I am inviting philosophers of all academic ranks who teach undergraduate courses in ethics, political philosophy, epistemology, philosophy of mind and philosophy of language to complete a survey to study diversity in philosophy syllabi.
There has recently been a lot of discussion on diversity in philosophy syllabi, which is broadly understood as work by philosophers who are underrepresented. For example, a diverse syllabus might feature work in non-western philosophy, or work by women philosophers, or work in approaches that are non-dominant in philosophy (e.g., feminist philosophy, or the philosophy of disability), but there is no clear-cut definition of what diversity means; for instance whether work by non-native speakers of English should also be considered as adding to a syllabus’ diversity.
The aim of this study is to get a sense of what diversity in philosophy syllabi means for philosophy teachers, what obstacles philosophers face to make a diverse syllabus, and what they do to make their syllabi more diverse. Even if you think your syllabus is not diverse, I am interested in learning about your views of what makes a syllabus diverse and what diversity means.The survey consists of a mixture of open and multiple-choice questions.
It is up to you how much you fill out in the open questions. It will examine both your general views on diversity in philosophy, and more specifically for ethics, political philosophy or epistemology (depending which of these courses you teach).I will make a summary of the findings available on the Philosophers’ Cocoon, a philosophy blog and will submit the findings to a peer-reviewed journal.