There have now been a few attempts in trans theory to give an account of trans epistemology (see Radi 2019; Meadow 2016; and Dickson 2021). I will suggest that despite an admirable goal—that of giving an epistemology that provides a methodologically radical and distinctively trans break from other contemporary epistemological theory—thus far no account has been successful. Instead, I suggest that, in the absence of a more satisfactory radical account of trans epistemology, we can think of trans epistemology as a methodologically moderate (though politically radical) extension of mainstream epistemology.

Increasingly, feminist theorists, such as Alison Martin and Ellen T. Armour, are attending to the numerous religious allusions within texts by Luce Irigaray. Engaging with this scholarship, this paper focuses on the problematic of evil that is elaborated within Irigarayan texts. Mobilizing the work of Catherine Malabou, the paper argues that Malabou's methodology of reading, which she identifies as “plastic,” illuminates the logic at work within Irigaray's deployment of sacred stories.

In this article, I explore a new reason in favor of precollegiate philosophy: It could help narrow the persistent gender disparity within the discipline. I catalog some of the most widely endorsed explanations for the underrepresentation of women in philosophy and argue that, on each hypothesized explanation, precollegiate philosophy instruction could help improve our discipline's gender balance. Explanations I consider include stereotype threat, gendered philosophical intuitions, inhospitable disciplinary environment, lack of same‐sex role models for women students in philosophy, and conflicting “schemas” for philosophy and femininity. I argue that, insofar as some combination of these hypothesized explanations accounts for some portion of the underrepresentation of women in philosophy, those of us concerned to make things better have reason to participate in and promote efforts to share philosophy with younger students.

This essay undertakes a reexamination of the notion of the receptacle/chōra in Plato's Timaeus, asking what its value may be to feminists seeking to understand the topology of the feminine in Western philosophy. As the source of cosmic motion as well as a restless figurality, labile and polyvocal, the receptacle/chōra offers a fecund zone of destabilization that allows for an immanent critique of ancient metaphysics. Engaging with Derridean, Irigarayan, and Kristevan analyses, Bianchi explores whether receptacle/chōra can exceed its reduction to the maternal-feminine, and remain answerable to contemporary theoretical concerns.

Cheshire Calhoun argues chat thinking of lesbians as a subcategory of women provides an insufficient basis for considering key differences between lesbians and straight women, and that these politically significant differences are therefore erased by theories and politics that take the subject of feminism to be women. Here 1 look closely and critically at CaJhoun's own account of lesbian differences, and argue that sexual desire, while complicated, ought to remain central in any such account.

Drawing on Michel Foucault's writings as well as the writings of feminist scholars bell hooks and Jane Gallop, this paper examines faculty–student sexual relations and the discourses and policies that surround them. It argues that the dominant discourses on professor–student sex and the policies that follow from them misunderstand the form of power that is at work within pedagogical institutions, and it examines some of the consequences that result from this misunderstanding. In Foucault's terms, we tend to theorize faculty–student relations using a model of sovereign power in which people have or lack power and in which power operates in a static, stable, and exclusively top-down manner. We should, however, recognize the ways in which individuals in pedagogical institutions are situated within disciplinary and thus dynamic, reciprocal, and complex networks of power, as well as the ways in which the pedagogical relation may be a technique of the self and not only of domination. If we reconsider these relations in terms of Foucault's accounts of discipline and technologies of the self, we can recognize that prohibitions on faculty—student sexual relations within institutions such as the university are productive rather than repressive of desire, and that such relations can be opportunities for development and not only for abuse. Moreover, this paper suggests that the dominant discourses on professor—student relations today contribute to a construction of professors as dangerous and students as vulnerable, which denies the agency of (mostly female) students and obscures the multiplicity of forms of sexual abuse that occur within the university context.

This essay distinguishes three types of appeals to experience in ethics, identifies problems with appealing to experience, and argues that appeals to experience must be open to critical assessment, if experientially-based arguments are to be useful. Unless competing and potentially irreconcilable experiences can be assessed and adjudicated, experientially-based arguments will be problematic. The paper recommends thinking of the appeal to experience as a kind of story telling to be evaluated as other stories are.

This review of Janice Raymond's A Passion for Friends focuses on her strong sense of the individual and of individuality. However, and this is the central contention of my paper, her perspective is quite distinct from liberal individualism. It is also a complex variation on the feminist concern with selves in relationships.

Some feminists have argued that the “master's tools” cannot be utilized for feminist projects. When read through the lens of non-ideal theory, Judith Butler's reevaluation of “autonomy” and “universality” and Peaches's engagement with guitar rock are instances in which implements of patriarchy are productively repurposed for feminist ends. These examples evince two criteria whereby one can judge the success of such an attempt: first, accessibility and efficacy; second, that the use is deconstructive of its own conditions.

Pregnancy leave and comparable worth deal with differences between female and male employees. In each case feminists are divided as to whether special treatment for women will promote equality or reinforce sex stereotypes and gender based segregation in the workplace. A radical restructuring of the workplace is necessary, to make possible a more human life for men and women. This restructuring is articulated in terms of the concepts of equality as “participation” or “incorporation” of all individuals into a community, and androgyny.

This paper recovers and pays homage to the arguments in support of the equality of the sexes developed by the Seventeenth Century Cartesian philosopher François Poullain de la Barre (1647–1723).

I argue that although in “The Gender/Science System,” Keller intends to formulate a middle ground position in order to open science to feminist criticisms without forcing it into relativism, she steps back into objectivism. While she endorses the dynamic-object model for science, she endorses the static-object model for philosophy of science. I suggest that by modeling her methodology for philosophy on her methodology for science her philosophy would better serve her feminist goals.

Is love essential to ethical life, or merely a supplement? In Kant's view, respect and love, as duties, are in tension with each other because love involves drawing closer and respect involves drawing away. By contrast, Irigaray says that love and respect do not conflict because love as passion must also involve distancing and we have a responsibility to love. I argue that love, understood as passion and based on respect, is essential to ethics.