Pedagogy and Plurality in the Work of Michèle Le Dœuff

Abstract

ABSTRACT 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.