David Hansen received his Bachelor
of Arts in the history of ideas from the University of Chicago, his
Master of Arts in political economy from Stanford University, and his
Ph.D. in education from the University of Chicago. Before taking
up his current appointment at Teachers College in 2001, he was professor
in the College of Education at the University of Illinois at Chicago,
and before that a secondary school teacher and instructor in a language
arts program for teachers.
Professor Hansen's scholarship has focused on the philosophy and practice of teaching and of teacher education, on moral and ethical dimensions of education, on the nature of values and inquiry, and related themes. He draws from thinkers across the diverse fields featured in the Philosophy and Education program, including ethics, philosophical anthropology, and foundations of education. He has studied extensively the educational thought of figures such as Plato, Michel de Montaigne, Sor Juana Inés de la Cruz, and John Dewey. He has focused on the relations between cosmopolitanism as an outlook on the human condition and the practice of education, and at present is drawing out the ramifications of ‘bearing witness’ as an orientation toward teaching and teachers. Hansen is a Past-President of the John Dewey Society and of the Philosophy of Education Society. In 2013, he was named the John L. & Sue Ann Weinberg Professor in the Historical and Philosophical Foundations of Education.
** Reimagining the Call to Teach. New York: Teachers College Press, 2021.
** “Philosophy’s voices in teaching, and teachers’ voices in philosophy.” Educational Theory 71 (1, 2021), 5-33.
** Sor Juana Inés de la Cruz and the demands of education. Educational Theory 68 (4/5, 2018), 443-475.
** “Among school teachers: Bearing witness as an orientation in educational inquiry.” Educational Theory, 67 (1, 2017), 9-30.
** The Teacher and the World: A Study of Cosmopolitanism as Education. London and New York: Routledge, 2011.
** John Dewey and Our Educational Prospect: A Critical Engagement with Dewey’s Democracy and Education. Albany: State University of New York Press, 2006.
** “A poetics of teaching.” Educational Theory 54 (2004), 119-142.
** Exploring the Moral Heart of Teaching: Toward a Teacher's Creed. New York: Teachers College Press, 2001.
** “Well-formed, not well-filled: Montaigne and the paths of personhood.” Educational Theory 52 (2002), 127-154.
** “The moral is in the practice.” Teaching and Teacher Education 14 (1998), 643-655.
** The Call to Teach. New York: Teachers College Press, 1995.
** “From role to person: The moral layeredness of classroom teaching.” American Educational Research Journal 30 (1993), 651-674.
** “Was Socrates a ‘Socratic teacher’?” Educational Theory 38 (1988), 213-224.
Named a Fellow of the American Educational Research Association, 2011
Named Honorary Professor at Xiamen University, Xiamen, China, 2009
Outstanding Achievement Award, The John Dewey Society, “for contributions reflecting and extending the spirit and vision of Dewey's work,” 2007
Elected President, The Philosophy of Education Society, for 2008-2009
Choice Outstanding Academic Title, 2007, for John Dewey and Our Educational Prospect: A Critical Engagement with Dewey’s Democracy and Education (Albany: State University of New York Press, 2006)
James and Helen Merritt Distinguished Service Award for Contributions to the Philosophy of Education, 2006
Elected to the Board of Directors, National Society for the Study of Education, 2005
Elected President, The John Dewey Society, for 2003-2005
Outstanding Book, 2002, Division B (Curriculum Studies) of the American Educational Research Association, for Exploring the Moral Heart of Teaching: Toward a Teacher’s Creed (New York: Teachers College Press, 2001)
Selected by the University of Illinois as a University Scholar, 1996
Critics Choice, American Educational Studies Association, 1996, for The Call to Teach (New York: Teachers College Press, 1995)
Selected by the National Academy of Education as a Spencer Postdoctoral Fellow, 1992