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Western philosophy has long excluded the work of women thinkers from their canon. This work addresses this exclusion by examining the breadth of women's contributions to Western thought throughout ages. It reflects women's engagement with the meaning of individual experience as well as the continuity of their philosophical concerns and practices.

Demonstrates that solutions emerge once we assume that both faculty and students still possess a mutual potential for learning when they meet in the college classroom. This title documents a process of pedagogical transformation. It is of use to people interested in making higher education more truly democratic, inclusive, and challenging.