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Philosophy & Education
In the Department of Arts & Humanities
Master of Arts (M.A.)
Claire Becerra holds a BA in Philosophy from the University of Arizona. Before transferring to TC, she studied philosophy at the graduate level and served as a TA in undergraduate philosophy classes at the University of Washington. She also taught introductory philosophy lessons to both seventh and ninth grade classes through UW’s Center for the Philosophy for Children. A forever Quinean, (for better or worse), Claire is excited to take advantage of TC’s dynamic empirical community, and to engage her interests in philosophical psychology, particularly in how mathematical and logical reasoning can shed light on a priori reasoning and learning, in general. She is also passionate about increasing access to philosophy at the pre-college level, and especially in traditionally underserved communities. In her spare time, Claire enjoys horror movies and wandering the isles of Sephora.
Casey graduated from the University of Central Florida in 2017 with her B.S. in English Language Arts Education. While at UCF, she worked as a writing consultant at the University Writing Center, tutoring students in their writing across disciplines. In 2016, she completed and defended her thesis, "A Grounded Theory Study of the Impact of Florida School Report Cards on English Language Arts Teachers' Self-Efficacy and Perceptions of Student Writing," which explored how the rankings schools receive annually influence the way teachers think and feel about themselves, their students, and their work. Casey is now working on her M.A. in Philosophy and Education at Teachers College, Columbia University, with research interests that include teacher education and the roles a teacher's individuality and "personhood" play in the work of education.
Mitchell graduated from Skidmore College in 2008 with a degree in Theater. His work has been an interweaving of education and theater. At the BIRD Theatre in Tottori, Japan, among other productions, he collaborated with Korean group TUIDA to create The Poetry Class about the colonial period and Pacific war; he also directed students at Kei Ai High School in Romeo & Juliet. Using applied theatre, he performed with Village Playback Theatre creating improvisations from audience members’ personal stories, and, for a three month residency he taught embodied methods of community dialogue through the Colombo Americano in Medellin, Colombia. He has also taught theater to elementary school students at 82nd St. Academics and middle school students at Summer Institute for the Gifted. For a year, he taught at the English Immersion Program in Umphium Mai refugee camp on the Thailand-Myanmar border using a curriculum of literature, theater, and critical thinking. Currently, Mitchell works with New York Foundling as a tutor at Queens College.
Hannah's predominant area of philosophical interest is applied ethics, specifically as its leading questions intersect with and inform her work in urban education leadership. In her future studies, she hopes to tackle the question of how, if at all, the conditions that typically accompany inter-generational poverty have an impact on affected individuals' capacity to flourish. She is currently working on a number of pieces dealing with the question of how, if at all, neuroscience can / should inform philosophical theory.
Casey graduated from Kenyon College with a dual degree in American Studies (emphasis in education) and Theater (emphasis in directing). She is in her second year of the master's program in Philosophy and Education. Her academic interests are focused in the philosophical fields of pragmatism and anarchism as they relate to education. She is interested in radical alternative visions of what schooling can be.
Renae Lesser graduated with a B.A. in Human Ecology from College of the Atlantic and worked as an editor and writer for several publications and publishers before arriving at Teachers College. Renae’s philosophical interests are centered around ‘human freedom’ in all of its various conceptions. She is interested in investigating what meaningful education might look like in the context of rapid political, technological, and environmental change.
Timothy comes to the Philosophy and Education program with a Master of Music Education degree from Teachers College. His undergraduate degree was in music performance from The University of the Arts in Philadelphia with a minor in Music Education. Timothy also has a PreK-12 Music Education Certification. He was a full-time PreK-12 teacher at PS. 007 Samuel Stern in East Harlem, and a student teacher at Berkley Carroll in Brooklyn, and Blue School in Manhattan. As a freelance bass player, he has also performed at many venues in NYC. Timothy’s interests in philosophy and education originate from his experience teaching in the public school domain. His general focus is on moral and political philosophy and pragmatism. More specifically, Tim is dedicated to exploring how policy affects the moral ends of education and how teachers can make a difference within the heteronomy they face.
John is pursuing an M.A. in Philosophy and Education, a degree which allows him to combine two of his favorite disciplines. After graduating from The King’s College, John developed a deep appreciation for philosophy, especially—though certainly not exclusively—20th century European philosophy. Prior to beginning at Columbia, John taught chess at a middle school in Harlem; now he teaches after-school debate at a classical Christian school. John lives with his wife, Lucy, on the Upper West Side.
Rob graduated from Fordham University in the Bronx, NY with a B.S. from the Gabelli School of Business and a minor in philosophy. Unable to ignore the "call to teach," Rob left the world of business in order to work as an Assistant Teacher in a kindergarten classroom last year. He currently works as a 6th grade teacher at a middle school in Harlem while pursuing an M.A. in Philosophy and Education at Teachers College. He hopes to enhance both his knowledge of educational philosophy and pedagogical skill to push his teaching practices inside and outside of the classroom.
Master of Education (Ed.M.)
Karl Joyner earned his B.A. in Comparative Human Development from the University of Chicago. A background in early childhood psychology, public policy, and community and cultural psychology led to an interest in promoting critical thinking and communication skills for young children. Throughout his studies, he taught pre-collegiate philosophy classes and coached Ethics Bowl teams with the Civic Knowledge Project's Winning Words program. As a student in the Philosophy and Education program, he focuses on the intersection of literacy skills and identity development. He currently teaches debate and literacy skills at several schools in Harlem.
Chloe Eunbee Song
Prior to TC, Chloe received her M.A. in TESOL from New York University. While teaching English as a foreign language in Seoul for many years, she had encountered consistent problems with the instruction, which led to her decision to study TESOL. She thought that the landscape could be gradually improved if English teachers in Korea are better equipped with phonetic and phonological English abilities. However, as she learned more in the field, she realized that these issues were not rooted in teachers’ failure to learn the mechanics of the target language, but with profound differences between Korean and American cultures.
That is what brought her to Teachers College; her interest mainly lies in how values and beliefs differ in various cultures and how they affect teaching and learning. She received her B.A. in Philosophy from Kyung Hee University in Seoul where she graduated with the thesis on Sartre’s view of responsibility and freedom. In addition to her teaching experience in Seoul, Chloe also worked as a language coach as part of NYU Speaking Freely program; a language tutor and grader at the department of East Asian Studies at NYU.
Doctor of Philosophy (Ph.D.)
Jessica is working on her dissertation on Jacques Rancière and K-12 Philosophy. She currently lives in San Diego—where she grew up, and where she completed her BA and MA in Philosophy (San Diego State University). She coordinates the Faculty Mentor Program at UC San Diego, teaches philosophy online for Southern New Hampshire University, and enjoys long-distance running.
Nicholas J. Fortier
Nick teaches first year courses, philosophy, and humanities courses at Stella and Charles Guttman Community College, CUNY. His research looks at how public school teachers' critical relationship to the apparatus of teaching can facilitate a more open learning environment for their students. He enjoys the outdoors and lives in Brooklyn.
Rachel Longa is a PhD student in the Philosophy and Education program at Teachers College, where her research focuses on philosophical hermeneutics and the practice of reading. Prior to coming to TC, Rachel earned an MA in the Humanities at University of Chicago and a BA in English Literature at Kenyon college. Over the last decade, she has been a dedicated reader, writer, editor, and teacher to students of all ages.
Rashad Raymond Moore
Rashad Raymond Moore is a Ph.D. student in the Philosophy and Education Program at Teachers College, Columbia University.
Rashad is a graduate of Morehouse College with a B.A. in Philosophy, as well as Union Theological Seminary with a Master of Divinity in Social Ethics from Union Theological Seminary. His master thesis was titled, "Beating Back the Demons: The Role of Narratives, Rituals, and Sites of Memory in The Spelman College Experience.”
Rashad enjoys researching and writing on the philosophy of historically Black education, as well as concepts pertaining to joy, becoming, and imagination.
An ordained Baptist preacher, Rashad currently as Assistant Minister at The Abyssinian Baptist Church in Harlem, New York.
Buddy B. North
As an Alaskan Athabaskan, Buddy has a deep connection to philosophy and education as a means to thrive. He has not only experienced how learning excellent character traits such as curiosity, open-mindedness, intellectual courage, intellectual humility and perseverance can help one know about the world, but also how such virtues can help one learn to give back to the world (i.e., education is not only epistemic but moral and practical). He has a B.A. in philosophy from the University of Alaska, and a M.A. in philosophy from the University of Victoria. Along with studying the love of wisdom, Buddy has worked as an outdoor educator in Malaysia, Thailand, Indonesia, China, and throughout Alaska. He is an avid snowboarder, skateboarder, surfer, chess player, student of life, and is at Columbia University in the City of New York to study the epistemology and ethics of education.
Eileen Reuter graduated from Ave Maria University with a Bachelor's degree in Politics. She finished her Master's degree in Education from Rhode Island College while spending two years teaching with the Teach for America. She is currently a third year doctoral student in Philosophy and Education at Teachers College, Columbia University. Throughout her time there she has tutored middle school students and worked in administration at a charter school in the Bronx. She and her husband Chris are looking forward to the birth of their first child this spring.
Nick Tanchuk is a PhD student in the Philosophy and Education program at Teachers College, where his research focuses on what counts as social justice and how we measure it in education. Prior to coming to TC, Nick earned an MA in Philosophy at the University of Manitoba and has taught a variety of subjects in public schools in Winnipeg, Canada. Nick is the co-founder of a Summer Indigenous Math Leadership program at the University of Winnipeg and has over a decade of experience working on grassroots social justice projects in a variety of roles.
Prior to his arrival in New York City, Rory worked as a teacher at Scottsdale Preparatory Academy, a Great Books-based liberal arts school in Arizona. Before that, Rory earned a B.A. in American History and an M.A. in Political Theory, both from Arizona State University. Rory's time in the Sonoran was preceded by a deeply cherished period of immiseration, commonly called ‘youth,’ in the Appalachian backwoods of Western Pennsylvania.
Rory’s most salient philosophical, moral, and political commitments are to critical theory, integral theory, cosmopolitanism, and direct deliberative democracy. These commitments shape his feelings, thoughts, and actions in two important ways. First, these commitments mean that he seeks always to unite theory with practice, as beautifully summed up by Marx: "The philosophers have only interpreted the world, in various ways; the point is to change it." Second, these commitments mean that the end to which this union of theory and practice is directed, always, is human liberation—from hierarchy, oppression, injustice, false consciousness, and the illusion of the self, among other things. Through such emancipation can arise autonomy, actualization, and transcendence, and Rory believes that helping to realize these potentials for all persons, including oneself, should be the purpose of any compassionate life. This way of being is exemplified, in Rory’s opinion, by Nietzsche’s figure of Zarathustra, whom he therefore denies accordingly.
Safiye Yigit graduated from the University of Houston in 2007, where she majored in Sociology and minored in Psychology. She also holds a Master of Arts in Philosophy from Bogazici University, Istanbul, Turkey. For her Master's thesis, she has written on “Curiosity as an Intellectual and Ethical Virtue” and has given numerous lectures and talks in Turkey, Italy, Netherlands, Slovenia, US, UK, and Poland on curiosity. From 2012 to 2015, she worked as a Researcher at Bogazici University as part of a research project entitled “Curiosity: Epistemics, Semantics, and Ethics” directed by Ilhan Inan. As part of the project, she organized an international conference gathering various notable philosophers working on curiosity and is the co-editor and a contributor of the book Moral Psychology of Curiosity (forthcoming in 2018, Rowman and Littlefield) that came out of a series of curiosity conferences that took place in Istanbul, Slovenia, and Washington. She is also contributing a chapter entitled “The Curious Case of Curiosity: A Virtue or a Vice?” to the forthcoming book Just Curious About Curiosity: Toward New Philosophical Explorations of the Epistemic Desire to Know. She has published articles in the Parmenideum Journal of Philosophy and the Croation Journal of Philosophy.
After studying virtue epistemology and intellectual virtues, she then became interested in the philosophy of education, and educating for intellectual virtues and wisdom. Currently, Safiye is continuing her studies as a doctoral candidate in Philosophy and Education at Teachers College, Columbia University. Last but not least, she is married and the mother of two boys: Selim and Halim.
Ting Zhao received her B.E. in Materials of Science and Engineering from Zhengzhou University, China. During her undergraduate period, she realized her love and passion for education. So after graduation, she went to Beijing Normal University to study the Foundation of Education and got a M.A. in education. There she developed a more systematical understanding of education as well as love for philosophy of education. Before coming to Teachers College, Columbia University, she went to the Ohio State University to study philosophy of education and got her second M.A. in education. She was enrolled in Philosophy and Education program in Fall 2017. Her current research interests include teacher education, Chinese traditional philosophy and education, the aesthetic education, and cosmopolitanism.
Xiaochen Zhao is a Ph.D. student in Philosophy and Education at Teachers College, Columbia University. She also has an Ed.M. from this program. Before joining TC, she earned her B.A. in English from Beijing Foreign Studies University. Her research interests include enchantment, thingness, temporality, affect theory, and how the related issues are discussed in the broader study of aesthetics, literature and education.