We share a deep belief in the philosophical power of film—and in its unique ability to connect abstract thought with lived experience, imagination, and emotional insight. 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. In either case, film enables students to practice applying philosophical ideas to visual and emotional experience—and to discuss those applications constructively and thoughtfully with their peers.
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. Guiding questions help them draw on course readings. Students may share reflections in class, though doing so is entirely optional.
Students respond particularly well to our incorporation of film. This multimodal approach fosters more inclusive engagement, as those who struggle with dense theoretical texts often find accessible entry points through visual storytelling. Students also respond enthusiastically to the interview assignment, which invites them to explore themes from feminist philosophy in their personal lives. After completing it, many report greater clarity about the issues, a deeper connection with their conversation partner, and increased confidence in discussing gender beyond the classroom. Many students have also expressed a desire to continue having these kinds of thoughtful conversations with loved ones in the future.
For those interested in implementing this syllabus—or one like it—we recommend our co-authored article, “Feminist Philosophy and Film: The Conditions of Sexual Violence in Marilyn Frye’s Politics of Reality and Joyce Chopra’s Smooth Talk” (forthcoming in Visions of Peace and Non-Violence in Pop Culture, edited by Jennifer Kling). The paper offers a close reading of the film Smooth Talk (1985), illustrating how film can sharpen critical perception of the social conditions that give rise to sexual violence. We argue that eliminating such violence requires recognizing its underlying structures—learning to detect when the grounds are being laid so they can be dismantled. We show how Frye’s insights into oppression’s interlocking mechanisms are vividly illustrated through the film’s complex portrayal.
Philip Bold
Philip Bold is a Lecturer in Philosophy at the University of Minnesota. His research explores how Wittgenstein’s therapeutic approach to language can resolve traditional philosophical debates. He teaches a broad range of courses, including Ancient Greek, Asian, Early Modern, and 20th Century Analytic Philosophy, as well as Feminist Philosophy, Philosophy of Language, Mind, and Mathematics.
Tamara Fakhoury
Tamara Fakhoury is an Assistant Professor of Philosophy at the University of Minnesota. Her research explores the ethics and moral psychology of resisting oppression. Her recent publications examine a range of under-theorized resistance practices—including what she calls Quiet Resistance—and the morally fraught conditions from which such practices often emerge. In addition to feminist/antiracist philosophy, she regularly enjoys teaching Plato.
