Stephen Bloch-Schulman

Professor of Philosophy

Spence Pavilion-Religion/Phil., Office 115 2340 Campus Box Elon, NC 27244

Brief Biography

I work at the intersection of Continental political theory and the scholarship of teaching and learning.

I joined the Philosophy Department at Elon in 2006. I was promoted in 2010, and was Chair of the Department from 2016-2024.

ORCID:https://orcid.org/0000-0002-8461-0329

News & Notes

Education

Ph.D. (Philosophy) 2004, Marquette University, Milwaukee, WI
M.A. (Philosophy), 1998, Villanova University, Villanova, PA
B.A.(Philosophy), 1991 Emory University, Atlanta, GA

Courses Taught

Ethical Practice; How Should We Live?; What Can We Know?; Ancient Philosophy; Political Philosophy; Reclaiming Democracy: Dialogue, Decision-Making and Community Action; Making Waves: Philosophy Against Racism; Rap, Race, Gender and Philosophy; Women, Gender and Sexuality Studies Capstone: Contemporary Controversies in Feminism; Critical Whiteness Studies; Sex and Gender; Integrative Tutorial (the Philosophy Department's Senior Seminar, one called "Philosophy and the City," one called "White Privilege: Considering Habits, Beliefs and Epistemologies")

Interested in mentoring undergraduate research in political philosophy, democratic theory, philosophy of education, the scholarship of teaching and learning, and race/gender/LGBTQIA-related research topics that intersect with these areas.

Leadership Positions

I am a co-Primary Investigator for the Greensboro site of the PLACE Collaborative, an initiative run through Bringing Theory to Practice and built on a grant from the Mellon Foundation.

Publications

Recent Examples:

• Anthony Weston and Stephen Bloch-Schulman, Thinking Through Questions: A Concise Invitation to Critical, Expansive, and Philosophical Inquiry (Indianapolis, IN: Hackett Publishing Inc., 2020).

• Melissa Jacquart, Rebecca Scott, Kevin Hermberg, Stephen Bloch-Schulman, “Diversity Is Not Enough: The Importance of Inclusive Pedagogy,” Teaching Philosophy, vol. 42, no. 2, June 2019, 107–139.

• Josie Alston Williams, Hollyce “Sherry” Giles, Spoma Jovanovic, Daniel Malotky, and Stephen Bloch-Schulman, "Reclaiming Democracy: Community Voice, Democratic Learning, and Social Justice through a Multi-Institutional, Community-Based, and Interdisciplinary Partnership," Bringing Theory To Practice Newsletter, Fall 2019, pp. 1, 3-5.

•Claire A. Lockard (Elon ’16), Helen Meskhidze (Elon ’16), Sean Wilson (Elon ’16), Nim Batchelor, Stephen Bloch-Schulman and Ann J. Cahill, “Using Focus Groups to Explore the Underrepresentation of Female-Identified Undergraduate Students in Philosophy,” Feminist Philosophy Quarterly, vol. 3, issue 4, 2017.

• Stephen Bloch-Schulman, “A Critique of Methods in the Scholarship of Teaching and Learning in Philosophy,” Teaching and Learning Inquiry: The Journal of the International Society for the Scholarship of Teaching and Learning, vol. 4, no. 1, 2016, pp. 1-15.

• Stephen Bloch-Schulman, with Meagan Carr, “Beyond ‘Add Teaching and Learning and Stir’: Epistemologies of Ignorance, Teaching and Learning in Philosophy, and the Need for Resistance,” Teaching Philosophy 39/1, March 2016, pp. 25-42.

• Stephen Bloch-Schulman and Sherry Lee Linkon, editors, “Arts and Humanities in SoTL: A Return to the Big Tent,” a special section of Teaching and Learning Inquiry: The Journal of the International Society for the Scholarship of Teaching and Learning, vol. 4, no. 1, 2016.

• Stephen Bloch-Schulman and Sherry Lee Linkon, “Scholarship of Teaching and Learning in the Arts and Humanities: Moving the Conversation Forward” (Special Section Editors' Introduction), Teaching and Learning Inquiry: The Journal of the International Society for the Scholarship of Teaching and Learning, vol. 4, no. 1, 2016, pp. 1-3.

• Stephen Bloch-Schulman, Susan Wharton Conkling, Sherry Lee Linkon, Karen Manarin, Kathleen Perkins, “Asking Bigger Questions: An Invitation to Further Conversation” Teaching and Learning Inquiry: The Journal of the International Society for the Scholarship of Teaching and Learning, vol. 4, no. 1, 2016, pp. 1-7.

Presentations

Recent Examples:

• “The ‘Problem Problem’ and the Question Question,” Keynote Address to the South Atlantic Philosophy of Education Society, Ashville, NC, February 4, 2016.

• “Outside the Pipeline: A Student-Faculty Collaborative Examination of How to Increase Engagement of Women in an Undergraduate Philosophy Program,” with Ann Cahill, Nim Batchelor, Claire Lockard (’16), Elena Meskhidze (’16) and Sean Wilson (’16), American Philosophical Association Committee for the Status of Women conference (jointly held with Hypatia), Villanova University, May, 2015.

• “Arts and Humanities SoTL: Framing a Research Agenda” with Sherry Linkon, Nancy Chick, Susan Conkling, Kathleen Perkins and Karen Mararin, at the International Society for the Scholarship of Teaching and Learning conference, Quebec City, QC, October, 2014.

• “Addressing the Underrepresentation of Women Undergraduates in Philosophy: What Do We Know? What Don’t We Know? And What Can We Do?” with Nim Batchelor, Elena Meskhidze (Elon, ’16), Sean Wilson (Elon, ’16) and Claire Lockard (Elon, ’16), at the International Society for the Scholarship of Teaching and Learning conference, Quebec City, QC, October, 2014.

• “From Classes to a Major: Integrating a Curriculum and Helping Students Synthesize Their Learning,” with Nim Batchelor, at the 20th Annual International Workshop/Conference of the American Association of Philosophy Teachers, Collegeville, MN, July, 2014.

• “What Kind of Community? An Inquiry into Teaching Practices that Move Beyond Exclusion,” with Daniel Malotky (Greensboro College), Spoma Jovanovic (UNC Greensboro), John Humphrey (North Carolina A & T State University), Hollyce Giles (Guilford College), International Society for the Scholarship of Teaching and Learning, Raleigh, NC, Oct. 2-5, 2013.

• “Making Philosophical Thinking Manifest Through Think-Alouds,” with Ann J. Cahill (Elon University), International Society for the Scholarship of Teaching and Learning, Raleigh, NC, Oct. 2-5, 2013.

• “SOTL in the Humanities and the Arts: Common Ground and Relevant Differences,” with Phillip M Motley, Nancy Chick, Deb Currier, and Eduardo Gregori, International Society for the Scholarship of Teaching and Learning, Raleigh, NC, Oct. 2-5, 2013.

• “Making Thinking Manifest through Think Alouds” with Ann J. Cahill (Elon University), Lilly Conference on College and University Teaching at Greensboro, Greensboro, NC, February 15-17, 2013.

• “Conundrums in Reclaiming Democracy: Faculty Reflections on a Multi-Campus and Community Course” along with 4 others, at the Lilly Conference on College and University Teaching, Greensboro, NC, February 2012.

• “Teaching Democratic Thinking,” with 6 others (including Maggie Castor, Elon, ’12), at the annual meeting of the Association of American Colleges and Universities, ashington, D.C., January 2012.

Awards

2020 Mark Lenssen Prize Winner, with Melissa Jacquart, Rebecca Scott and Kevin Hermberg, for "Diversity is Not Enough: The Importance of Inclusive Pedagogy," Teaching Philosophy 42, no. 2 (2019). [The Lenssen Prize is awarded by the American Association of Philosophy Teachers for the best paper in philosophy pedagogy over a two year span. See http://philosophyteachers.org/aapt-awards]

2018 Daniels-Danieley Award for Excellence in Teaching, Elon University.

2017 Prize for Excellence in Philosophy Teaching, awarded by the American Philosophical Association, American Assocation of Philosophy Teachers, and the Teaching Philosophy Association.

2014 Lenssen Prize Winner, with Ann J. Cahill, for "Argumentation Step-By-Step: Learning Critical Thinking through Deliberate Practice,” with Ann Cahill, Teaching Philosophy, vol. 35 (1), 2012.

2012 Lenssen Prize Honorable Mention for “When the ‘Best Hope’ is not so Hopeful, What Then? Democratic Thinking, Democratic Pedagogies and Higher Education,” The Journal of Speculative Philosophy, vol. 24, no. 4, 2010.