Richard Wahl
Biographic Data
| ID | 454261 |
|---|---|
| NAME | Richard Wahl |
| GIVEN NAMES | Richard |
| FAMILY NAME | Wahl |
| SIGNATURE | WAHL R |
| AFFILIATIONS | University of Virginia |
| ORCID | 0000-0002-7365-9741 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Contested Speech in (Post)-Modernity: Understanding Debates About Political Dialogue on College Campuses
Background: In recent years, commentators have often criticized university students for their perceived lack of willingness to engage in dialogue with peers and speakers with whom they disagree. Objective: Although commentators tend to argue over whether students should engage in dialogue across differences, this article examines a different question: Why does talk itself matter so much to contemporary political struggles, particularly on college…
Getting the World in View: What Talk Can Do
Hannah Arendt insisted that people who share a society should talk to each other in order to inhabit as far as possible the views of fellow citizens. While for Arendt, the aim of such thinking is to consider other citizens’ views when evaluating issues, this article suggests another purpose that is more readily available in highly polarized contexts. In such settings, “representative thinking” may be best equipped to reveal the conceptions of the…
“If You Say You Believe This, Then Why Did You Vote Like That?”: Reasoning as Questioning in Dialogue
This article draws on the philosophical work on dialogic rationality offered by Charles Taylor as well as qualitative studies of dialogues between politically opposed college students to argue that these conversations succeed as tools of democracy precisely because they fail as interventions. That is, the democratic strength of such dialogue is the way in which it is unreliable as a means of producing particular outcomes. Students whose political…
Badly Needed Distinctions and Departures from Duality in Cancel Wars a Review of Cancel Wars by Sigal Ben Porath
Ceasing to be Hammers: Descriptive Inquiry as Collective Meditation
Dialogue and the Good: Fingers Pointing at the Moon
Rethinking Key Concepts in Education
Agency: The constraint of instrumentality
Enhancing agency—or in a more colloquial term, promoting empowerment—is typically viewed as an unquestioned good. International organisations promote the empowerment of girls and other vulnerable groups around the world. Domestically, democracies rely for their legitimacy on the idea that citizens have agency; hence, civic educators aim to strengthen student ‘voice’ and their inclination to participate. This is all for good reason, as justice doe…
Not Monsters After All: How Political Deliberation Can Build Moral Communities Amidst Deep Difference
Political deliberation typically aims to improve the legitimacy of collective decisions. This article proposes a different function for deliberation, which is both more modest but nevertheless critical in public life: the legitimation not of decisions, but of fellow citizens. This outcome is especially important in polarized societies, where what divides citizens is not only differences in conceptions of the good, but also the perception that the…
Ways of seeing: Materiality and grace in Wim Wenders's Road Movie Philosophy by René Arcilla
A different way of seeing, in the work of René Arcilla, contains the possibility for a different way of being. For Arcilla, it matters whether and how we attend to what is visually presented to us. He developed this idea in his earlier work, Mediumism (2011), in which he proposed that modernist visual arts, particularly artwork that draws attention to the medium in which it is conveyed, could invigorate a new form of liberal education. In his mos…
Seeing the appearing world: René Arcilla's pedagogy of availability
In this essay I argue, first, that René Arcilla's project in his book Wim Wenders's Road Movies: Education without Learning, can be understood as an effort to draw the reader away from a conception of personhood grounded in the Enlightenment and towards an expressive-romantic conception. Yet the sense of the person to which Arcilla leads the reader alters the Romantic conception considerably. Arcilla is attentive not only to how a disengaged, ins…
Just Violence: Torture and Human Rights in the Eyes of the Police
Learning in Democracy: Deliberation and Activism as Forms of Education
Education in Emergencies: A Review of Theory and Research
In this article, we conduct an integrative and rigorous review of theory and research on education in emergencies programs and interventions as international agencies implement them in areas of armed conflict. We ask several questions. How did this subfield emerge and what are the key conceptual frameworks that shape it today? How do education in emergencies programs affect access, learning, and protection in conflict-affected contexts? To answer…
What Can Be Known and How People Grow: The Philosophical Stakes of the Assessment Debate
Deliberation, Accountability, and Legitimacy: A Case Study of Police-Community Forums
Can public deliberation improve the way police treat people of color? The imbalance of power between state officials and historically oppressed communities makes many theorists skeptical of deliberative approaches. Our case study of police-community forums in a mid-sized Southern city suggests that efforts to ensure the legitimacy of such approaches in settings of inequality may be enhanced by intertwining, and even blurring, understanding-orient…
The trouble with frames: Insights from India on the challenge of using collective action frames to persuade state agents
Collective action frames are a key strategy of human rights activists and educators, and central to this strategy is the ability to connect frames to a population's extant beliefs. But two dilemmas plague framing efforts directed at state agents such as police officers, who are seen as potential violators of rights. First, these actors may be less likely than members of the general public to share the beliefs in terms of which human rights worker…
Islamic studies as early childhood education in countries affected by conflict: The role of mosque schools in remote Afghan villages
Justice, Context, and Violence: Law Enforcement Officers on Why They Torture
How do police explain their support for torture? Findings from 12 months of fieldwork with police in India complicate previous researchers' claims that violence workers tend to morally disengage and blame circumstances for their actions. The officers in this study engage in moral reflection on torture, drawing on their beliefs about human nature and justice to explain their support for it. They admit that they use torture more widely than their o…
Deliberation, Accountability, and Legitimacy: A Case Study of Police-Community Forums
Can public deliberation improve the way police treat people of color? The imbalance of power between state officials and historically oppressed communities makes many theorists skeptical of deliberative approaches. Our case study of police-community forums in a mid-sized Southern city suggests that efforts to ensure the legitimacy of such approaches in settings of inequality may be enhanced by intertwining, and even blurring, understanding-orient…
Justice, Context, and Violence: Law Enforcement Officers on Why They Torture
How do police explain their support for torture? Findings from 12 months of fieldwork with police in India complicate previous researchers' claims that violence workers tend to morally disengage and blame circumstances for their actions. The officers in this study engage in moral reflection on torture, drawing on their beliefs about human nature and justice to explain their support for it. They admit that they use torture more widely than their o…
The trouble with frames: Insights from India on the challenge of using collective action frames to persuade state agents
Collective action frames are a key strategy of human rights activists and educators, and central to this strategy is the ability to connect frames to a population's extant beliefs. But two dilemmas plague framing efforts directed at state agents such as police officers, who are seen as potential violators of rights. First, these actors may be less likely than members of the general public to share the beliefs in terms of which human rights worker…
Agency: The constraint of instrumentality
Enhancing agency—or in a more colloquial term, promoting empowerment—is typically viewed as an unquestioned good. International organisations promote the empowerment of girls and other vulnerable groups around the world. Domestically, democracies rely for their legitimacy on the idea that citizens have agency; hence, civic educators aim to strengthen student ‘voice’ and their inclination to participate. This is all for good reason, as justice doe…
Learning in Democracy: Deliberation and Activism as Forms of Education
Islamic studies as early childhood education in countries affected by conflict: The role of mosque schools in remote Afghan villages
Justice, Context, and Violence: Law Enforcement Officers on Why They Torture
How do police explain their support for torture? Findings from 12 months of fieldwork with police in India complicate previous researchers' claims that violence workers tend to morally disengage and blame circumstances for their actions. The officers in this study engage in moral reflection on torture, drawing on their beliefs about human nature and justice to explain their support for it. They admit that they use torture more widely than their o…
The trouble with frames: Insights from India on the challenge of using collective action frames to persuade state agents
Collective action frames are a key strategy of human rights activists and educators, and central to this strategy is the ability to connect frames to a population's extant beliefs. But two dilemmas plague framing efforts directed at state agents such as police officers, who are seen as potential violators of rights. First, these actors may be less likely than members of the general public to share the beliefs in terms of which human rights worker…
Islamic studies as early childhood education in countries affected by conflict: The role of mosque schools in remote Afghan villages
Education in Emergencies: A Review of Theory and Research
In this article, we conduct an integrative and rigorous review of theory and research on education in emergencies programs and interventions as international agencies implement them in areas of armed conflict. We ask several questions. How did this subfield emerge and what are the key conceptual frameworks that shape it today? How do education in emergencies programs affect access, learning, and protection in conflict-affected contexts? To answer…
What Can Be Known and How People Grow: The Philosophical Stakes of the Assessment Debate
Deliberation, Accountability, and Legitimacy: A Case Study of Police-Community Forums
Can public deliberation improve the way police treat people of color? The imbalance of power between state officials and historically oppressed communities makes many theorists skeptical of deliberative approaches. Our case study of police-community forums in a mid-sized Southern city suggests that efforts to ensure the legitimacy of such approaches in settings of inequality may be enhanced by intertwining, and even blurring, understanding-orient…
Learning in Democracy: Deliberation and Activism as Forms of Education
Just Violence: Torture and Human Rights in the Eyes of the Police
Not Monsters After All: How Political Deliberation Can Build Moral Communities Amidst Deep Difference
Political deliberation typically aims to improve the legitimacy of collective decisions. This article proposes a different function for deliberation, which is both more modest but nevertheless critical in public life: the legitimation not of decisions, but of fellow citizens. This outcome is especially important in polarized societies, where what divides citizens is not only differences in conceptions of the good, but also the perception that the…
Ways of seeing: Materiality and grace in Wim Wenders's Road Movie Philosophy by René Arcilla
A different way of seeing, in the work of René Arcilla, contains the possibility for a different way of being. For Arcilla, it matters whether and how we attend to what is visually presented to us. He developed this idea in his earlier work, Mediumism (2011), in which he proposed that modernist visual arts, particularly artwork that draws attention to the medium in which it is conveyed, could invigorate a new form of liberal education. In his mos…
Seeing the appearing world: René Arcilla's pedagogy of availability
In this essay I argue, first, that René Arcilla's project in his book Wim Wenders's Road Movies: Education without Learning, can be understood as an effort to draw the reader away from a conception of personhood grounded in the Enlightenment and towards an expressive-romantic conception. Yet the sense of the person to which Arcilla leads the reader alters the Romantic conception considerably. Arcilla is attentive not only to how a disengaged, ins…
Rethinking Key Concepts in Education
Agency: The constraint of instrumentality
Enhancing agency—or in a more colloquial term, promoting empowerment—is typically viewed as an unquestioned good. International organisations promote the empowerment of girls and other vulnerable groups around the world. Domestically, democracies rely for their legitimacy on the idea that citizens have agency; hence, civic educators aim to strengthen student ‘voice’ and their inclination to participate. This is all for good reason, as justice doe…
Dialogue and the Good: Fingers Pointing at the Moon
“If You Say You Believe This, Then Why Did You Vote Like That?”: Reasoning as Questioning in Dialogue
This article draws on the philosophical work on dialogic rationality offered by Charles Taylor as well as qualitative studies of dialogues between politically opposed college students to argue that these conversations succeed as tools of democracy precisely because they fail as interventions. That is, the democratic strength of such dialogue is the way in which it is unreliable as a means of producing particular outcomes. Students whose political…
Badly Needed Distinctions and Departures from Duality in Cancel Wars a Review of Cancel Wars by Sigal Ben Porath
Ceasing to be Hammers: Descriptive Inquiry as Collective Meditation
Getting the World in View: What Talk Can Do
Hannah Arendt insisted that people who share a society should talk to each other in order to inhabit as far as possible the views of fellow citizens. While for Arendt, the aim of such thinking is to consider other citizens’ views when evaluating issues, this article suggests another purpose that is more readily available in highly polarized contexts. In such settings, “representative thinking” may be best equipped to reveal the conceptions of the…
Contested Speech in (Post)-Modernity: Understanding Debates About Political Dialogue on College Campuses
Background: In recent years, commentators have often criticized university students for their perceived lack of willingness to engage in dialogue with peers and speakers with whom they disagree. Objective: Although commentators tend to argue over whether students should engage in dialogue across differences, this article examines a different question: Why does talk itself matter so much to contemporary political struggles, particularly on college…
Sociology (15 works) · Political science (12 works) · Law (10 works) · Psychology (9 works) · Epistemology (8 works) · Law (8 works) · Politics (8 works) · Social Psychology (6 works) · Democracy (5 works) · Social science (5 works)