In my research on dialogue-based philosophical education I focus on the virtue and act of listening. What exactly happens when we listen? How does one listen? What does listening do with us physically and mentally? How is listening related to our world experience? When does ‘hearing’ become ‘listening’? And how can it ultimately be improved to attain quality and depth in educational dialogues? For studying these questions I turn to phenomenology. After all, the task of phenomenology is often described as the investigation of the essential structures characterizing our experiences, their correlates, and the connection between the two. In the case of philosophical education practices, this would imply a careful description and analysis of the different structures that characterize the philosophical endeavour in classrooms, in order to find its necessary and invariant properties. One of the questions that I address within such a framework is: when is a philosophical dialogue philosophical in the first place? In fact, this may be the single most important question that every philosophical educational practitioner and/or researcher should persistently ask him/herself.
My supervisors are prof. dr. Josef Früchtl from the faculty of Philosophy here at the UvA, and dr. Chiel van der Veen and dr. Anders Schinkel both from faculty of Behavioural and Movement Sciences at the VU University.