Born in the Bronx, NY, Robert discovered his passion for philosophy during his senior year of high school. After graduating from La Salle University with a BA in Philosophy and Communication he discovered that he also had a strong passion for education, and he was determined on becoming a professor of philosophy. In his words, “The greatest way in which I can add to the betterment of society and incite social change is by influencing the minds of our future generations. I intend to get to the root problems in education and reform it in a way that will empower individuals to achieve their personal goals, not simply join in the rat race of the monotonous workforce.” His research interests include but are not limited to education policy, epistemology, and existentialism. He is also interested in thinkers like Dewey, Rousseau, and Montaigne. Robert currently works as a presenter with a company called Elevate Education in which he goes out to middle/high schools throughout the five boroughs and he helps the youth to become better students by teaching them various study skills and belief systems. When he is not engaging in scholarly endeavors, he can be found skateboarding around the concrete jungle of NYC.
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.
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.
Max is a first year M.A. candidate who holds both a B.A. in History and Ed. M. in Social Studies Education from Rutgers University--New Brunswick. As a current sixth grade Humanities teacher at George Jackson Academy, his research interests are focused on teaching. While his philosophical interests are centered on ethics. During his studies at Teachers College, Max hopes to think deeper and make connections between the ethical aspects of schooling, pedagogy and education.
Ruben Jang graduated from SUNY-Binghamton with a B.A. in English and a J.D. from the University of Hawaii Law School. He worked as an attorney in Honolulu for four years before joining Teachers College. His main academic interests are legal philosophy and the relationship between philosophy, law, and policy.
Sebastian comes from a Cuban-American family on eastern Long Island and holds a BA in Anthropology from Vassar College and an MS in Development Practice from UC Berkeley. While at Berkeley he was a TA in the Gender & Women’s Studies department. Sebastian has worked both domestically and internationally as an educator, mostly in agricultural science and most recently in Paraguay with the Peace Corps. Sebastian is currently interested in studying the metaphysics of curricula but is very open to weighing new ideas, directions, and questions. Outside school, Sebastian enjoys bikes, boats, hikes, basketball, music, and gardens. He's also learning to play chess.
Justin is a first year M.A. candidate who holds a B.A. in Philosophy from Morehouse College. His fundamental research concern is centered around the question, "what does it mean to be human in the 21st century?" His diverse interests include, but are not limited to: aesthetics, democratic education, and pragmatism. Justin finds resonance in the Continental and American philosophical traditions. He plans to refine his writing skills while narrowing his diverse research foci during graduate study. When not engaged in philosophical inquiry, Justin is often out exploring New York City's cultural and artistic scenery. He currently serves as a college counselor in the Harlem community in hopes of helping students realize their post-secondary potential.
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.
Jingyi received her BA in education with psychology from Bath university. She worked as a student teacher in the nursery class in an IB school in Shanghai during the placement year (as part of her undergraduate degree). What struck her the most during her sojourn in the UK are the different ways people communicate and connect with each other (linguistically and culturally). Her dissertation was based on a small-scale qualitative research examining the transformative experiences of Chinese students while studying in the UK. The project led her further wonder upon the similarities and differences of how individual human beings grow and change in this rapidly-evolving contemporary society. She finds philosophy and education a fascinating interdisciplinary course that could keep her wondering about those connections, and exploring her role as a learner as well as one potential educator in the future. She also wants to find her specific research focus/foci in the course.
Adrian Marcano was born and raised in Brooklyn, NY. He received his B.A. in philosophy from Hamilton College in Clinton, NY. Experiencing both city and rural life influenced a lot of his philosophical thinking -- particularly concerning both phenomenology and ethics. He taught middle school literature and U.S. history and found teaching to be an enriching experience. However, it was through teaching that he found a passion for counseling. He hopes to utilize his experience to aid in the growth of youth of color in areas that are not particularly focused upon in modern schooling: social-emotional learning and ethical development.
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.
Brittany holds a BA in English and art history from Muhlenberg College and an MA TESOL from the New School. She teaches English as a Second Language at the American Language Program, Columbia University. Brittany’s pedagogical interests include extensive listening, critical thinking, and incorporating art, poetry, and music into ESL instruction. At TC, Brittany hopes to study the relationship between poetry and education and the ethics of English-language teaching. In her free time, Brittany reads and writes poetry about rock and roll, films, and other poems.
Sam Piede joins the program fresh from receiving her M.Ed. in English Education from Millersville University, focusing her research on the staging of absurdism in theatre post World War II. A teacher first and above all, Sam has served for ten years as the gifted coordinator for Elizabethtown Area High School in Elizabethtown, PA and instructed both the school's Inquiry Seminar and the AP Capstone courses (AP Seminar & AP Research). She also works as an academic dean for the Summer Institute for the Gifted. Sam is a staunch advocate for inquiry-based and democratic classroom models, and she is interested in exploring the epistemic and ethical underpinnings of high school language arts curriculum development, particularly in how students are exposed to research tasks. She is excited to have found a program and cohort that values exploring similar issues. When not teaching and learning, she enjoys rock climbing, reading science fiction, and indulging in/critiquing the works of her two favorite Johns (Dewey and Rawls).
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.
Theseus has spent the past two decades working at a nonprofit youth organization, where he developed, implemented and managed comprehensive afterschool programs for elementary and middle school students in public schools throughout Manhattan. These programs supported learning goals in literacy, STEM and leadership development through project-based learning. He is currently building a new nonprofit organization that will work to support the social/emotional needs and mental wellness of children and teens.
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.
John L Samuels Jr is an M.A. candidate in the Philosophy and Education program at Teachers College who earned his B.A. in Developmental Psychology from CUNY School of Professional Studies. His research interests are in the design and use of innovative education objects, tools, games, environments, and activities that serve as early and middle childhood interventions in attention, self regulation, and memory challenges at a cognitive level. He presently works in early education and the arts, and he is a research assistant in the Language & Cognitive Neuroscience Lab at Teachers College. John is very committed to the development of creativity and critical thinking skills in early and middle childhood and is excited to presently be part of a team bringing philosophy to Pre-K classes in the NYC/NJ area. When not at TC John is immersed in the arts and the art of living and become the “greatest me I am to be.”
Emilia has a B.S. in Chemical Engineering from the University of Maryland-College Park. Her experiences with researching empathy in STEM education surprised her, resulting in a desire to pursue more philosophical questions about STEM and education. Emilia also currently teaches kindergarten and first grade Math full-time at a public charter school in the South Bronx.
Maryna graduated from CUNY Brooklyn College in December 2019 with a BA in Political Science and Philosophy. She concentrated on feminist political philosophy. Her current interests revolve around feminist epistemology, politics of education, ethics of education, and how these factors shape knowledge production. Combining her background in philosophy and her family's teaching experiences in the Soviet Union, Maryna seeks to gain a better understanding of diverse pedagogical approaches.
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.
Originally from London, Lauren graduated from Princeton University in 2015 with a B.A. in Philosophy and Neuroscience. After brief stints working in journalism and neuroscientific research, she spent 3 years in the classroom teaching elementary and middle school English. At TC she hopes to develop as a thinker and educator by exploring interests in meta-ethics, normative ethics, epistemology, pre-college philosophy, moral education, and literature as a tool for philosophical engagement.
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.
Jason Quino McCreery is a scholastic with the Society of Jesus (also known as the Jesuits). Prior to TC, he earned his B.A. in Religious Studies from the University of Chicago and his M.A. in Philosophical Resources from Fordham University. While previous coursework focused on interpretation in Tibetan Buddhist scripture, Jason has recently turned his attention to the Western canon, comparing the epistemologies of Aristotle, Aquinas, and Kant. He is interested in how we learn through enacting and interpreting rituals, especially in the intersection of intellectual understanding, bodily practice, and spiritual concerns.
His study as a seminarian has allowed Jason to accompany many wounded people, from a hospice for HIV+ men to a L'Arche home for people with developmental disabilities. His interests in education are grounded in these experiences of those marginalized by traditional schools and other educational institutions. Jason currently tutors Algebra to students with learning differences at Cardinal Hayes High School in the south Bronx.
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.
Deirdre Black Rubin is a Ph.D. student in the Philosophy and Education program. She has a BA in Liberal Arts from Eugene Lang College, New School University, an MA in Liberal Arts from St. John’s College, an MA in Philosophy from Duquesne University, and an MAT in Literature Education from Bard College. Deirdre is certified to teach English Language Arts to students in grades 7-12 in New York and New Hampshire and has taught at The Langley School, Brooklyn Society for Ethical Culture, Horace Greeley High School, The Masters School, The College of New Rochelle, Iona College, Marist College, and Keene State College. She is a longtime reader of Kierkegaard and has held a desk as a guest researcher at the Soren Kierkegaard Research Center at The University of Copenhagen. Her current research centers on cinematic depictions of adolescent anxiety and despair.
Robert Blakslee received his BA from the University of Chicago in Philosophy and English, and his MAT from Relay Graduate School of Education in Secondary English Education. He taught as a Fulbright English Teaching Assistant in Querétaro, Mexico before beginning his career teaching English at high schools in Massachusetts and New York. This fall marks his seventh year in the classroom, teaching 12th and 11th grade English in the Bronx. Robert plans to draw on his undergraduate work in philosophy of language to interrogate the ethical assumptions present in the way that English is taught in American high schools today.
Emy Cardoza is a Ph.D. student in the Philosophy and Education Program at Teachers College, where her research interests include critical race theory, higher education, and the concept of reconciliation. Prior to joining the TC community, Emy earned a Master of Divinity from the University of Chicago Divinity School, a Master of Education from Loyola University Chicago and a BA in Religious Studies from Rollins College. She currently serves as the Associate Dean for Student Life at Barnard College.
I got my Bachelors in Philosophy from Biola University. There, I also participated in the Torrey Honor's Institute Great Books program. I've been teaching for 2.5 years, and I am thrilled with M.A. program in Philosophy and Education.
Juan Antonio Casas is a Ph.D. student at the Philosophy and Education program at Teachers College, Columbia University. He obtained his Law degree from Pontificia Universidad Javeriana in Bogotá, Colombia, and an Ed.M. in Private School Leadership from the Klingenstein Center at Teachers College.
Born and raised in Bogotá, he moved from the practice of law to education as a middle and high school Social Sciences teacher at Gimnasio Campestre, a nationally-recognized K-12 boys school, where he taught for five years and served as Head of School from 2006 to 2017. His experience as a school leader and classroom teacher inform his research interests in moral development, curriculum design and school improvement.
Drew Chambers earned his B.A. in Secondary Education and English Literature at Wheaton College in Illinois and afterward taught public high school English in Massachusetts. In 2020, Drew completed his Ed.M. at Harvard University where he specialized in philosophy and data science. Drew’s scholarly interests relate to the ethics of student-teacher relationships, and his recent publications have dealt with topics such as school security, moral education, and critical pedagogy. His work has appeared in Educational Theory, Journal of Philosophy of Education, and on_education. When not reading or writing, he loves exploring the world with his wife, Kelly (a veterinarian), their dog, Paxton, and a Hasselblad camera around his neck.
Before starting his PhD in Philosophy and Education at Teachers College, Stefan earned his MA from the same program. He is primarily interested in American Pragmatism, particularly the work of Richard Rorty and John Dewey. Stefan is also interested in the teaching of ethics, and he regularly serves as a judge at the annual Long Island High School Ethics Bowl.
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.
I got my B.A. in Philosophy from Universidad de Los Andes in 2014. I then taught high school philosophy, which is part of the Colombian curriculum, for five years. I am mainly interested in animal ethics in education, psychoanalysis, and teaching philosophy in schools.
Elias Hage is a Doctoral Candidate in the Philosophy and Education program with interests in freedom and morality, rituals and mythology, identity formation and, more generally, phenomenology. Elias graduated from Franciscan University of Steubenville with a Bachelor of Arts in Psychology and Philosophy. He completed a Master of Arts in Religious Education from Fordham University and a Research Master of Philosophy from Katholieke Universiteit Leuven in Belgium. Elias takes any chance he can get to travel to new places, whether it be to a far-off land or an unexplored hole-in-the-wall in some not so far-off town.
We shall not cease from exploration And the end of all our exploring Will be to arrive where we started And know the place for the first time – T.S. Eliot
Sara Hardman is in her second year of the doctoral program, where her research interests largely revolve around philosophy of language and literature, as well as feminist philosophy. She received her B.A. from Washington and Lee University, where she studied English Literature and Math. Currently, she is interested in the different forms philosophy can take, from academic writing to poetry to fiction, and is experimenting with a mixture of forms.
Saori Hori is a fourth year PhD student interested in the connection between epistemology and ethics in the philosophy of education. In her doctoral research, she focuses on the role of "not-knowing" in the cultivation of personhood, reading Rousseau in dialogue with contemporary philosophers. She also works on related issues in moral psychology, social epistemology, and liberal education.
MA in Philosophy and Education (Teachers College, Columbia University); MA in Philosophy (Kyoto University); BA in Philosophy (University of Tokyo).
Vikramaditya (Vik) Joshi is a second-year doctoral student in the Philosophy and Education program. Before coming to Teachers College, Vik graduated from Bard College with a B.A in Philosophy and Literature. He then graduated from the University of East Anglia with an M.A in Biography and Creative Non-Fiction. He served as an academic advisor for the Bard Prison Initiative, a college-in-prison program. He held a fellowship at the Center for Justice at Columbia University and is currently part of the inaugural cohort of Fellows at the Gathering for Justice. He led the development of a curriculum on anti-Muslim bias, supported by EdVenture Partners, the McCain Institute, and the Department of Homeland Security, securing funding and the Invent2Prevent scholarship. He is working on a manuscript (biography) of a Professor at Bard who was a spy in the French Resistance. Vik’s research at TC is focused on the work of B.R Ambedkar, an architect of the Indian Constitution and, in 1913, a student at Columbia University under the tutelage of John Dewey.
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 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.
As an Alaskan Athabaskan, Buddy has a deep connection to philosophy and education as a means to thrive. His work in virtue epistemology has lead him to philosophy of education, and to questions like: how is epistemic value related to moral and eudaimonic value? He has a B.A. in philosophy from the University of Alaska, and an 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 axiology of education.
Bing’s research interests include citizenship education, ethics in education and civic engagement. Before commencing her doctoral studies, she was part of the Singapore Government’s Public Service Leadership Program and had served at the Ministry of Education, and Ministry of Communications and Information. At the Ministry of Education, she did research on citizenship education curriculum and multiculturalism approaches, and facilitated professional development workshops for other educators. She had also taught in a secondary school in her hometown Singapore, and considered those years the most humbling experience of her life. She graduated with a Bachelor’s Degree in Biochemistry from Cambridge University. This was followed by a Master’s degree from Teachers College, where she explored in her thesis the morally controversial nature of International Service-Learning experiences within a cosmopolitan ethical framework.
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.
Sulki Song is a Ph.D. Student in the Philosophy and Education Program at Teachers College, Columbia University. She earned a B.A. in Education and M.A. in Philosophy of Education, both from Seoul National University, South Korea. Her master thesis was titled, “Education for the Formation of Self-Identity: Drawing upon Charles Taylor’s Concept of Authenticity.” She is deeply interested in answering the question philosophically: what does the education look like as a way of supporting human beings to live their own lives fully and freely? Her current research interests include identity formation, value education, character education, and the concept of understanding, especially during the school-ages years.
Rebecca Sullivan is a PhD student in the Philosophy and Education program. She earned her B.A. in Philosophy and English Literature from the University of Notre Dame. After working for a few years in the human service professions, she has returned to the formal study of philosophy to deepen her understanding of personhood and the intersection of philosophy and education that happens through everyday actions and encounters.
The title of her masters thesis was: "Bearing Witness to a Knowledge of Encounter: The Power of Perspective in Babette's Feast."
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.
Kirsten Welch is a PhD student in the Philosophy and Education program. After earning her B.A. from Baylor University, where she focused her studies in classics and philosophy, Kirsten spent two years teaching elementary and middle school at a Great Hearts Academies campus in San Antonio, TX. Before beginning her doctoral studies, Kirsten earned an M.A. in Philosophy from Western Michigan University, where she also taught undergraduate philosophy courses. Her primary research interests integrate philosophical work in virtue ethics and epistemology with approaches to character education, especially education for moral and intellectual virtue. She is also interested in studying models of classical education.
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.
Qifan Zhang is a second year PhD student in the Philosophy and Education program at Teachers College, Columbia University. She earned an MA in Education Policy at TC and a BA in Philosophy at the University of Rochester. Currently, she wants to explore how communication affects human being. Her research interests include cosmopolitanism, phenomenalism, philosophy of arts and philosophy of language.
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.
Yuliia KravchenkoHead of the Critical Thinking Development Lab in the National Centre “Junior Academy of Sciences of Ukraine”, Trainer in Program “Philosophy for Children” (P4c) by Matthew Lipman
Graduated from Kyiv National Taras Shevchenko University, Philosophy Department. Obtained PhD there in 2008 in the field of Ukrainian History of Philosophy. After graduation I taught subjects related to philosophy at several Universities in Kyiv. I also graduated from the annual program "Scholarship of the Polish Government for Young Researchers from the Former Soviet Union" and completed an Internship at the University of Lodz in the Faculty of Pedagogy (2009-2010). Since 2011 I have promoted the P4c methodology among Ukrainian educators. Since 2016 I have worked at the National Centre “Junior Academy of Sciences of Ukraine,” where I organized camps for teenagers (at the national and international levels) in the following subjects: “Philosophy,” “Ukrainian Culture,” “Religion and Diplomacy,” and “Cultural Diplomacy.”I am the founder of “The 1960s and the Dissident Movement: A Festival for Young People."
As educator-practitioner I am interested in non-formal education approaches. My priority research interests are focused on P4c method the theory and practice as well.
Program Director: David Hansen
Teachers College, Columbia University 334-A Horace Mann