Director, Academic Programs

Aaron Stoller is a transdisciplinary philosopher with a specialization in critical pragmatism. His research contributes broadly to the field of critical university studies where he focuses on questions pertaining to the sociopolitical and organizational contexts of learning, the role of universities within democratic knowledge economies, and the epistemic cultures of the disciplines. 

He is the author of Knowing and Learning as Creative Action (Palgrave MacMillan, 2014) and editor, with Eli Kramer, of Contemporary Philosophical Proposals for the University (Palgrave MacMillan, 2018). He also serves on the editorial boards of Research in Education and Learning Communities Research and Practice, and is on the Coss Dialogue Committee of the Society for the Advancement of American Philosophy.

Please visit his personal website for more information on his research, community engaged projects, and teaching.

Publications

Stoller, A. (2021). Honors as Third Space Occupation. Journal of the National Collegiate Honors Council, 22/1 (In press).

Stoller, A. (2021). Critical and traditional mentorship: Toward a critical theory of undergraduate peer mentoring.Radical Teacher (In press).

Stoller, A. (2021). A case for critical interdisciplinarity as democratic education. Issues in Interdisciplinary Studies (In press).

Stoller, A. (2020). Dewey’s naturalized epistemology and the possibility of sustainable knowledge. The Pluralist, 15/3, 82-96.

Stoller, A. (2019). Critical inquiry and the first year: reconceptualizing the aim of transitions pedagogies. The Journal of General Education, 66/3-4, 99-113.

Stoller, A. (2018). Dewey’s creative ontology: Inquiry as social-self creation. Journal of Thought, Fall/Winter, 47-64.

Stoller, A. (2018). The flipped curriculum: Dewey’s pragmatic university. Studies in Philosophy and Education, 37/5, 451-465.

Stoller, A. & E. Kramer (eds.) (2018). Contemporary Philosophical Proposals for the University (Palgrave MacMillan).

Stoller, A. (2017). Theory and resistance in Honors education. In J. Kotinek & L. Coleman (eds.), Occupy Honors Education (pp. 2-32). National Collegiate Honors Council Monograph.

Stoller, A. (2017). Toward an aesthetics of creative practice. Journal of Aesthetics and Phenomenology, 4/1, 45-56.

Stoller, A. (2016). The theory gap in higher education. Research in Education, 96/1, 39-45.

Stoller, A. (2016). Time and the creative act. Transactions of the C. S. Peirce Society: A Quarterly Journal in American Philosophy, 52/1, 47-61.

Stoller, A. (2015). Taylorism and the logic of learning outcomes. Journal of Curriculum Studies, 47/3, 317-333.

Stoller, A. (2014). Knowing and Learning as Creative Action (Palgrave MacMillan).

Stoller, A. (2013). Educating from failure: Dewey’s aesthetics and the case for failure in educational theory. The Journal of Aesthetic Education, 47/1, 22-35.

Stoller, A. (2013). Outcomes-based education: a philosophical critique. South Atlantic Philosophy of Education Society Yearbook, 96-106.

Stoller, A. (2012). Learning justice in the aristocratic classroom. South Atlantic Philosophy of Education Society Yearbook, 78-87.

Stoller, A. (2011). Communities of practice and ways of knowing: reclaiming Bildung in university education. SPECTRA, 1/2, 15-20.

Regular Classes

PH249/ED250: Philosophy of Education

GS120: Critical Approaches to the Liberal Arts

Committees & Governance

Curriculum Executive Committee