A feminist philosophy course evolved from a classic-text syllabus into a film-integrated curriculum through iterative adaptations and collaborative contributions. Films are used to connect abstract philosophical ideas with lived experience, imagination, and emotion, serving as vivid objects of discussion and reducing pressure for students to disclose personal biographies. Students practice applying philosophical concepts to visual and emotional experiences and discussing them constructively. Instructors teach film literacy and 'reading' film using reflection questions that highlight key details and prepare for philosophical comparison. Students conduct private interviews about gender-related upbringing informed by guiding questions; sharing reflections in class is optional.
Guided by this belief, Tamara originally designed a feminist philosophy course focused on classic texts. When Phil later had the opportunity to teach it, he adapted the syllabus by pairing the readings with complementary films. Tamara then adopted Phil's film-based version, which inspired her to explore additional films and readings that further enriched the course's central themes. Through this evolving process, the syllabus gradually emerged as a collaborative passion project.
The foremost pedagogical goal of this course is to help students connect philosophical topics with their lived experience. Film facilitates this beautifully for at least two reasons. First, it offers a vivid, cinematically conveyed experience that serves as a direct object of discussion. Second, it relieves students of the pressure to draw on their personal biographies in the classroom. While such connections are always welcome in class, they are never expected.
Students unfamiliar with film analysis, especially those coming from traditional philosophy courses, often struggle with film literacy. We find it necessary to teach them how to "read" a film, supported by reflection questions that highlight key details and prepare them for philosophical comparisons. We also encourage students to apply course material to their lives. To that end, they are asked to conduct a private interview with someone they trust about their experiences and upbringing related to gender.
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