D.B. Reinhart Institute for Ethics in Leadership

Jason Howard

Research Fellow 2008-present

Jason Howard

Associate Professor, Religious Studies and Philosophy
jjhoward@viterbo.edu
608-796-3700

Dr. Howard's research interests include 19th century German philosophy, existentialism/phenomenology, philosophy of emotion, moral psychology, ethics, and philosophy for children. He has published articles on Kant, Hegel, Schelling, in the fields of philosophy of emotion, philosophy of education, philosophy of film, ethics, and is the editor of the journal Analytic Teaching and Philosophical Praxis.

2016 Teacher of the Year
PDF iconMay 4, 2017 - Teacher of the Year Address

Recent Publications Related to Research

  • Conscience in Moral Life: Rethinking How Our Convictions Structure Self and Society (London: Rowman & Littlefield International, 2014)
  • “The Wisdom of Emotions,” in The Science, Politics, and Ontology of Life-Philosophy, edt. Scott Campbell and Paul Bruno (London: Bloomsbury Academic, 2013): 237-248
  • “Hegel on the Emotions: Coordinating Form and Content,” in Essays on Hegel’s Philosophy of Subjective Spirit, edt. David Stern (New York: SUNY, 2013): 71-86
  • “Emotions of Self-assessment and Self-Care: Cultivating an Ethical Conscience,” Thinking: The Journal of Philosophy for Children, Vol. 19 (4) (2009): 24-32.

Speaking Topics

Re-thinking the Moral Conscience
This presentation explores different ‘traditional’ interpretations of the moral conscience and argues for the need to re-assess our current views on conscience. With a new view of conscience in place, it becomes easier to understand why we often have so much difficulty finding moral consensus on key issues.

The Value of Philosophy for Children in K–12 Education
This presentation explores the educational value of introducing philosophy in K-12 education in an age-appropriate manner. By exploring the pedagogical background behind the Philosophy for Children (PFC) movement, looking at case studies of how it’s been implemented, and examining recent meta-analyses contrasting the effectiveness of PFC with other types of learning, the presentation makes a strong case for the value of PFC in K–12 education.