| Author(s) | D. A. Masolo |
| Journal | The Black Scholar |
| Thematic Cluster/Special Issue | The Role of Black Philosophy |
| Abstract | This article argues that meaningful diversity in philosophy requires going beyond simply having diverse bodies in the classroom to diversifying the conceptual content and methods taught. It highlights the continued dominance of Western philosophy in post-apartheid South African universities and in the US, despite increasingly diverse student populations. The author advocates enforced integration of non-Western texts and viewpoints within philosophical curricula. Benefits include developing students’ abilities to think critically about multiple cultural belief systems and their own biases. However, resistance persists among philosophers who see diversity as an unwelcome diversion. The author concludes that quality debate exposing academics to unfamiliar arguments may slowly shift mindsets, but mandated evaluable diversity components are necessary to transform philosophy into a comparatively and interculturally literate discipline. This content was generated by artificial intelligence using the text of the original work. |
| Keywords | diversity in philosophy, decolonizing curriculum, Western philosophy, African philosophy, comparative philosophy This content was generated by artificial intelligence using the text of the original work. |
| Date Published | Winter 2013 |
| Volume | 43 |
| Issue | 4 |
| Pages | 132-138 |
| DOI | https://doi.org/10.5816/blackscholar.43.4.0132 |
| URL | https://www.jstor.org/stable/10.5816/blackscholar.43.4.0132 |
| Google Scholar Link | https://scholar.google.ca/scholar?cluster=18371327588461996855&hl=en&as_sdt=0,5 |
| Open Access? | No |
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