Sarah earned her BA in Comparative Human Development and minor in Spanish from the University of Chicago. She has interests in environmental education and civic education, especially in the context of urban schools and communities. She is also very interested in a more individualized approach to education. Sarah currently serves as the Academics Manager and Intern Coordinator at the NYC-based non-profit Project Rousseau.
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.
Clayton Rains earned a B.A. in Philosophy from the School of General Studies, Columbia University’s undergraduate school for non-traditional students. Clayton describes his early encounter with education as vexatious, and it consequently led to education itself becoming a focus of his studies: its sociological, philosophical, and practical aspects. He is presently pursuing an M.A. in Philosophy and Education with an aim to make education more welcoming to students with non-traditional backgrounds.
Shukang graduated from Smith College with a B.A. in English Language and Literature in 2019. She served as a Student Consultant in the Pedagogical Partnership program at Smith and as an International Student Mentor during her time at NYU. She spent a year in Paris, a year in NYC, and two years in Northampton, MA, to enrich her own educational experience. With a Social Impact Grant from NYU, she founded GoLiberal, a liberal arts salon, in her hometown, Chongqing, China, for the local high school students to experience liberal arts education and to hone their critical thinking skills.
Xinyu is a first year M.Ed candidate who holds a B.A. in War Studies and Philosophy from King’s College London. Xinyu’s undergraduate study in violence and politics ultimately led to her interest in education as a way of reducing war and violence in our societies. Currently, she is interested in how education can fundamentally transform human ethics.
Venezia graduated from Gonzaga University in Spokane, WA with a B.A. in psychology. While at Gonzaga she focused her studies in mindfulness practices with female immigrant & refugee adolescents. Her passion for education and making it accessible to all types of learners led her to NYC where she now works as a middle school Humanities teacher at the Cornelia Connelly Center, an all girls education non-profit that focuses on giving financial, academic and social-emotional support from 4th grade through college graduation. At TC, Venezia hopes to deepen her own philosophical understanding to better analyze the many theories that have come together to form the United States education system.
Krystal is a native New Yorker who grew up in the boogie down Bronx. She graduated from Manhattan College in 2016 with a BA in Philosophy with minors in Psychology and Spanish. She is interested in the development of self identity and the practical and creative solutions philosophy brings to life’s problems. Krystal wants to use philosophy to help inform and guide students going through mental health struggles.
Pedro E. Moreno-Vásquez is an M.A candidate in Philosophy and Education, at Teachers College. Born and raised in Peru, he earned a B.A in English and Comparative Literature at Columbia University. He was a recipient of the award for Academic Leadership and service. His research interests include aesthetic education, critical theory, and Heidegger’s phenomenology.
Pedro was inspired by his mother, a teacher who worked in Lima’s shantytowns for thirty years. While living in Peru, he led multiple writing and editing workshops for youth leaders. Currently, he spends all of his time serving vulnerable and underserved communities. He works for the New York Public Library, as an assistant for Early literacy workshops, as well as for computer literacy programs for seniors. He also tutors Math and reading skills to special needs children in an UES community center.
Staysi earned her Bachelor of Arts from Georgetown University, with a major in Philosophy and minors in Theology and Women’s and Gender Studies. She is now in the Master of Education in Philosophy and Education program and is interested in addressing the role of trauma, gender-based and racial violence, and cultural conflicts through the lens of social and restorative justice theories within the scope of education.
D.D. graduated with a B.A. in Sociology from Seattle University in 2018 and spent a year conducting research and working with underserved student populations at St. Mary's University, Twickenham, London, before arriving at Teachers College. D.D. is deeply interested in humans' socio cognitive development over the lifespan, especially as it pertains to young adults in the early stages of selfhood. Currently, D.D. is the Student Success Coordinator at Achievement First Amistad High School in New Haven, Connecticut. In her role at Amistad, D.D. works with Black and Latinx students to actualize liberation pathways to college and beyond, and is the Amistad Philosophy Club's founding faculty advisor.
Saiki earned her BSc in Geography with Economics (2003) from the London School of Economics, Master of Social Science with a Major in International & Comparative Education (2006) from Stockholm University and Ph.D in Political Theory (2011) from LUISS Guido Carlo University. A background in political economy of education, sustainable citizenship, track & field and volleyball training and fitness & nutrition coaching led to Saiki's interest in exploring what constitute leisure and wellness in the post-industrial age and how coaching plays a role in leisure and wellness education. Currently, Saiki is a Tier X Coach at Equinox and Guest Coach at Wellness In The Schools (WITS) Family Fitness Fun Nights Program.
Abram graduated from Victoria University, Australia, with a B.A. in Performance Studies. With no prior formal training in dance or theater, the driving interests were pedagogical: how do the performing arts affect us, teach us (as practitioners, as audiences)? The forms of interest were fringe and radical, could such theater bring about social change? Did it? Currently, Abram’s academic interests are in education models that rethink the traditional school with a view to restructuring society. The general framework is part socio-cultural ethnography, part philosophy.
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.
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.
Philosophy instructor, Fayetteville Technical Community College
In charge of the classes of Philosophical issues, Introduction to Ethics, and Critical thinking. Working in the promotion of alternative perspectives towards this disciplines and innovation in the teaching of Philosophy and Humanities.
M.A. Thesis Title
Epistemological - Political implications of Community-Based Education
Nicole Imhof received her MA in Philosophy and Education in 2012. Since graduating from the program, she has worked in the non-profit field engaging special needs children and adolescents in community-based youth programming. She also taught in the Ethics and Philosophy Department at Molloy College. Nicole completed a second graduate degree in Social Work in 2015.
M.A. Thesis Title
(Re)imagining Source(s) of Knowledge: Towards a Feminist Pedagogy in Education
Degna P. Levister is a Clinical Law Professor and presently the Assistant Dean of Admissions and Enrollment Management at the City University of New York School of Law. As Clinical Law Professor she has co-taught in the Economic Justice Project, the Elder Law Clinic and in the Lawyering program.
M.A. Thesis Title
Legal Pedagogy and Social Justice Lawyering: Lessons from Pragmatism
Chris Ng teaches philosophy courses online for Ashford University and Southern New Hampshire University. She continues to pursue her passion for philosophy for children by serving on the education committee for PLATO (Philosophy Learning And Teaching Organization) and on the case-writing committee for the National High School Ethics Bowl. Along with former TC alumni, she is designing a board game that engages players in philosophical debate.
M.A. Thesis Title
The ‘Problem’ of Quiet Students: Helping Students to Speak (and Listen) in a Community of Inquiry
SusanMary Morris is currently teaching in the Bridgewater-Raritan Regional School District in SomersetCounty, New Jersey asan Intervention Specialist in Literacy for Grade 6. She has been teaching in the Bridgewater School System for over 24 years. Her teaching career spans over four decades, during which time she has taught all self-contained grades from Pre-School through Grade Five. She has been a teacher of the gifted and has also conducted tutorials in literacy in both middle and high schools. She is an avid supporter of arts in education and counts her ten years of graduate studies at Lincoln Center Institute and TC as the years of personal and professional growth which led her back to pursuing her Master of Arts at TC, Columbia. She is very proud of being a Lincoln Center Educator which has enabled her to infuse focused studies with the arts into core curriculum. Mrs.Morris has enjoyed teaching in both public and private schools, and she believes in teaching in an intimate manner in an aesthetically welcoming environment.
Jamie Knowles currently teaches middle school English Language Arts in Oakland, California. At Teachers College, his research culminated in the thesis project "Amartya Sen's Capability Approach and Inner City Education."
John teaches 8th grade social studies at Memorial Middle School for the South Portland School District in South Portland, Maine. He is on the school leadership team and he coaches an improv troupe and the ultimate frisbee team.
Eun Yong Kim graduated with a Ed.M. in Philosophy and Education in 2007. Her thesis, entitled "The Cosmopolitan Experience of Bilingual Speaker of Korean and English," reflects Eun Yong's interest in the relationship between philosophy and bilingual / bicultural education.Eun Yong is currently preparing to enter a doctoral program where she will continue to explore the issue of language identity and its educational implications.
Frank D. Manfre graduated with a M.A. in Philosophy and Education in 2006. His M.A. thesis, entitled "Vigilant Humanism and the Practice of Literary Criticism," reflects his interest in the relationship between ethics and literature. Frank is currently a graduate student in the M.A. in Teaching program at The College of New Jersey. The program will lead to certification in Secondary English and will prepare him for teaching in New Jersey's public high schools.
Stella came to Teachers College having graduated from the Liberal Arts programme at the University College Maastricht in the Netherlands. Studying economics and her work around Problem-Based Learning as a democratic educational approach influenced by John Dewey led her to study in the Philosophy and Education Program, where her academic interests lay in the intersection between philosophy of science, educational practice, and political systems. She now pursues her interest in political and economics education as a PhD candidate at the University of Cologne.
Program Director: David Hansen
Teachers College, Columbia University 334-A Horace Mann