Dr. Trent Davis
Associate Professor, Education
Phone: (403) 254-3124
PhD Education, York University, Toronto
MEd, York University, Toronto
BEd, Memorial University of Newfoundland
BA (Honours), Political Science, Memorial University of Newfoundland
philosophy of education – ethics; pragmatism and education for democracy; existentialism; spirituality and Catholic education; learning in therapy; learning from literature
Dr. Trent Davis grew up on the east coast of Canada, where he learned the importance of both working hard and maintaining a sense of humour. After completing two Bachelor’s degrees at Memorial University (one in political science with an emphasis in political theory, the other in secondary education), he somehow made his way to Toronto where he survived the perils of substitute teaching. After returning to graduate school he finally completed a Master’s and finally a Ph.D in Education at York University with a speciality in applied philosophy. While his comprehensive oral exam focused on the splendid dreariness of existentialism, his doctoral dissertation on pragmatism examined the positive role of narrative forms in social democratic education. His research interests involve ethics and politics, pragmatism and education for democracy, existentialism, education for meaning, learning in therapy, and learning from literature. He has published book reviews, response papers, original peer reviewed articles, and an edited collection on contemporary democratic education. Currently he teaches courses in the philosophical and historical foundations of education, and enjoys confronting his students with hard case studies, ambiguous works of literature, and complicated reflective pieces that are consistently rumoured to provoke critical thinking and serious discussion of purpose, value, and responsibility in education.
“Considering Perspectives on transgender inclusion in Canadian Catholic elementary schools: Perspectives, challenges, and opportunities.” Cory Wright-Maley, Trent Davis, Eileen M Gonzalez, and Ryan Colwell.(eds.) The Journal of Social Studies Research 2016
“The Aims of Education in an Information Age.” Antistasis, Volume 4, Number 2. September 2014
“Non-Ideal Teacher Layoffs in an Unjust World.” Philosophy of Education 2014.
“Generalization, Justification, and the Waywardness of Teaching.”Philosophy of Education 2013.
“Comprehension, Morality, and the Demands of Incompleteness.” Philosophy of Education 2012.
“Conservatism.” The Greenwood Dictionary of Education, 2011.
“For Credibility’s Sake Let’s Start with the Bad News: A Pessimistic Pedagogy in the
Age of Spectacle.” Philosophy of Education 2011.
“Are Schools Deteriorating? Learning, Education, and the Problem of Scarcity.” Philosophy of Education 2010.
“Can Literature Really Make a Difference? Toward a Chastened View of the Role of Fiction in Democracy.” Journal of Educational Controversy ,Winter 2010.
“Idealism Revisited: Michael Oakeshott’s “Conversation” and the Question of Being-Together.” Philosophy of Education 2009.
“The Tears that a Civil Servant Cannot See – Re-Thinking Civic Virtue in Democratic
Education: A Levinasian Perspective.” Philosophy of Education 2008.
(eds.) Routledge, 2016.
Kierkegaard, Communication, and Virtue: Authorship as Edification. By Mark A. Tietjen. Pp. x,
156, Bloomington, Indiana University Press, 2013.
Kierkegaard: Exposition and Critique. By Daphne Hampson. Pp. xii, 344, Oxford, Oxford University Press, 2013.
Kierkegaard’s Influence on Literature, Criticism and Art (Tome IV: The Anglophone World) Edited by Jon Stewart. Pp. xv, 239, Farnham, Surrey, Ashgate, 2013.
Starting with Kierkegaard. By Patrick Sheil. Pp xi, 172, Continuum International Publishing Group, 2011.
The Paradoxical Rationality of Søren Kierkegaard. By Richard McCombs. Pp. xii, 244, Bloomington, Indiana University Press, 2013.