Abstract

This paper considers some of the specific challenges and rewards involved in teaching a course in the Philosophy of Love (and Sex). The paper begins with an overview of the purpose of this sort of class, what approaches one could take, what texts work best, and what sort fundamental questions should be asked. In addition to explaining how to maintain a proper balance between the philosophical examination of love and a discussion of concrete examples, the paper articulates three general registers of concern when teaching the Philosophy of Love (and Sex) and why this course poses unique challenges to the traditional philosopher.