Abstract

Taking seriously the notion that diversifying our philosophical pedagogy is of both intrinsic and instrumental importance, this paper offers a defense of, and model for, a pedagogical approach aimed at making canonical philosophical texts more appealing—and more useful—for diverse students. Specifically, taking Aristotle’s Nicomachean Ethics as a case study, this paper considers how we might make this text more engaging for students from traditionally underrepresented backgrounds. It does so by offering a five-step model, which involves: situating the text in its historical context; acknowledging and addressing problematic content in the text; drawing out novel or underexplored themes and questions from the text; bringing the text into dialogue with diverse and contemporary philosophical approaches and issues (e.g., feminist philosophy, philosophy of race, and non-Western philosophies); and applying issues, themes, and concepts from the text to contemporary matters or current events as much as possible. Specific examples are offered regarding how to achieve each of these steps when teaching the Nicomachean Ethics.