Paul Fairfield is Professor of Philosophy at Queen's University in Kingston, Ontario (Canada). He is the author of nine sole-authored books and editor or co-editor of five anthologies.
His writings fall generally within the traditions of philosophical hermeneutics, phenomenology, and pragmatism, and major influences on his work to date include Friedrich Nietzsche, John Dewey, Martin Heidegger, and Hans-Georg Gadamer. Current projects include a book on the philosophy of history entitled Transitions: Philosophical Reflections on Historical Change and a book co-authored with Jeff Mitscherling on artistic creation.
Fairfield was born in 1966 in Brockville, Ontario and attended J. L. Jordan and St. Mary elementary schools and Brockville Collegiate Institute. He received a B.A. from McMaster University in 1989 and an M.A. from the University of Waterloo in 1991. In 1995 he completed a doctorate in philosophy at McMaster, following which he did postdoctoral work at Waterloo and held teaching positions at McMaster, Waterloo, and Wilfrid Laurier universities.
Professor Fairfield has taught at Queen's University since 2002, and he holds a secondary affiliation with the Faculty of Education at the University of Warsaw. Whatever free time he has is spent with his wife, Gwyneth, and their six-year-old daughter, Evangeline, or at the gym.
Hermeneutics and Phenomenology: Figures and Themes. Anthology co-edited with Saulius Geniusas. Forthcoming.
Relational Hermeneutics: Essays in Comparative Philosophy. Anthology co-edited with Saulius Geniusas. Forthcoming.
Teachability and Learnability: Can Thinking Be Taught? Routledge, 2016.
1. Introduction. 2. Teachability, Learnability, and Agency. 3. What Is Education? 4. The Promise and Limits of Educational Technology. 5. Thinking as Inquiry. 6. From Reflective to Meditative and Critical Thinking. 7. The Educated Mind. 8. Self-Education. 9. Conclusion.
Education and Conversation: Exploring Oakeshott's Legacy. Anthology co-edited with David Bakhurst. Bloomsbury, 2016.
Death: A Philosophical Inquiry. Routledge, 2014.
Introduction: Death and Existence. 1. The Denial of Death. 2. Death Rituals. 3. Voluntary Death. 4. Being-Toward-Death. 5. Openness to Mystery. 6. On Speculation and Hope.
Philosophical Hermeneutics Reinterpreted: Dialogues with Existentialism, Pragmatism, Critical Theory, and Postmodernism. Bloomsbury, 2011.
Introduction: Hermeneutical Engagements. 1. Perspectivism: Friedrich Nietzsche. 2. Reason as Boundless Communication: Karl Jaspers. 3. The Thou and the Mass: Gabriel Marcel. 4. Truth After Correspondence: William James. 5. The Theory of Inquiry: John Dewey. 6. Practice, Theory, and Anti-Theory: Richard Rorty. 7. Interpretation and Criticism: Max Horkheimer. 8. Deliberative Politics: Jurgen Habermas. 9. Discourse Ethics: Karl-Otto Apel. 10. Genealogy and Suspicious Interpretation: Michel Foucault. 11. Radical Hermeneutics: John Caputo. 12. Unprincipled Judgments: Jean-Francois Lyotard.
Education, Dialogue, and Hermeneutics. Anthology. Continuum, 2010.
John Dewey and Continental Philosophy. Anthology. Southern Illinois University Press, 2010.
Education After Dewey. Continuum, 2009.
Introduction: An Enigmatic Transition. 1. Beyond Progressivism and Conservatism. 2. Dewey's Copernican Revolution. 3. What Is Called Thinking? 4. Teaching Philosophy: The Scholastic and the Thinker. 5. Teaching Religion: Spiritual Training or Indoctrination? 6. Teaching Ethics: From Moralism to Experimentalism. 7. Teaching Politics: Training for Democratic Citizenship. 8. Teaching History: The Past and the Present. 9. Teaching Literature: Life and Narrative.
"Hermeneutical Pragmatism." In Relational Hermeneutics: Essays in Comparative Philosophy, eds. Paul Fairfield and Saulius Geniusas (forthcoming).
"Educational Technology in the Humanities." In Kultura Pedagogiczny (Pedagogical Culture) (forthcoming).
"Nietzsche and Self-Education." In Encyclopedia of Educational Philosophy and Theory, ed. Michael A. Peters (New York: Springer, 2017).
"Make It Scientific: Education as a Social Science." In Hermeneutic Philosophies of Social Science, ed. Babette Babich (Berlin: de Guyter, 2017).
"Social Media and Communicative Unlearning: Learning to Forget in Communicating." In Social Media and Your Brain: Web-Based Communication Is Changing How We Think and Express Ourselves, ed. C. G. Prado (Santa Barbara: Praeger, 2016).
"Artistic Creation: On Mitscherling and Dylan." In Essays on Aesthetic Genesis, eds. Charlene Elsby and Aaron Massecar (Lanham: University Press of America, 2016).
"A Phenomenology of Listening." In Education and Conversation: Exploring Oakeshott's Legacy, eds. David Bakhurst and Paul Fairfield (London: Bloomsbury, 2016).
"Rationality, Knowledge, and Relativism." In The Blackwell Companion to Hermeneutics, eds. Chris Lawn and Niall Keane (London: Blackwell, 2016).
"Hermeneutics and Education." In The Blackwell Companion to Hermeneutics, eds. Chris Lawn and Niall Keane (London: Blackwell, 2016).
"Education, Conversation, and Listening." In Kultura Pedagogiczny (Pedagogical Culture). Vol. 1, No. 2. 2015.
"Gary Madison and Communicative Rationality." In Symposium: Canadian Journal of Continental Philosophy. Vol. 19, No. 2. Fall 2015.
"Hermeneutical Themes in Education." In Routledge Companion to Hermeneutics, ed. Jeff Malpas (London: Routledge, 2014).
"The Hermeneutics of Suspicion and Recovery and the Difference it Does Not Make: Gadamer and Foucault." In Gadamer's Hermeneutics and the Art of Conversation. Ed. Andrzej Wiercinski (Berlin: LIT Verlag, 2011).
"Dialogue in the Classroom" and "Introduction." In Education, Dialogue, and Hermeneutics. Ed. Paul Fairfield (London: Continuum, 2010).
"Dewey, Nietzsche, and the Self-Image of Philosophy" and "Introduction: Overdue Conversations." In John Dewey and Continental Philosophy. Ed. Paul Fairfield (Carbondale: Southern Illinois University Press, 2010).
"A Modest Phenomenology of Democratic Speech." The European Legacy. Vol. 10, No. 4. 2005.
"Gadamer, Ricoeur, and Practical Judgment." In Between Suspicion and Sympathy: Paul Ricoeur's Unstable Equilibrium. Ed. Andrzej Wiercinski (Toronto: The Hermeneutic Press, 2003).
"Hermeneutical Liberalism." Philosophy Today. Vol. 46, No. 4. Fall 2002.
"Overcoming the Theory/Practice Opposition in Business Ethics." Business and Professional Ethics Journal. Vol. 14, No. 4. Winter 1995.
"Habermas, Lyotard, and Political Discourse." Reason Papers: A Journal of Interdisciplinary Normative Studies. Vol. 19. Fall 1994.
"Habermas, Kohlberg, and the Myth of Expertise." Eidos. Vol. XI, No.s 1 & 2. June/December 1993.
"Truth Without Methodologism: Gadamer and James." American Catholic Philosophical Quarterly. Vol. XVII, No. 3. Summer 1993.
The focus of Professor Fairfield's teaching at Queen’s is philosophy in the continental European traditions.
He teaches the following undergraduate courses annually: Continental Philosophy 1800–1900 (Philosophy 273); Continental Philosophy 1900–1960 (Philosophy 373); and Continental Philosophy 1960–The Present (Philosophy 374). Each lecture course examines three philosophers, to each of whom is devoted four weeks of class time. Authors and texts vary from year to year, but for 2017-18 they are as follows. Philosophy 273 analyzes Søren Kierkegaard’s Concluding Unscientific Postscript, Friedrich Nietzsche’s Beyond Good and Evil, and Wilhelm Dilthey’s Introduction to the Human Sciences. Philosophy 373 takes up a few essays from Martin Heidegger’s Basic Writings, Karl Jaspers’ Man in the Modern Age, and Albert Camus’ The Myth of Sisyphus. Philosophy 374 examines Hans-Georg Gadamer’s Reason in the Age of Science, Michel Foucault’s The History of Sexuality volume 1: An Introduction, and Calvin Schrag’s Reflections on the Religious, the Ethical, and the Political.
In addition, he teaches an annual seminar for fourth-year philosophy majors and graduate students on hermeneutics. The topic for 2018 (winter semester) is aesthetics and artistic creation.
* "Dancing with the Pen" by Derik Hawley
Website by Gwyneth Fairfield