Associate Professor
HDLC Area Coordinator
Scarfe Library Block 295


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


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. She is 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.
Barbara Weber has been working in the field of multiculturalism, human rights, theories of embodiment, rationality and empathy as well as philosophical inquiry for 12 years. In 2004, Weber authored a complete curriculum and delivered a 168 hour certification program in the field of philosophical inquiry for elementary and high school teachers. This program was certified and nationally accredited by the German Ministry of Education. In 2005, she co-designed the structure and content of a University Program for philosophy students at the University of Philosophy, Munich. She has published 4 single authored books on rationality, empathy and embodiment as well as numerous articles and book chapters.
Her research at  UBC investigates the impact of philosophical inquiry on the development of social-emotional skills such as empathy and perspective­ taking.  This work is funded by a SSHRC Development grant and HSS Seed grant. She also conducts qualitative research on how children think about core philosophical and sociological topics including  nature,  the  environment, human and children’s rights,  recognition,  multiculturalism  and globalization. For these projects she cooperates with different schools and alternative educational initiatives (e.g. Self-Design Learning) and collaborates with international universities (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.

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


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:

Single Authored Books:

Weber, B. (2013). Zwischen Vernunft und Mitgefühl. Jürgen Habermas und Richard Rorry im Dialog iiber 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.

Weber, B. (2013). Vernunft, Mitgefühl und Körperlichkeit: Eine phänomenologisch Rekonstruktion des politischen Raumes (Reason, empathy and embodiment: Towards a phenomenological  reconstruction  of  public   space).   Freiburg,   Germany: Alber   Publisher.

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.

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.


Edited Book Series:

Marsal, E., Weber, B., Gardner, S and Dobashi, T. Political Philosophy  and Anthropological Studies.  Munster:  Lit  Publisher.

Marsal, E., Weber, B., Dobashi, T, . Goubet, J-F.,  Kennedy, D., Nowak, E., Wehner, U., Bolz, M. Philosophy in Schools, together with Münster: Lit Publisher,


Edited Books:

Marsal, E., S. Gardner & B. Weber (2013). Respect: How do we get there? Münster, Germany: Lit  Publisher.

Marsal, E., K. Herb, B. Weber & J. Glaser  (2013). Narratives,  dreams and imaginations: Israeli and German youth imagine the future  Münster,  Germany:  Lit Publisher.

Weber, B., E. Marsal & T. Dobashi (2011).  Cultural politics and identity: Towards a public space
of recognition, Münster.  Germany: Lit Publisher.

Weber, B., E. Marsa4 & T. Dobashi (2010). The politics of empathy: New interdisciplinary perspectives on an ancient phenomenon. Münster, Germany: Lit Publisher.

Marsal, E., T. Dobashi, & B. Weber (2009). Children philosophize worldwide: Internationa1 theories and practical concepts. Frankfurt am Main, Germany: Peter Lang Publisher.

Marsal, E., T. Dobashi, B. Weber & F. Lund (2007), Ethische Reflexionskompetenz im Vor-­ und Grundschulalter. Konzepte des Philosophierens mit Kinder (Ethical and critical thinking in young  children.  Concepts  of philosophizing  with  children).
Frankfurt am Main, Germany: Peter Lang Publisher.

Weber, B., B. Stalla & P. Merkel-Trinkwalder  (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.


Edited Journal:

Weber, B. (2007). Thinking. The Journal for Philosophy for Children, 18, (4)


Articles in Journals:

Weber, B. (2014). Philosophieren mit Kindern: Wieso, Weshalb, Wozu? Uber das Spannungsverhaltnis zwischen philosophischem  und padagogischer 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). Padagogische Rundschau 6, [Special Topic: Philosophieren mit I<indern als Unterrichtsprinzip?   Positionsbestimmungen   -Diskurse  – Forschungsperspektiven;  spcecial topic edictor:  Andreas NieBeler), 623-635.

Weber, B. (2011). Childhood, philosophy and play: Friedrich Schiller and the interface between reason, passion and sensation. Journal of Philosophy of Education, 45(2), 66-82.

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

Morgenstern, K. & Weber, B. (2011). The recovery of the body: The disclosure of a forgotten precondition in James Mensch’s ‘Embodiments:  From the Body to the Body.’ Symposium: Canadian Journalfor Continental Philosophy, 43(3), 15-21.

Weber,  B.  & Morgenstern,  K. (2010).  Ueber  das  Buch  von James  R.  Mensch: Embodiments: From The Body To The Body Politic.’ Zeitschrift fur Politische Theorie, 1(1), 11-13.

Weber,  B.   &  Gardner,   S.   (2009).  Back  to   the   future  in  philosophical   dialogue.  Analytical Teaching and Philosophical Practice: The Community of Inquiry Journal, 29(1), 22-29.

Weber, B. (2008). ]. Habermas and the art  of  dialogue:  The  practicability  of the  ‘Ideal Speech Situation’. Analytical Teaching and Philosophical Practice. The Community of Inquiry Journal, 29(1), 11-2L.

Weber, B. & Briining, B. (2008). Philosophieren mit Kindern in Deutschland: Personen, Projekte, Perspektiven (Philosophizing with children. People, projects and persuits. ZDPE 1 (1); also printed in: Philosophie – eine Schule der Freiheit. Philosophieren mit Kindern weltweit und in Deutsch/and. Bonn, Germany: UNESCO Komrnission, 65-68.

Weber, B. (2007). Hope instead of cognition? Cultivating  human  rights  in young  children based on Richard  Rorty’s understanding  of philosophy, Thinking. The Journal for Philosophy of Children, 18 (4) [special edition about Germany]; printed also in: Eva Marsal,  Takara  Dobashi,  Barbara Weber  (eds.),  Children philosophize all around the world: International Theories and practical Concepts, Frankfurt am Main,  Germany:  Peter  Lang Publisher,  22-34.

Bruning, B. & Weber, B. (2007). Philosophy for Children in Germany. People, Persons and Pursuits. Thinking. The Journal for Philosophy for Children, 18 (4), 34-38.

Weber, B. (2006). Der Weise als Waise. P. Hadot und das ,,Bild” des Kindes in der phanomenologischen  Anthropologie  (The  sage  as  the  eternal  child.  P. Hadot’s on ancient philosophy as a way of life.). Karlsruher padagogische Beitrage (kpb), 61 (1), 128-143.

Weber, B. (2006).  Sinnorientierung  und  Wertebildung  im  Dialog  zwischen  Gestern,  Beute und Morgen (Instilling democratic values  and finding orientation between yesterday, today and tomorrow). Zeitschrift der Hochschule far Philosophie MiJnchen, 7 (2), 9-30.

Weber, B. (2006). Subjective Time and the Encounter in the Moment: Towards an Ethical Attitude for the Dialogue between Generations. Thinking, The Journal for Philosopf?y far Children. 18 (3), 12-28.

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 piidagogische Beitrage  (kph), 62 (1), 68-95.

Weber,    8. (2005). ,,Die WOrde der Zukunft ist unantastbar!” Der generationsubergrei fende Dialog Ober Philosophie und Werte bei
G. Matthews im Diskurs mit H. Arendt und E. Levinas. (The dignity of the future is inalienable. The dialog between generations about philosophical issues – G. Matthews, H. Arendt and E. Levinas). Childhood & Philosophy, 2 (1), 109-121.


Book Chapters:

Weber, B. (2013). Philosopher, une activite et un art de vivre ? Sur le concept de philosophie  clans la philosophie avec des enfants (translated by J.-F.
Goubet). In G. F. Goubet (Ed.), Philosophie avec des etifants (pp. 122- 134). Muenster, Germany: Lit Publisher.

Weber, B. (2013). Menschenwiirde und Pragmatismus (Human dignity and American pragmatism). In R. Groschner, 0. Lembcke u. A. Kapust (Eds.), Worterbuch der Wiirde (pp. 221-224). Stuttgart/Munch.en, Germany: UTB & Fink Publisher.

Weber, B.  (2013).  Embarking  into  the  future: Dreams  and visions within  a learning community.  In K. Herb, B. Weber, E. Marsa J. Glaser  (Eds.), Narratives, dreams and imaginations: Israeli and Germanyouth imagine thefuture (pp. 15-33). Miinster, Germany: Lit Publisher.

Weber, B.  (2013). ‘To Tolerate means  to Insult’  ff W. v.  Goethe): Towards  a social practice of recognition.  In M.  Zirk-Sadowski,  B. Wojciechowski,  K. M.  Cern  (Eds.), The legal recognition of minority groups in the light of social science (pp. 54-67). Surrey, England:  Ash.gate  Publisher.

Weber, B.  (2012).  Between  rationality  (Habermas)  and  sympathy  (Rorty): Two  pragmatic perspectives  on human rights,  in: K. Cern, W. Piotr, W. Juchacz  & B. Wojciechowsk (eds.), Legal rules, moral norms and democraticprinciples (pp. 111-133). Frankfurt am Main, Germany: Peter Lang Publisher.

Weber, B. (2011). Emmanuel Levinas and the problem of mutual recognition or: The consumer society and its fears. In B. Weber, E. Marsal & T. Dobashi (Eds.), Cultural politics and identify. Towards a public space of recognition (pp. 17-29). Munster, Germany: Lit Publisher.

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

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

Weber, B. (2010). Sand und Zeit: phanomenologisch-poetische Assoziationen (Sand and time: some poetic-phenomenological thoughts). In: M.-A. Bauml-RoBnagl (Ed.), Bildungsethik als Bildungskunst (Ethical Education as the Art of Education)  (pp. 138-143). Munich, Germany: Herbert Utz Verlag.

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.), Edujacja demokratyczna (pp.    77-101). Poznan Series: Internationale Studien zur Philosophie und Psychologie des Demohatischen Lebens (International Studies on Philosophy and the Psychology of Democratic Life). Posen, Poland: Co Obern Publisher.

Weber, B. (2009). Towards a philosophical attitude or how to teach intellectual virtues: A dialogue with Piene 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. 240-258). Frnnkfurt am Main, Germany: Peter Lang Publisher.

Weber, B. (2009). Ethical learning in times of value pluralism: The desii-e for wisdom as a red thread in the postmodern labytinth of values. In E. Marsa4 T. Dobashi, B. Weber (Eds.), Children philosophize worldwide: International Theories and practical Concepts (pp. 269-283). Frankfutt am Main, Germany: Peter Lang Publisher.

Weber, B. (2009). Hans-Georg Gadamer and the art of understanding. Towards a hermeneutic community of inquiry in the classroom. In E. Marsa4 T. Dobashi, B. Weber (Eds.), Children philosophize worldwide: International Theories and practical Concepts (pp. 303-318). Frankfurt am Main, Germany: Peter Lang Publisher.

Weber, B. & K. Herb (2008). Philosophie fur den Alltag (Philosophy of life).  In UNESCO (Ed.), Philosophie – eine Schule der Freiheit. Philosophieren mit Kindern weltweit una in Deutschland (Philosophy as a school for freedom. Philosophy for children worldwide and within Germany)  (pp.  101-114).  Bonn:  Unesco Kommission.

Weber, B. (2007). Ethisches Lemen in Zeiten des Wertepluralismus. Das Begehren nach Weisheit als toter Faden im postmodernen  Labyrinth  der Werte  (How  to find values and meaning within the labyrinth of postmodern times). In E. Marsa4 T. Dobashi, F. Lund, B. Weber (Eds.), Reflexionskompetenz im Grundschulalter. Nationale und internationale Konzepte (Ethical and Critical Thinking in Young Children) (pp. 202-220). Frankfutt am Main, Germany: Peter Lang Publisher.

Weber, B. (2007). Vorschlage fur den Ethikunterricht: Zur Vorbereitung emer Untenichtseinheit (Suggestions for the ‘ethics’ curriculum: How to work out a manual in P4C). In E. Marsa4 T. Dobashi, B. Weber, F. Lund (Eds.), Rexionskompetenz unterrichten. Nationale und internationale Konzepte (Ethical and Critical Thinking in Young Children) (pp. 120-132). Frankfurt am Main, Germany:  Peter  Lang  Publisher.

Weber, B. (2007). Lemen aus der Zukunft: Der Moment des Unvorhersehbaren in der Forschung (Learning from the future: The notion of the surprise in education). In R. Gii-g, U. Lieb.ringer & T. Miiller (Eds.), Integrale Padagogik (Integral Pedagogy) (pp. 23-37). Regensburg, Germany: Roderer Verlag.

Weber, B. (2007). Der politische Dialog zwischen den Generationen (The political dialogue between adults and children). In K. Herb, S. Hofling, R. Wiesheu (Eds.), Politische Hefte (pp. 109-121). MOnchen Germany: Hanns Seidl Stiftung.

Weber, B. (2005). Begegnung im Augenblick: Dialogphilosophische Ansatze zu den Chiasmen  der  Lebenswege van  Kind  und  Padagogen  bei Schaeffler, Buber, Rosenzweig  und Arendt (Encounter in the moment between children  and  educators: Dialog-philosophical theories of Schaffler, Buber, Rosenzweig and Arendt.). In:  B. Weber,  B. Stalla und P. Merkel-Trinkwalder (Eds.), Phanomenologische Dimensionen der Bildungsanthropologie.  lnterdisziplinare Forschungsbeitrage im Fokus ethischer Verantwortlichkeit (Phenomenological dimensions of an educational anthropology. Interdisciplinary research in the perspective of ethically responsible teaching) (pp. 21-37). Regensburg, Germany: Roderer Publisher.

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

Weber, B. & Merkel, P. (2002).  Die Grundbedingungen des Menschen  lehren:  Erziehung zum Menschsein zwischen  Spannung  und  Balance   (Teaching the fundamental conditions of human  being:  education  for  being  a  human between tension and balance. In M.-A. Bauml-Rofinagl (Ed.), 7 Sau/en der Erzfehung fur die Zukunft: Interpretationsansatze zu Edgar Morin (Seven Pillars for an Education of the Future) (pp. 11-23). Munich, Germany: Miinchner Studienhefte zur Grundschuldidaktik.


Submitted Papers:

Weber, B. (2014). Philosophieren als Tatigkeit und Lebenspraxis? Zur Problematik des Philosophiebegriffs im Philosophieren mit Kindern  (Philosophy as a Cultural Practice). Childhood & Phylosophy Journal (article accepted), submitted  fall 2013.

Weber, B. (2014). The Chiasmatic Metropolis. Merleau-Ponty’s Invisible as a Source of Inspiration for Artistic Creativity. In K. Korhonen, A.  Haapala,  S. Heinamaa  & K. Klockars  (Eds.),  Chiasmatic Encounters.  Lanham,  MD: Rowmann & Littlefeld Publishers (submitted Spring 2013, in press).


Theoretical Orientation:

Critical Theory
Discourse Theory

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


Planned Research Projects:

Building a Canadian Engaged Inquiry Network (Application submitted)

This project will create a national network that explores, assesses, and promotes inquiry-based teaching practices in Canadian universities, schools,  and  informal  learning  environments. Focusing on teacher education, student learning outcomes, and community engagement, this network will initially consolidate existing strengths in inquiry-based pedagogy in Quebec, Ontario, and Alberta.  It will also foster emerging  interests in this pedagogy in British Columbia, Manitoba and Saskatchewan before expanding nationally.

Principal Investigator: Dr. Rob Wilson, University of Alberta
Dr. Barbara Weber is one of the Co-Applicants


What are  the  Values and  Meanings  of Research  Today? An  Empirical  Survey  at  U.B.C. (Application in Progress)

This project we investigate:

a. How do researchers conceptualize different kinds of knowledge in their disciplines  and why is this knowledge valuable to them?

b. What impact does justifying research with an economic vocabulary have on innovation and inspiration?

c. What other vocabularies do researchers use to describe the value of research and what impact do these alternate narratives have?

d. How are these beliefs and narratives similar to and different from those formally and informally maintained by the institution itself (i.e. the lead administrators)?

Principal Investigator: Dr. Barbara Weber
Co-Applicants: Dr. Steven Taubeneck (Faculty of Arts), Dr. Kirk Madison (Faculty of Science)


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