'Blue-Eyed Philosophers Born on Wednesdays': An Essay on Women and History of Philosophy

Heidegger on the Being of Monads: Lessons in Leibniz and in the Practice of Reading the History of Philosophy

“…But the argument I am advancing is predicated on the thought that it can, and perhaps should gain 32 In saying this I do not, of course, mean to imply there are no other reasons to value the study of the history of philosophy. Furthermore, as Sarah Hutton has emphasised recently (Hutton 2015), there are important connections to be explored between engaging in careful exegetical history of philosophy and the recovery of the writings of women philosophers and other neglected figures. However, even in this case, my inclination is to think that the greatest value of this kind of project lies in the role that it can play in shaping philosophy itself.…”

“Bad philosophy” and “derivative philosophy”: Labels that keep women out of the canon

“…The usual narrative of the history of early analytic philosophy involves only male figures, such as Frege, Russell,Wittgenstein,and Moore. 2 The turn from idealism to analysis and logic also 1 O'Neill 1998;Hutton 2015;Nye 1998. Dotson thinks that academic philosophy perpetuates a pernicious "culture of justification" (2012,(4)(5).…”

“…6). There is also the fact that once there is a canon in place, reinforced by what is assigned in philosophy classes as core readings, anything that deviates can be seen as wrongheaded (Hutton 2015, 10; Rée 2002). Thus, the very fact that these women's philosophical ideas and insights are unfamiliar to modern readers can make them seem like the wrong sort of philosophy, like bad philosophy.…”

Brief for an Inclusive Anti‐Canon

“…My purpose is to argue for an inclusive anti‐canonical pedagogy for the history of philosophy. Much of my argument builds on or responds to the work of others who have already thought very carefully about philosophical historiography and the place of the history of philosophy in philosophical pedagogy: Jonathan Bennett (), Martha Bolton (), Daniel Garber ( and ), Jessica Gordon‐Roth and Nancy Kendrick (), Sarah Hutton ( and ), Eileen O'Neill ( and ), Jonathan Rée (), Donald Rutherford (), Lisa Shapiro (), Mary Ellen Waithe (), Bernard Williams (), and Charlotte Witt (), among many others. But I believe that the particular pedagogical vision I present, though perhaps latent in the practice of many working historians of philosophy, has not yet been adequately articulated or defended.…”