Laverty, Megan (ml2524)

Megan Laverty received her Master of Arts in Philosophy from the University of Melbourne and her Ph.D. in Philosophy from the University of New South Wales. She taught in the Philosophy Department at the University of Melbourne before starting as Assistant Professor in the Department of Educational Foundations at Montclair State University (MSU) in 2000. Megan Laverty arrived at Teachers College in 2005.

Megan Laverty's primary research interests are the history of philosophy of education, moral philosophy and its significance for education, and pre-college philosophy of education. She is co-editor with Professor David T. Hansen of the five-volume reference series, A History of Western Philosophy of Education (Bloomsbury, 2021). Together with Maughn Rollins Gregory, she edits the Philosophy for Children Founders Series (Routledge). She and Rene V. Arcilla edit the Philosophies of Education in Art, Cinema, and Literature (Bloomsbury).

**Maughn Rollins Gregory and Megan Jane Laverty (eds.), Gareth B. Matthews, The Child's Philosopher (Routledge, 2022) 

**David T. Hansen and Megan Jane Laverty, "Philosophy in Teaching and in Teacher Education: A Case Study of the Program in Philosophy and Education at Teachers College, Columbia University." In Andrew D. Coglan and Bruce Maxwell (eds.) Philosophy of Education, Philosophical Thinking, and the Work of Teachers. London and New York: Routledge, 2020, 182-208.

**Jeff Frank and Megan Jane Laverty, "Introduction: Considering Cora Diamond's significance for Philosophers of Education. Special Section. Ethics and Education 16.1 (2021): 1-19.

**"Murdoch as Educator." In Nora Hamalainen and Gillian Dooley (eds.) Reading Iris Murdoch's Metaphysics as a Guide to Morals. London, Palgrave, 2019, 125-144.

**"J.M. Coetzee, Eros, and Education." Journal of Philosophy of Education 53.3 (2019): 574-588.

**Megan Jane Laverty and Maughn Rollins Gregory "Pragmatism and the Unlearning of Learnification" Childhood and Philosophy 15.8 (2017), 521-536.

**"Communication as Translation: Reading Dewey after Cavell." In “The Truth is Translated”: Cavell, Pragmatism, and Philosophy as Translation, Naoko Saito & Paul Standish (eds.). New York & London: Rowan & Littlefield, 2017, 121-140.

**"'There is no Substitute for a Sense of Reality': Humanizing the Humanities." Educational Theory 6.6 (2015), 635-654.

**"As Luck Would Have It: Thomas Hardy's Bildungsroman on Leading a Human Life." Studies in Philosophy and Education 33 (2014), 635-646.

**"Can You Hear Me Now? Jean-Jacques Rousseau on Listening Education." Educational Theory 61.2 (2011), 155-169.

**"Learning our Concepts." Journal of Philosophy of Education 43.1 (2009), 27-40. The article was reprinted in Reading R.S. Peters Today: Analysis, Ethics, and the Aims of Education. Stefan E. Cuypers and Christopher Martin (eds.) Oxford: Wiley Blackwell, 2011, 24-37.

**Iris Murdoch's Ethics: A Consideration of her Romantic Vision (London: Bloomsbury, 2007).