Associate Professor
Office:
Scarfe Library Block 295

Education:

Habilitation: Tenure at the University of Regensburg; Department of Political Philosophy
Ph.D. : Ludwig-Maximillian University (LMU), Munich, Departments of Education, Philosophy, Social Psychology

Biography:

Dr. Barbara Weber is an Associate Professor in Human Development, Learning and Culture in the Department of Educational Psychology & Counselling Psychology and Special Education. She has a PhD in Philosophy, Psychology and Education from the Ludwig-Maximillian University in Munich, Germany and was a full Professor of Philosophy at the University of Regensburg before she moved to Vancouver in 2013.
Barbara Weber has been working in the field of multiculturalism, human rights, theories of embodiment, rationality and empathy as well as philosophical inquiry for 15 years. She specializes in German and French contemporary philosophy with a focus on phenomenology, hermeneutics, existentialism and the Frankfurter School. She has published 4 single authored books on rationality, empathy and embodiment as well as numerous articles and book chapters.
At UBC she investigates the impact of philosophical inquiry on the development of social-emotional skills such as empathy and perspective­ taking.  She also conducts qualitative research on how children think about core philosophical and political topics including  nature,  the  environment, human and children’s rights,  recognition,  multiculturalism  and globalization. For these projects she collaborates with international scholars from different disciplines (e.g. the pedagogical University of Karlsruhe, University of Regensburg, Hebrew University of Jerusalem, and many more). She has also initiated a number of international and intercultural research projects including the Israel-German Project on Narratives, Dreams and Imaginations – Israeli and German Youth Imagine the Future, where she uses this inquiry based pedagogy to facilitate transnational philosophical dialogues on politically central topics.

She is also the co-director of the Vancouver Institute for Philosophy for Children together with Dr. Susan Gardner (Capilano University) and is presently coordinating the BC hub called ‘Engaged Philosophical Inquiry Consortium’ (EPIC) that meets bi-monthly at UBC and brings together scholars from local universities and colleges, school practitioners and graduate students.

Teaching & Professional Background:

Core to my teaching is to acknowledge the diverse socio-cultural backgrounds of students and creating a warm and welcoming atmosphere that is nurtured by mutual recognition, so that every person can bring his/her unique perspective and perception to the classroom dialogues. I rarely set up learning goals in the form of contents or theories that ought to be memorized, because ‘learning’, in my view, is an unpredictable event. Or as the philosopher and educator Martin  Buber says:

“I do not accept any absoluteJimnulasfor livi11g. No preconceived code can see ahead to everything that can happen in a man’s life. As we live, we grow and our beliefs change. They must change. So I think ive should live with this constant discovery.  We should be open to this adventure in heightened awareness of living. We should stake our whole existence on our willingness to explore and experience.” (Martin Buber, Hodes  1972)

This means that ‘learning as encounter’ is informed by personal growth, which is unique and different for every human. However, learning is also traversed by cracks, regress and failure. Supporting and witnessing these dialogical learning processes are among the most precious events one can imagine.

Community Engagement:

Engaged Philosophical Inquiry Consortium (EPIC)

The  Engaged  Philosophical  Inquiry  Consortium  connects  scholars,  practitioners,  students  and  everyone interested in this inquiry based pedagogy.

More specifically, it is a way of facilitating a democratic and open-ended dialogue between children, youth and adults around bigger and smaller questions about life, knowledge, value, and meaning. Example questions of children are: “Why does it take so long to make good friends, but so short to make enemies?”, “What is pure happiness?”, ”Why am I human?”, or ”Why was I born and what is my purpose in life?” This long established inquiry-based way of teaching can be used in various settings: in school, at home, in public, etc. It encourages people of all ages to read, listen, think critically, feel deeply,. see things from multiple perspectives, and develop social responsibility.

The EPIC offers and helps organize:

  • To promote EPI in schools and other educational environments
  • Professional development and workshops
  • Graduate courses
  • Research projects
  • Summer camps for children
  • Increase the variety of methods and practices in EPI
  • Bring philosophy as teachable subject (Minor) into high schools
  • Collect resources: scholarly articles as well as resources for teachers and practitioners
  • Connect with other EPI initiatives across Canada
  • Organize regular national symposia and international conferences
  • Helping and teaching each other to become better facilitators

Awards:

Oct. 2009 – Jan. 2011 Habilitation Fellowship (HWP), University of Regensburg
Jan. 2008 – Oct. 2009 Habilitation Fellowship, Fazit-Foundation
Apr. 2006 – Dec. 2007 Habilitation Fellowship (HWP), University of Regensburg
July 2005 – Apr. 2006 Postdoctoral-Fellowship, University of Regensburg

Selected Publications:

 

BOOKS

 

(a)        Single-Authored (peer-reviewed)

 

  1. Weber, B. (2013). Zwischen Vernunft und Mitgefühl: Jürgen Habermas und Richard Rorty im Dialog über Wahrheit, politische Kultur und Menschenrechte [Between rationality and sympathy: Jürgen Habermas and Richard Rorty on human rights, political culture and truth]. Freiburg, Germany: Alber Publisher (324 pages).* (supported by ‘Habilitation’ fellowship)

 

  1. Weber, B. (2013). Vernunft, Mitgefühl und Körperlichkeit: Eine phänomenologische Rekonstruktion des politischen Raumes [Reason, empathy and embodiment: Towards a phenomenological reconstruction of public space]. Freiburg, Germany: Alber Publisher (226 pages).* (supported by ‘Habilitation’ fellowship)

 

  1. Weber, B. (2013). Philosophieren mit Kindern zum Thema Menschenrechte: Vernunft und Mitgefühl als Grundvoraussetzungen einer demokratischen Dialogkultur [Philosophizing with children about human rights: Rationality and empathy as preconditions for a democratic dialogue culture], Freiburg, Germany: Alber Publisher (258 pages).* (supported by ‘Habilitation’ fellowship)

 

  1. Weber, B. (2003). Leib-Erleben und Körperwahrnehmung als Faktoren beruflicher Professionalität. Leibphänomenologische Theoreme der französischen Intersubjektivitätsphilosophie (J.-P. Sartre, M. Merleau-Ponty, E. Lévinas) in kritischer Diskussion mit den Frankfurter Körperkonzeptskalen (FKKS) [The influence of body perception on the development of communication skills in teachers. Phenomenological theorems of french phenomenology (Sartre, Merleau-Ponty, Lévinas) in a critical discussion with the body-concept-scales (FKKS)], Regensburg, Germany: Roderer Publisher (330 pages).

 

 

(b) Edited Books

  1. Marsal, E., Weber, B., & Gardner, S.T. (Eds.). (2013). Respect: How do we get there? A Philosophical Inquiry. Münster, Germany: Lit Publisher (184 pages).*
  2. Herb, K., Glaser, J., Weber, B., Marsal, E., & Dobashi, T. (Eds.). (2013). Narratives, dreams and imaginations: Israeli and German youth imagine the future. Münster, Germany: Lit Publisher (208 pages).* (supported by DFG grant)
  3. Weber, B., Herb, K., Marsal, E., Dobashi, T., & Schweitzer, P. (Eds.). (2011). Cultural politics and identity: Towards a public space of recognition. Münster. Germany: Lit Publisher (256 pages).*
  4. Weber, B., Marsal, E., & Dobashi, T. (Eds.). (2011). The politics of empathy: New interdisciplinary perspectives on an ancient phenomenon. Münster. Germany: Lit Publisher (144 pages).*
  5. Marsal, E., Dobashi, T., & Weber, B. (Eds.). (2009). Children philosophize worldwide: International theories and practical concepts. Frankfurt am Main, Germany: Peter Lang Publisher (683 pages).* (supported by DFG grant)
  6. Marsal, E., Dobashi, T., Weber, B., & Lund, F.G. (Eds). (2007), Ethische Reflexionskompetenz im Grundschulalter: Konzepte des Philosophierens mit Kindern [Ethical and critical thinking in elementary school children. Concepts of philosophizing with children]. Frankfurt am Main, Germany: Peter Lang Publisher (448 pages).* (supported by DFG grant)
  7. Weber, B., Stalla, B., & Merkel-Trinkwalder, P. (Eds.). (2005). Phänomenologische Dimensionen der Bildungsanthropologie. Interdisziplinäre Forschungsbeiträge im Fokus ethischer Verantwortlichkeit [Phenomenological dimensions of education. Interdisciplinary research projects with a focus on ethical responsibility]. Regensburg, Germany: Roderer Publisher (334 pages).

 

 

(c)        Book Chapters (Peer-Reviewed)

  1. Weber, B. (in press). Understanding the paradox of understanding: Cultivating children’s rights with instead of for children. In A. Wiecinski (Ed.), Education as the Culture of Questioning. Münster: Lit Publisher (11 pages).*

 

  1. Weber, B. (accepted). From Having a Body to Being Embodied: Phenomenological Theories on Embodiment by Maurice Merleau-Ponty and Jean-Paul Sartre (37 pages). In H. L. McBride & J. K. Kwee (Eds.), Embodiment and Eating Disorders: Theory, Research, Prevention, and Treatment. New York: Francis & Taylor Publisher (37 pages).

 

  1. Weber, B. (accepted). Phenomenology as a method for facilitating philosophical inquiry with children: Assumptions, approaches and aspirations. In N. Fletcher (Ed.), Philosophy for Children from a Canadian Perspective. Montreal: McGill-Queen’s University Press (12 pages).*

 

  1. Weber, B. & Wolf, A. (2016). Questioning the question: How to cultivate philosophical questioning in a community of inquiry. In M. Gregory, J. Haynes, & K. Murris (Eds.), The Routledge International Handbook of Philosophy for Children. London: Routledge Publisher (8 pages).*

 

  1. Weber, B. (2016). Möglichkeiten und Grenzen der Einbeziehung des Anderen: eine pädagogische Fußnote zu Jürgen Habermas’ Konzept der “kommunikativen Vernunft” [Possibilities and limitations of including the other: a pedagogical footnote to Juergen Habermas’ concept of communicative rationality]. In M.-A. Bäuml-Roßnagl, S. Berner, S.T. Bliemetsrieder, M. Molitor, & H. Motschmann (Eds.), Bildungsdimensionen von Inklusion. München: Utz Publisher (25 pages).*

 

  1. Weber, B. (2015). Philosopher, une activité et un art de vivre ? Sur le concept de philosophie dans la philosophie avec des enfants (translated by J.-F. Goubet). In G. F. Goubet & E. Marsal (Eds.), Philosopher avec des enfants, une discipline nouvelle? (pp. 122-134). Muenster, Germany: Lit Publisher.*

 

  1. Weber, B. (2015). Im Zwischenbereich von Leib und Körper: Versuch einer phänomenologischen Re-Konstitution des öffentlichen Raumes [Between the objective and subjective Body: Towards a phenomenological Reconstruction of the Public Space]. In T. Bedorf & T. Klass (Eds.), Leib – Körper – Politik: Untersuchungen zur Leiblichkeit des Politischen (pp. 143-158). Weilerswist, Germany: Veilbrueck Publisher.

 

  1. Weber, B. (2014). The chiasmatic metropolis. Merleau-Ponty’s invisible as a source of inspiration for artistic creativity. In K. Korhonen, A. Haapala, K. Klockars & S. Heinämaa (Eds.), Chiasmatic Encounters (pp. 15-25). Lanham, MD: Rowmann & Littlefeld Publishers.*

 

  1. Weber, B. (2014) ‘To Tolerate means to insult’ (J. W. v. Goethe): Towards a social practice of recognition. In M. Zirk-Sadowski, B. Wojciechowski, & K. M. Cern (Eds.), Towards Recognition of Minority Groups. Legal and Communication Strategies (pp. 245-256). Farnhm, Surrey, UK: Ashgate Publisher.*

Reprinted in:

Weber, B. (2014) ‘To Tolerate means to Insult’ (J. W. v. Goethe): Towards a social practice of recognition. in E. Marsal, B. Weber, & S.T. Gardner (Eds.), Respect: How do we get there? A Philosophical Inquiry. (pp. 47-57). Muenster, Germany: Lit Publisher.*

 

  1. Weber, B. (2013). Menschenwürde und Pragmatismus [Human dignity and American pragmatism]. In R. Gröschner, A. Kapust, & O.W. Lembcke (Eds.), Wörterbuch der Würde (pp. 221-224). Stuttgart, Germany: UTB Publisher.*

 

  1. Weber, B. (2013). Embarking into the future: Dreams and visions within a learning community. In K. Herb, B. Weber, E. Marsal, & J. Glaser (Eds.), Narratives, dreams and imaginations: Israeli and German youth imagine the future (pp. 15-33). Münster, Germany: Lit Publisher.* (supported by DFG grant)

 

  1. Weber, B. (2013). Between rationality (Habermas) and sympathy (Rorty): Two pragmatic perspectives on human rights. In B. Wojciechowsk, Piotr, W. Juchacz, & K.M. Cern (Eds.), Legal rules, moral norms and democratic principles (pp. 111-133). Frankfurt am Main, Germany: Peter Lang Publisher.*

 

  1. Weber, B. (2012). Raumzeiten und Zeitraeume [Spacetime and timespace]. In Fritz Hoerauf. Gemaelde Zeichungen, Plastiken, Architektur. (pp. 35-38). Munich, Germany: Hirmer Publisher.*

 

  1. Weber, B. (2011). Emmanuel Lévinas and the problem of mutual recognition or: The consumer society and its fears. In B. Weber, K. Herb, E. Marsal, T. Dobashi, & P. Schweitzer (Eds.), Cultural Politics and Identity: The Public Space of Recognition (pp. 17-29). Münster, Germany: Lit Publisher.*

 

  1. Weber, B. (2011). Toward a democratic culture of philosophical discourse: Gadamer’s philosophical hermeneutics as the fundament for intergenerational dialogue. In A. Wiercinski (Ed.), Gadamer’s hermeneutics and the art of conversation (pp. 127-157). Münster, Germany: Lit Publisher.*

 

  1. Weber, B. (2010). Sympathy instead of rationality: Richard Rorty and the reconstruction of public space. In B. Weber, E. Marsal & T. Dobashi (Eds.), The politics of empathy: New interdisciplinary perspectives on an ancient phenomenon (pp. 17-28). Münster, Germany: Lit Publisher.*

 

  1. Weber, B. (2010). Sand und Zeit: phänomenologisch-poetische Assoziationen [Sand and time: some poetic-phenomenological thoughts]. In M.-A. Bäuml-Roßnagl (Ed.), Bildungsethik als Bildungskunst (pp. 138-143). Munich, Germany: Herbert Utz Verlag.

 

  1. Weber, B. (2009). Community of Inquiry: filozofowanie z dziecmi jako nauka zachovan demokratycznych (transl. by Ewa Nowak). In K. M. Cern, P. W. Juchacz, & E. Nowak (Eds.), Edukacja demokratyczna (pp. 77-101). Poznan Series: Internationale Studien zur Philosophie und Psychologie des Demokratischen Lebens (International Studies on Philosophy and the Psychology of Democratic Life). Posen, Poland: Co Obera Publisher.

 

  1. Weber, B. (2009). Hans-Georg Gadamer and the art of understanding. Towards a hermeneutic community of inquiry in the classroom. In E. Marsal, T. Dobashi, & B. Weber (Eds.), Children philosophize worldwide: Theoretical and Practical Concepts (pp. 307-323). Frankfurt am Main, Germany: Peter Lang Publisher.*

 

  1. Herb, K., & Weber, B. (2008). Philosophie im Alltag: Profile, Projekte, Perspektiven [Everyday philosophy: profiles, projects, and perspectives]. In UNESCO (Ed.), Philosophie – eine Schule der Freiheit. Philosophieren mit Kindern weltweit und in Deutschland [Philosophy as a school for freedom. Philosophy for children worldwide and within Germany] (pp. 128-131). Bonn: Deutsche UNESCO-Kommission.

 

  1. Weber, B. (2007). Ethisches Lernen in Zeiten des Wertepluralismus [Ethical Learning in Times of Value Pluralism]. In E. Marsal, T. Dobashi, B. Weber, & F. Lund (Eds.), Ethische Reflexionskompetenz im Grundschulalter: Konzepte des Philosophierens mit Kindern (pp. 202-220). Frankfurt am Main, Germany: Peter Lang Publisher.*

Reprinted in:

Weber, B. (2009). Ethical learning in times of value pluralism: The desire for wisdom as a red thread in the postmodern labyrinth of values. In E. Marsal, T. Dobashi, & B. Weber (Eds.), Children philosophize worldwide: Theoretical and Practical Concepts (pp. 89-103). Frankfurt am Main, Germany: Peter Lang Publisher.*

 

  1. Weber, B. (2007). Vorschläge für den Ethikunterricht: Zur Vorbereitung einer Unterrichtseinheit [Suggestions for an ‘ethics’ curriculum: guidelines to develop a p4c lesson for children]. In E. Marsal, T. Dobashi, B. Weber, F. Lund (Eds.), Reflexionskompetenz unterrichten. Nationale und internationale Konzepte [Ethical and Critical Thinking in Young Children] (pp. 120-132). Frankfurt am Main, Germany: Peter Lang Publisher.*

 

  1. Weber, B. (2007). Lernen aus der Zukunft: Der Moment des Unvorhersehbaren in der Forschung [Learning from the future: The notion of the surprise in education]. In R. Girg, U. Lichtinger & T. Müller (Eds.), Integrale Pädagogik [Integral Pedagogy] (pp. 23-37). Regensburg, Germany: Roderer Verlag.

 

  1. Weber, B. (2007). ‘Die Ungewissheit des Lebens’. Philosophische Kindergeschichte mit Anleitung fur den Unterricht. [The uncertainty of life. A philosophical story for children with a manual for teachers]. In Marsal, E., T.  Dobashi, B. Weber & F. Lund (Eds.), Ethische Reflexionskompetenz im Grundschulalter: Konzepte des Philosophierens mit Kindern [Ethical and critical thinking in elementary school children. Concepts of philosophizing with children] (pp. 239-245). Frankfurt am Main, Germany: Peter Lang Publisher.*

 

  1. Weber, B. (2005). Begegnung im Augenblick: Dialogphilosophische Ansätze zu den Chiasmen der Lebenswege von Kind und Pädagogen bei Schaeffler, Buber, Rosenzweig und Arendt [Encounter in the moment between children and educators: Schäffler, Buber, Rosenzweig and Arendt.]. In B. Weber, B. Stalla und P. Merkel-Trinkwalder (Eds.), Phänomenologische Dimensionen der Bildungsanthropologie. Interdisziplinäre Forschungsbeiträge im Fokus ethischer Verantwortlichkeit [Phenomenological dimensions of an educational anthropology. Interdisciplinary research in the perspective of ethically responsible teaching] (pp. 211-26). Regensburg, Germany: Roderer Publisher.

 

  1. Weber, B. (2005). Phänomenologische Ansätze zum Chiasmus der Lebenswege zwischen Pädagoge und Kind [Phenomenological theories about the chiasma of ‘lifepaths’ between the child and the pedagogue]. In B. Stall & J. Dichtl (Eds.), Vernetztes Denken [Cross-linked Thinking] (pp. 15-28), Munich, Germany: Garnies Publishers.

 

 

JOURNALS

 

(a)                    Edited Journals (Guest Editor)

  1. Weber, B. & Vadeboncoeur, J. (Eds.). (2015). Mind, Culture, Activity Journal: An International Journal. Special Issue Title: Engaged Philosophical Inquiry, 22 (4), 281-416.

 

  1. Weber, B. (Eds.). (2008). The Journal for Philosophy for Children. Topic: Philosophy for Children in Germany, 18(4) (55 pages).

 

 

(b)        Refereed Journal Articles

 

  1. Aslanismehr, P., Weber, B., Marsal, E. (Submitted). ‘Nature takes and nature gives’: A qualitative comparison between Canadian and German children about their concepts of nature. Childhood & Philosophy (Supported by HSS Seed fund).

 

  1. Evers, S., Vadeboncoeur, J. & Weber, B. (2015). Situating children’s rights in cultural perspectives on childhood: Intermedial dialogue. Canadian Journal of Children’s Rights, 2 (1), 48-71.

 

  1. Asgari, M. & Weber, B. (2015). Just say what you really think about Drugs: Cultivating Drug Literacy through Engaged Philosophical Inquiry (EPI). Childhood & Philosophy, 11 (22), 361-371. *

 

  1. Weber, B. (2013). Philosophieren mit Kindern: Wieso, Weshalb, Wozu? Über das Spannungsverhältnis zwischen philosophischem und pädagogischer Anspruch in Auseinandersetzung mit Pierre Hadot [Philosophy with children: Why and what for? About the tension between philosophical and pedagogical expectations – in dialogue with Pierre Hadot]. Pädagogische Rundschau, 67 (6), 623-635.*

 

  1. Weber, B. (2011). Childhood, philosophy and play: Friedrich Schiller and the interface between reason, passion and sensation. Journal of Philosophy of Education, 45(2), 235-250.*

 

  1. Weber, B. (2011). All new beginnings are difficult? On childhood, politics and philosophy. Ethics in Progress Quarterly, 2(1), 14-24.

 

  1. Weber, B. & Morgenstern, K. (2010). The recovery of the body: The disclosure of a forgotten precondition in James Mensch’s Embodiments: From the Body to Body Politic. Research in Phenomenology, 41(3), 441-449.

 

  1. Weber, B. & Gardner, S. (2009). Back to the future in philosophical dialogue: A plea for changing P4C teacher education. Analytical Teaching and Philosophical Practice: The Community of Inquiry Journal, 29(1), 25-30.*

 

  1. Weber, B. (2008). J. Habermas and the art of dialogue: The practicability of the “Ideal Speech Situation”. Analytical Teaching. The Community of Inquiry Journal, 28(1), 1-8.*

 

  1. Brüning, B. & Weber, B. (2007). Philosophy for Children in Germany: People, persons and pursuits. Thinking: The Journal for Philosophy for Children, 18(4), 6-10.*

Reprinted in:

Brüning, B. & Weber, B. (2008). Philosophieren mit Kindern in Deutschland: Personen, Projekte, Perspektiven [Philosophizing with children: People, projects and pursuits]. Zeitschrift fuer Didaktik der Philosophie und Ethik 30 (1), 65-68.*

Brüning, B. & Weber, B. (2008). Philosophieren mit Kindern in Deutschland: Personen, Projekte, Perspektiven [Philosophizing with children: People, projects and pursuits]. In Moeller, L. (Ed.), Philosophie – eine Schule der Freiheit. Philosophieren mit Kindern weltweit und in Deutschland [Philosophy – a school for freedom. Philosophy for children worldwide and in Germany] (pp. 108-115). Bonn, Germany: UNESCO Kommission.

 

  1. Weber, B. (2007). Hope instead of cognition? The community of inquiry as a culture for human rights based on Richard Rorty’s understanding of philosophy. Thinking: The Journal for Philosophy for Children, 18(4), 23-32.*

Reprinted in:

Weber, B. (2007). Hope instead of cognition? Cultivating human rights in young children based on Richard Rorty’s understanding of philosophy. In E. Marsal, T. Dobashi, & B. Weber (Eds.), Children philosophize all around the world: International theories and practical concepts (pp. 353-371). Frankfurt am Main, Germany: Peter Lang Publisher.

 

  1. Weber, B. (2007). Subjective time and the encounter in the moment: Towards an ethical attitude for intergenerational dialogue within the context of various theories about childhood. Thinking: The Journal for Philosophy for Children, 18(3), 6-14.*

 

  1. Zeitler, K. & Weber, B. (2006). Sinnlich erfahrbare Kunst als Bindeglied zwischen Philosophie und der Lebenswelt der Kinder. Ein Praxisbericht [Art experience and philosophical inquiry with children]. Karlsruher pädagogische Beiträge (kpb), 63(1), 89-95.

 

  1. Weber, B. (2005). Der Weise als Waise. P. Hadot und das „Bild“ des Kindes in der phänomenologischen Anthropologie [The sage as the eternal child. P. Hadot’s on ancient philosophy as a way of life]. Karlsruher pädagogische Beiträge (kpb), 62(1), 128-143.

 

Reprinted in:

Weber, B. (2009). Towards a philosophical attitude or how to teach intellectual virtues: A dialogue with Pierre Hadot’s “Philosophy as a Way of Life”. In E. Marsal, T. Dobashi, B. Weber (Eds.), Children philosophize worldwide: International theories and practical concepts (pp. 387-397). Frankfurt am Main, Germany: Peter Lang Publisher.

 

  1. Weber, B. (2005). „Die Würde der Zukunft ist unantastbar!“ Der generationsübergreifende Dialog über Philosophie und Werte bei G. Matthews im Diskurs mit H. Arendt und E. Lévinas [The dignity of the future is inalienable. The dialog between generations about philosophical issues – G. Matthews, H. Arendt and E. Lévinas]. Childhood & Philosophy, 2(1), 375-394.*

 

 

Theoretical Orientation:

Existentialism
Phenomenology
Hermeneutic
Frankfurter Schule

Research Projects:

Current Research Projects:

Engaged Inquiry with Children: Fostering Empathy and Perspective-taking

This quantitative study involves children between the ages of 11 and 13 and investigates how engaged philosophical inquiries impacts their ability to empathize and take on different perspectives.
Principal Investigator: Dr. Barbara Weber Co-Applicant: Dr. Kim Schonert-Reichl
Funding:  74 265 CAD
‘Nature Gives and Nature Takes’: A Qualitative Comparison between Canadian and German Children about their Concepts of ‘Nature’
The interdisciplinary pilot study uses qualitative and quantitative methods in order to investigate common concepts children (between the ages of 10 and 13) have about nature.

Principal Investigator: Dr. Barbara Weber Funding: 6996 CAD

 

Past Research Projects:

Nov. 2010:  German Research Foundation (DFG), Research Grant, “Narrative, Dreams, and Imagination: Israeli and German Youth Imagine their Futures” (ca. 9000 CAD) – principal investigator

Start Feb. 2010:  European Forum at the Hebrew University, Jerusalem, “Narrative, Dreams, and Imagination: Israeli and German Youth Imagine their Futures” (10 000 US $) – co-applicant

July to Oct. 2010:  German Research Foundation (DFG), Research Grant, “Narrative, Dreams, and Imagination: Israeli and German Youth Imagine their Futures” (ca. 7500 CAD) – principal investigator

2008:  Fazit-Foundation and the University of Education Karlsruhe, Research Grant, Anthology Critical Thinking in Young Children, (Eds. Eva Marsal, Takara Dobashi, Barbara Weber), Frankfurt am Main (ca. 3000 CAD) – co-applicant

2005 + 2006:  German Research Foundation (DFG), Research Grant, August 2005: Seminar for Philosophy  for Children and Visiting Researcher at the Montclair State University, New Jersey, USA. May 2006: Advanced Seminar for Philosophy for Children and Visiting Researcher, Montclair State University, New Jersey, USA (ca. 5000 CAD) – principal investigator

Nov. 2010:  German Academic Exchange Service (DAAD), Student Group Travel Grant, University of Jerusalem (Department of Education) (ca. 2100 CAD) – principal investigator

 

 

Courses Taught:

EPSE 501 Human Development, Learning and Culture
EPSE 308 Human Development, Learning and Diversity
EPSE 565 Engaged Philosophical Inquiry in Education
EPSE 604 Phenomenology
EPSE 606 University and College Teaching