in formal philosophy courses and on tools for measuring that impact.