Addressing controversial ideas in philosophy class: a critical-hermeneutical lens

The history of political philosophy is certainly not without its share of morally objectionable ideas. Aristotle’s notion of natural slavery, the subordination of women in Rousseau, and Kant’s hierarchy of the races are just a few examples from a long list of morally problematic concepts encountered in the study of political thought. In this article, I argue that our moral discomfort is a pedagogically valuable starting point for critically engaging with political theories that contain controversial ideas. By developing a “critical-hermeneutical” framework that fosters a nuanced understanding of theories as both enablers of emancipation and solidifiers of domination, I aim to demonstrate how philosophy educators can design their courses in a socially responsible manner by transforming adverse or affirmative reactions to morally objectionable ideas into opportunities for engaging critically with a text.