First Advisor
Ted Zenzinger
Reader
Anandita Mukherji
College
Regis College
Degree Name
BA
Document Type
Thesis - Open Access
Number of Pages
50 pages
Abstract
The Socratic Method has been the choice way to do philosophy for as long as philosophy has existed as a discipline. This method is aggressive and hierarchical, two traits that due to the semantics of engendered language alienate and exclude women. This alienation happens inevitably when the choice is presented to play the “game” that is the argumentative discipline of philosophy or not. When women chose to play the game, they are alienated from themselves. Philosophy is a highly universal and analytical discipline, that often does not allow for first-person narrative or philosophy done through the body, which is something that empowers most women. This means that women must do work they may not value, and in a Marxist sense are alienated from the product of their labor. If women do not play “the game” they are often excluded from the discipline through a lack of interaction with others and diminished opportunities due to the nature of their work. I proffer that this can be solved by changing how we define philosophy and philosophical success within the discipline.
Date of Award
Spring 2022
Location (Creation)
Colorado (state); Denver (county); Denver (inhabited place)
Copyright
© Jordan Werner
Rights Statement
All content in this Collection is owned by and subject to the exclusive control of Regis University and the authors of the materials. It is available only for research purposes and may not be used in violation of copyright laws or for unlawful purposes. The materials may not be downloaded in whole or in part without permission of the copyright holder or as otherwise authorized in the “fair use” standards of the U.S. copyright laws and regulations.
Recommended Citation
Werner, Jordan, "The Socratic Method and The Alienation of Women in Philosophy" (2022). Regis University Student Publications (comprehensive collection). 1031.
https://epublications.regis.edu/theses/1031