Futures of Philosophizing
On the Transformation of
the Philosophy Curriculum
International Workshop
March 10th to 13th, 2026, University of Hildesheim
Cultural Campus, Hohes Haus, Room 202
Concept
In an era marked by intensified global interconnectivity, technological transformation, and resurgent political polarizations, the role and responsibility of philosophy – and philosophy education – require urgent rethinking. Philosophy, as both a discipline and a pedagogical practice, is undergoing profound questioning regarding its relevance, accessibility, and epistemological foundations. What does it mean to philosophize in a world that is simultaneously global and fractured, interconnected yet unequal? How can philosophy curricula respond to, rather than retreat from, the complexities of the 21st century?
Historically, philosophy curricula across many institutions have been grounded in a narrow canon, disproportionately centered on Western – primarily European and Anglo-American – philosophical traditions. This has led to the marginalization, if not complete exclusion, of vast bodies of thought emerging from other parts of the world: African philosophies, South and East Asian traditions, South American theories.
In recent decades, however, scholars and educators have increasingly challenged the legitimacy of exclusions, advocating for a pluralization of the philosophy curriculum – not merely as an supplementary gesture, but as a transformative rethinking of what counts as philosophical knowledge, who gets to produce and teach it, and for what purposes. At the same time, the global classroom is changing. Students today bring with them diverse intellectual and cultural backgrounds and a critical consciousness.
In this context, rethinking the philosophy curriculum becomes both a pedagogical and an epistemological act. It involves questions such as:
- How can philosophy teaching practices be reoriented to engage diverse intellectual traditions on equal terms, rather than through frameworks of assimilation or tokenism?
- How can philosophy curricula bridge theory and praxis in ways that foster critical and performative reflection while remaining actionable and transformative?
- What infrastructures (institutional, epistemological, linguistic) need to be dismantled or rebuilt to make such curricular transformation possible?
Importantly, this rethinking is also about reconceptualizing the future of philosophy itself. What new concepts, methods, and forms of theorizing might emerge when philosophers engage deeply with plurality, locality, and the politics of knowledge production? How can the curriculum be reimagined as a living site of inquiry, encounter, and creation – rather than a static archive of past texts?
By bringing together scholars, educators, and students from diverse geographical and intellectual locations, this workshop provides a space for rigorous exploration of these questions. It aims to connect philosophical theorizing with pedagogical praxis, and to facilitate collaborative efforts toward curricular transformation at local, regional, and global levels. The future of philosophizing depends on how we teach it. Transforming the curriculum is not an adjunct concern. It lies at the heart of shaping philosophy’s role in a globalized, contested, and rapidly changing world.
Organized by Rolf Elberfeld, Birgit Benzing, Lerato Posholi, and Abbed Kanoor.
Impressions
Invited Guests
- Lea Cantor (University of Cambridge)
- Dobin Choi (University of Leiden)
- Elizia Cristina Ferreira (UNILAB Brazil)
- Nadia Germann (University of Freiburg)
- Sian Hawthorne (SOAS, University of London)
- Ruth Hagengruber (University of Paderborn)
- Noburu Notomi (University of Tokyo)
- Luca Maria Scarantino (University of Bari)
- Mpho Tshivase (University of Pretoria)
- Jo-Anne Vorster (Rhodes University South Africa)
- Niels Weidtmann (University of Tübingen)
Format and Structure
The workshop will take place over four days and will be structured to maximize dialogue and collaboration. It will include:
- Plenary Short Presentations, consisting of brief inputs from guest speakers invited from various international institutions.
- Pedagogical Labs, in which all participants are divided into six discussion groups to collaboratively elaborate and reimagine philosophy syllabi.
- Roundtable on Other Forms of Philosophizing, featuring concrete examples.
- Output Presentations and Publication Planning Sessions, aimed at summarizing the results of the pedagogical labs and facilitating post-workshop outputs (e.g., an edited volume or a journal special issue).
Themes
- Philosophizing in a Globalized World
We try to explore the impact of globalization on philosophical thought and practice, interrogating how interconnectivity reshapes the nature and scope of philosophical inquiry. We will consider shifts in the methods, status, and relevance of philosophy across cultures – particularly as academic institutions respond to global challenges and intercultural exchange.
- Teaching Philosophy and Multilingualism
We address the realities of linguistically diverse classrooms, in order to see how multilingualism influences the teaching and understanding of philosophy. We invite participants to examine pedagogical strategies that accommodate and leverage multiple languages, while questioning the dominance of certain languages – especially English – in shaping philosophical discourse. The goal is to foster inclusive learning environments where linguistic diversity is seen as a resource rather than a barrier, and to reflect on how language shapes philosophy.
- On the Transformation of the Philosophy Curriculum
We critically assess current philosophy curricula with an eye toward inclusivity, relevance, and responsiveness to the contemporary intercultural reality and global challenges. We will encourage participants to confront institutional and structural obstacles to curricular reform, particularly entrenched canons. The discussion aims to envision what a genuinely transformed, pluralistic philosophy curriculum could look like across different educational and cultural contexts.
- Shaping the Futures of Philosophizing: Theory and Praxis
This aspect bridges theory with practical implementation, inviting dialogue on how philosophy education can be co-created across institutional, cultural, and national boundaries. Participants will be asked to imagine new epistemological frameworks, teaching models, and philosophical canons that reflect the complexities of the contemporary world and foster critical, global, and engaged philosophical practice.