Considerations Concerning Diversifying Curriculum

Philosophy has long been one of the last holdouts against efforts to rethink curriculum. Recent-ly and globally, however, philosophy departments, curricular specialists and individual philoso-phy teachers have begun to make serious efforts at curricula diversification. This paper focuses on two main questions in this regard. First, why diversify? While it’s often assumed to be obvi-ous, many of the justifications given by philosophy departments have missed some of the best arguments in favor of these efforts. Secondly, this paper looks at what a diversification of a phi-losophy curriculum should consider. This includes expanding the canon of what should be taught, rethinking what counts as philosophy and finally, exploring new methods for teaching and evaluating philosophy learning.