Stephen Bloch-Schulman
Professor of Philosophy
Department: Philosophy
Email: sschulman@elon.edu
Phone number: (336) 278-5697
Brief Biography
I work at the intersection of Continental political theory and the scholarship of teaching and learning.
I joined the Philosophy Department at Elon in 2006. I was promoted in 2010, and was Chair of the Department from 2016-2024.
ORCID:https://orcid.org/0000-0002-8461-0329
News & Notes
Education
Ph.D. (Philosophy) 2004, Marquette University, Milwaukee, WI
M.A. (Philosophy), 1998, Villanova University, Villanova, PA
B.A.(Philosophy), 1991 Emory University, Atlanta, GA
Courses Taught
Ethical Practice; How Should We Live?; What Can We Know?; Ancient Philosophy; Political Philosophy; Making Waves: Philosophy Against Racism; Rap, Race, Gender and Philosophy; Women, Gender and Sexuality Studies Capstone: Contemporary Controversies in Feminism; Critical Whiteness Studies; Sex and Gender; Integrative Tutorial (the Philosophy Department's Senior Seminar, one called "Philosophy and the City," one called "White Privilege: Considering Habits, Beliefs and Epistemologies")
Interested in mentoring undergraduate research in political philosophy, democratic theory, philosophy of education, the scholarship of teaching and learning, and race/gender/LGBTQIA-related research topics that intersect with these areas.
Current Projects
I am under contract for a book intended for introductory philosophy students: Philosophy for the Rest of Us (Flip Learning).
I am the editor of the series on the Blog of the APA.
I also started and run the SPaRC project: the Scholarship of teaching and learning in Phillosophy, A Research Collaborative), a collaboration between the American Assocation of Phlosophy Teachers Committee on Teaching and Learning and the American Philosophical Association Committee on Teaching Philosophy.
Publications
Recent Examples:
Stephen Bloch-Schulman and Ann J. Cahill, "Students Need Need: Against Inert--and Towards Catalyzing--Dialogue and Presentations" and Stephen Bloch-Schulman, "Making the Case for the Value of Teaching through Self-Authorship: From "What Does the Discipline Want of Me?" to "Who Do I Want to Be?" in Brynn F. Welch, Innovations in Teaching Philosophy: A Toolkit for the 21st Century Classroom (Bloomsbury Academic: London, 2026). pp. 271-280 and 319-343.
Stephen Bloch-Schulman, "Participation as Gratitude Practice," "Students Make Pudding," and "It's Not 'Stephen's Final' Project" in Brynn F. Welch, The Art of Teaching Philosophy: Reflective Values and Concrete Practices (Bloombury Academic: London, 2024), pp. 167-172, 253-260, and 305-312.
• Anthony Weston and Stephen Bloch-Schulman, (Indianapolis, IN: Hackett Publishing Inc., 2020).
• Melissa Jacquart, Rebecca Scott, Kevin Hermberg, Stephen Bloch-Schulman, “Diversity Is Not Enough: The Importance of Inclusive Pedagogy,” Teaching Philosophy, vol. 42, no. 2, June 2019, 107–139.
• Josie Alston Williams, Hollyce “Sherry” Giles, Spoma Jovanovic, Daniel Malotky, and Stephen Bloch-Schulman, "," Bringing Theory To Practice Newsletter, Fall 2019, pp. 1, 3-5.
•Claire A. Lockard (Elon ’16), Helen Meskhidze (Elon ’16), Sean Wilson (Elon ’16), Nim Batchelor, Stephen Bloch-Schulman and Ann J. Cahill, “,” Feminist Philosophy Quarterly, vol. 3, issue 4, 2017.
• Stephen Bloch-Schulman, “A Critique of Methods in the Scholarship of Teaching and Learning in Philosophy,” Teaching and Learning Inquiry: The Journal of the International Society for the Scholarship of Teaching and Learning, vol. 4, no. 1, 2016, pp. 1-15.
• Stephen Bloch-Schulman, with Meagan Carr, “Beyond ‘Add Teaching and Learning and Stir’: Epistemologies of Ignorance, Teaching and Learning in Philosophy, and the Need for Resistance,” Teaching Philosophy 39/1, March 2016, pp. 25-42.
• Stephen Bloch-Schulman and Sherry Lee Linkon, editors, “Arts and Humanities in SoTL: A Return to the Big Tent,” a special section of Teaching and Learning Inquiry: The Journal of the International Society for the Scholarship of Teaching and Learning, vol. 4, no. 1, 2016.
• Stephen Bloch-Schulman and Sherry Lee Linkon, “, Teaching and Learning Inquiry: The Journal of the International Society for the Scholarship of Teaching and Learning, vol. 4, no. 1, 2016, pp. 1-3.
• Stephen Bloch-Schulman, Susan Wharton Conkling, Sherry Lee Linkon, Karen Manarin, Kathleen Perkins, “Asking Bigger Questions: An Invitation to Further Conversation” Teaching and Learning Inquiry: The Journal of the International Society for the Scholarship of Teaching and Learning, vol. 4, no. 1, 2016, pp. 1-7.
Presentations
Plenary and Keynote Addresses
• With Melissa Jacquart, Rebecca Scott and Kevin Hermberg, Lenssen Prize Plenary Address,
American Association of Philosophy Teachers, Otterbein University, Westerville, OH,
July 28-July 31, 2022.
• “Question-Centered Pedagogy,” Keynote address to the American Association of Philosophy
Teachers, Greensboro, NC, July 2018.
• “The ‘Problem Problem’ and the Question Question,” Keynote Address to the
South Atlantic Philosophy of Education Society, Ashville, NC, February 4, 2016.
• “Women Undergraduates, Justice and the Future of Philosophy,” chair, with Kathryn
Norlock, Jean Keller, and Jeanine Weekes Schroer, Plenary Session at the 20th Annual
International Workshop/Conference of the American Association of Philosophy
Teachers, Collegeville, MN, July 2014.
Some Peer Reviewed Presentations
•Stephen Bloch-Schulman, “A Feminist Centered-Pedagogy,” philoSOPHIA, Society for
Continental Feminism, Calgary and on-line, March 15-17, 2024.
• Emily Lange, Ann Cahill and Stephen Bloch-Schulman, “Beyond ‘Add students and stir’:
Co-teaching with Students, the Collaborative Classroom, and So Much More,”
workshop at philoSOPHIA Conference, Charlotte, NC, June 1-3, 2023.
• Claire Lockard, Giancarlo Tarantino and Stephen Bloch-Schulman, “Deepening Students’
Question-Asking: Templates to Scaffold Skill Building,” American Association of
Philosophy Teachers, Otterbein University, Westerville, OH, July 28-July 31, 2022.
• Emily Lange, Gaile Poulhaus, Stephen Bloch-Schulman, “Beyond ‘Add Students and Stir’:
Co-Teaching with Students, the Collaborative Classroom and So Much More,”
American Association of Philosophy Teachers, Otterbein University, Westerville, OH,
July 28-July 31, 2022.
• Stephen Bloch-Schulman, Carlo Tarantino and Claire Lockard, “I Don’t Know-Focused
Teaching (IDK-FT)” 2021 AAPT workshop/Conference (on line), July 28, 2021.
• Stephen Bloch-Schulman, “On the Need to Teach Question-Asking as a Skill,” International Society for the
Scholarship of Teaching and Learning, Bergen, Norway, Oct. 2018.
Awards
2020 Mark Lenssen Prize Winner, with Melissa Jacquart, Rebecca Scott and Kevin Hermberg, for "Diversity is Not Enough: The Importance of Inclusive Pedagogy," Teaching Philosophy 42, no. 2 (2019). [The Lenssen Prize is awarded by the American Association of Philosophy Teachers for the best paper in philosophy pedagogy over a two year span. See ]
2018 Daniels-Danieley Award for Excellence in Teaching, ¸£ÀûÑÇÖÞ¹ú²ú¾«Æ·.
(now the David W. Concepción Prize), awarded by the American Philosophical Association, American Assocation of Philosophy Teachers, and the Teaching Philosophy Association.
2014 Lenssen Prize Winner, with Ann J. Cahill, for "Argumentation Step-By-Step: Learning Critical Thinking through Deliberate Practice,” with Ann Cahill, Teaching Philosophy, vol. 35 (1), 2012. See https://philosophyteachers.org/lenssen-prize/.
2012 Lenssen Prize Honorable Mention for “When the ‘Best Hope’ is not so Hopeful, What Then? Democratic Thinking, Democratic Pedagogies and Higher Education,” The Journal of Speculative Philosophy, vol. 24, no. 4, 2010.