Feminist Philosophy Quarterly Volume 6 | Issue 3 Article 3 2020 Teaching Ancient Women Philosophers: A Case Study Sara Protasi University of Puget Sound
[email protected] Recommended Citation Protasi, Sara. “Teaching Ancient Women Philosophers: A Case Study.” Feminist Philosophy Quarterly 6 (3). Article 3. Protasi – Teaching Ancient Women Philosophers Teaching Ancient Women Philosophers: A Case Study Sara Protasi Abstract In this paper I discuss in some detail my experience teaching women philosophers in the context of a survey course in ancient Greek philosophy at a small liberal arts college. My aim is to share the peculiar difficulties one may encounter when teaching this topic in a lower-level undergraduate course, difficulties stemming from a multiplicity of methodological hurdles that do not arise when teaching women philosophers in other periods, such as the modern era. In the first section, I briefly review some of what we know about ancient Greek women philosophers, which is not only very little but frustratingly uncertain and highly debated. I devote the second section to some of the scholarly debates surrounding these philosophers’ doctrines, the details of their biographies, and their very existence. The third section is about the corresponding pedagogical challenges, and the fourth and final section describes the strategies I implemented to face those challenges. Keywords: women philosophers, ancient female philosophers, Greek philosophy, Greek women, teaching ancient philosophy, teaching women philosophers, Hypatia, Diotima, neo-Pythagorean women The idea that we ought to expand the Western philosophical canon is gaining traction and becoming accepted in mainstream philosophy. Scholars and teachers in the anglophone world are actively and successfully incorporating non-Western traditions and figures and, more generally, neglected epistemic perspectives in their research and in their teaching.