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Shelly J. Johnson Curriculum Vita
- 1. Shelly J. Johnson Johnson Page 1 Curriculum Vita Work Address Home Address University of Kentucky 1273 Golden Gate Park Department of Philosophy Lexington, KY 40517 Lexington, KY 40506 Phone: (859) 272-2010 Email: mjjo223@uky.edu ______________________________________________________________________________ Areas of Specialization Ethics, Social and Political Philosophy, Early Modern Philosophy Areas of Competency Ancient Philosophy, Applied Ethics, Asian Philosophy, Critical Thinking, Critical Theory __________________________________________________________________________ Language Experience Advanced Greek Advanced Latin Intermediate Spanish Basic French Education 2016 University of Kentucky, Lexington, KY Ph.D. in Philosophy (pending Spring 2016) Advisor: Arnold Farr Dissertation: “A Pedagogy for Justice: Kant, Hegel, Marcuse and Freire on Education and the Good Society” 2003-2006 Covenant College, Lookout Mountain, GA M.Ed. in Educational Leadership (Spring 2006) 1994 Malone University, Canton, OH B.A. in Secondary English Education Awards April 2015, College of Arts and Sciences Outstanding Teaching Assistant Award March 2015, Philosophy Department Outstanding Teaching Award
- 2. Shelly J. Johnson Johnson Page 2 Publications “Quo Vadis: Charting a Path in Turbulent Times: A Review of Crisis and Commonwealth.” Radical Philosophy Journal, Volume 18, Number 1 (2015): 165-168. Publications on Pedagogy *Secondary logic and critical thinking textbooks and articles written before graduate school 2016, Everyday Debate (released April 2016), Classical Academic Press 2011, “A Socratic Invitation: Becoming an Artisan of Thought,” Classical Academic Press 2011, “Introducing Students to Socratic Dialogue and Learning,” Classical Academic Press 2010, Discovery of Deduction (Co-Author), Classical Academic Press 2008, Argument Builder, Classical Academic Press Presentations at National and International Conferences November 2015, “Marcuse and Freire on Pedagogy, Hope and Our Instinct for Solidarity.” Fall 2015 of Biennial Herbert Marcuse Society Conference, Salisbury University, Salisbury, MD. November 2014, “Subversive Play in Totalitarian Spaces: Disrupting the One-Dimensional Classroom.” Fall 2014 Meeting of Radical Philosophy Conference, Stony Brook University, NY. October 2013, “Review of Charles Reitz’s book Crisis and Commonwealth.” Fall 2013 Meeting of Biennial Herbert Marcuse Society Conference, University of Kentucky, Lexington, KY. October 2013, “Marcuse and Freire on Liberating Praxis.” Fall 2013 Meeting of Biennial Herbert Marcuse Society Conference, University of Kentucky, Lexington, KY. Presentations at Local Conferences/Workshops June 2013, “My Happiness and Yours: The Crucial Role Happiness Plays in Kant’s Account of the Virtuous and Moral Life.” Summer 2013 Meeting of the Kentucky Philosophical Association Summer Writing Workshop, Centre College, Danville, KY. December 2012, “Marxian Reflections on Ending the Apprenticeship to Alienation: Overcoming School Violence by Practicing Humane Pedagogy.” Fall 2012 Whither Marxism Conference, University of Kentucky, Lexington, KY.
- 3. Shelly J. Johnson Johnson Page 3 May 2011, “Maieusis and Transgression: The Role of the Other in the Dialectic of Plato and Hegel.” Spring 2011 Meeting of Occasional Daniel Boone Conference, University of Kentucky, Lexington, KY. Commentaries March 2014, Commentator on Drew Van’t Land, “Interrupting the Instru-Mentality: How Hegel and Arendt Shift from the Economic to the Political.” 17th Annual Philosophy Graduate School Conference, University of Kentucky, Lexington, KY. Chaired Panels November 2014, “Praxis, Strategy and Prefiguration.” Fall 2014 Radical Philosophy Association Conference, Stony Brook University, Long Island, NY. Teaching Experience Instructor, University of Kentucky Problems of Knowledge and Reality (PHI 100) Fall 2013, Spring 2015 Introductory Logic (PHI 120) Spring 2012 Introduction to Ethics (PHI 130) Spring 2014, Fall 2014, Fall 2015 Philosophy of Human Nature (PHI 310) Spring 2015 Business Ethics, Online (PHI 334) Summer 2016* Asian Philosophy (PHI 343) Summer 2014 and 2015 Individual and Society (Phi 335) Spring 2016* Teaching Assistant or Grader, University of Kentucky Introductory Logic (PHI 120) Fall 2010, Spring 2011 Individual and Society (PHI 335) Fall 2011 Asian Philosophy (PHI 343) Fall 2011, Fall 2012 Academic Service 2014-2015 Organizer of first departmental Comprehensive Exam Strategy and Mentoring Session Annual University of Kentucky Philosophy Graduate School Conference Coordinator Vice President of the Philosophy Graduate Students Association 2013-2014 Women in Philosophy Activity Coordinator
- 4. Shelly J. Johnson Johnson Page 4 Seminars Kantian Ethics Stefan Bird-Pollan Parmenides, Theaetetus, Sophist Eric Sanday The Phenomenology of Spirit Dan Breazeale Medieval Philosophy David Bradshaw Heidegger’s Being and Time Natalie Nenadic Eastern and Western Marxism Arnold Farr Kantian Idealism Stefan Bird-Pollan Hegelian Ethics Stefan Bird-Pollan Ethics: Kant, Fichte and Hegel Dan Breazeale Fichte Dan Breazeale Graduate Course Work Critical Social Theory Arnold Farr Phenomenology and Power of Place Omer Aygun The Republic and Aristotle’s Politics Eric Sanday Nietzsche and the Greeks David Bradshaw Symbolic Logic: Metalogic Meg Wallace Independent Study Social and Political Philosophy David Bradshaw Aristotelian Virtue Ethics David Bradshaw Hegel, Marcuse, Freire and Social Transformation Arnold Farr Greek and Latin Reading Groups Herodotus (Greek translation) Amy Clark Aquinas’ Summa Theologica (Latin translation) David Bradshaw Additional Professional Experience 2013-2015, Schole Academy, Online course designer and instructor for Argument Builder: Persuasive Writing. 2008-2009, Bluegrass United Academic Center (Lexington, KY), secondary logic, Latin and writing instructor.
- 5. Shelly J. Johnson Johnson Page 5 2005-2008, Trinity Christian Academy (Lexington, KY), middle school principal. 1996-2005, Trinity Christian Academy (Lexington, KY), secondary humanities and logic teacher. 1997-2003, Trinity Christian Academy (Lexington, KY), curriculum design committee. 1994-1996, RLC Academy (Salem, Ohio), English teacher. Spring 1994, Cross-cultural Student Teaching Experience, Collegio Americano, Guatemala City Guatemala. References Arnold Farr Professor of Philosophy University of Kentucky 859-257-9414 arnold.farr@uky.edu Dan Breazeale Professor of Philosophy University of Kentucky 859-257-4376 breazeal@uky.edu Stefan Bird-Pollan Assistant Professor of Philosophy University of Kentucky (859) 257-1862 stefanbirdpollan@uky.edu Natalie Nenadic Assistant Professor of Philosophy (859) 257-1862 natalie.nenadic@uky.edu
- 6. Shelly J. Johnson Johnson Page 6 Dissertation Title: “A Pedagogy for Justice: Kant, Hegel, Marcuse and Freire on Education and the Good Society” Advisor: Arnold Farr Committee Members: Dan Breazeale, Stefan Bird-Pollan, and Richard D’Angelo Dissertation Abstract: Rousseau’s educational treatise Emile is a well-known pedagogical work often noted for its progressive educational insights. Although Kant’s Lectures on Pedagogy is much less well known, Kant suggests a solution to an educational problem Rousseau is unable to solve: the problem of whether or not education can work for the good of humanity. Rousseau is concerned that society, and the schools in society, inflames people’s passions and leads to inequality and enslavement. Rousseau sketches an educational program that ideally develops students’ autonomous moral reasoning untainted by inflamed passion, an education which enables students to be moral and just citizens, working for the good of humanity. I argue that Rousseau’s educational philosophy ultimately fails because Rousseau maintains a deep skepticism that society, and therefore schools, can ever be a good place for humans. Rousseau suggests education must go to extreme measures such as isolating students in a rural environment and manipulating all aspects of their lives to prevent passions from becoming inflamed. Implementing this kind of education is not only improbable for individual students; it is especially improbable that it could be implemented on a large scale. I further argue that Kant’s educational philosophy provides a solution to the problems which beset Rousseau’s educational philosophy. Kant embraces negative passions as necessarily educative, and so his educational philosophy does not require extreme measures to combat negative passion. In addition, Kant argues that is only in society and through these negative passions that humanity develops. Kant’s educational philosophy is achievable for both the individual student and also on a large scale because it focuses on developing three key aspects of students that draw on capacities within the student and that are developed in community with others: a robust, will bent towards the good; good and skilled moral judgment; and a commitment to the ethical commonwealth. Lastly, I argue that Hegel, Marcuse and Freire, three philosophers who follow after Kant, develop important aspects of Kant’s solution to Rousseau’s problem. Taken together, these four philosophers present a compelling educational philosophy which suggests that education not only can but indeed must work for the good of humanity.