Abstract

This paper considers the following question: how can those whose thought is informed by poststructuralist values, arguments, and training legitimately teach the history of philosophy? In answering this question, three pedagogical approaches to courses in the history of philosophy are considered and criticized: the representational, the phenomenological, and the conversational. Although these three approaches are seemingly exhaustive, each is problematic because the question they attempt to answer rests on the false assumption that there is one, universally right way to teach philosophy and many wrong ways. In rejecting this assumption, the author considers a new, more concrete, and contextualized question concerning teaching philosophy from a postmodern perspective.