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Rebecca Taylor


Dr. Rebecca Taylor is an Assistant Professor in the Education Policy, Organization and Leadership Department at University of Illinois at Urbana-Champaign. Dr. Taylor uses philosophy and philosophically-grounded mixed methods to investigate questions of ethics and justice in educational policy and practice. She is currently developing a volume of normative case studies and commentaries on ethical dilemmas in higher education, which is under contract with Harvard Education Press. Her research has been funded by the Spencer Foundation and the Center for Ethics and Education at University of Wisconsin, and she received the National Academy of Education/Spencer Research Development Award in 2020. She currently serves as the Chair of the Philosophical Studies in Education SIG for the American Educational Research Association.

Key Professional Appointments

  • Assistant Professor, Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign

Ph.D., Education, Stanford University, 2014

M.A., Peace, Conflict, and Development Studies, Universitat Jaume I, 2008

B.A. with honors, Mathematics, Philosophy, Washington University St. Louis, 2006


Evans, M. E., Taylor, R. M., McCloud, L., & Burr, K. (2022). Exploring the role of faculty and staff mentors in fostering ethical leadership among undergraduate students: “We have to narrow the distance”. International Journal of Mentoring and Coaching in Education, 11(2), 137-152.  link >

Kuntz, A. F., & Taylor, R. M. (2021). Intellectual Virtues in Higher Education. In Oxford Research Encyclopedia of Education  link >

Taylor, R. M., & Floyd Kuntz, A. (Eds.) (2021). Ethics in Higher Education: Promoting Equity and Inclusion Through Case-Based Inquiry. Harvard Education Press.

Taylor, R. M., & Wolpe, P. R. (2020). Chalkboard Controversies. In M. Benjamin, & J. Jessup-Anger (Eds.), Maybe I Should...: Case Studies on Ethics for Student Affairs Professionals (2 ed., pp. 178-180). (American College Personnel Association Series). Lexington Books.

Dozono, T., & Taylor, R. M. (2019). Teaching for Open-Mindedness: A Justice-Oriented Approach. Educational Theory, 69(4), 473-490.  link >

Gibboney, D. P., Branham, J., & Taylor, R. M. (2019). Ethics of Inquiry in Education. In M. A. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory (pp. 1-8). Springer.  link >

Taylor, R. M., & Kuntz, A. F. (2019). Navigating Campus Controversies: Seeking Truth, Respecting Speech, and Cultivating Intellectual Fairness in Higher Education. Harvard Educational Review, 89(1), 30-54.  link >

Taylor, R. M. (2018). The conceptual and practical role of intellectual virtues in moral education. Philosophy of Education, 2016, 387-389.

Taylor, R. M. (2017). Educational justice and the development of autonomy and intellectual virtue. Philosophy of Education, 2014, 297-305.

Taylor, R. M. (2017). Education for autonomy and open-mindedness in diverse societies. Educational Philosophy and Theory, 49(14), 1326-1337.  link >

Taylor, R. M. (2017). Entrepreneurial Education and Economic Progress. Philosophy of Education, 2017.

Taylor, R. M. (2017). Indoctrination and Social Context: A System-based Approach to Identifying the Threat of Indoctrination and the Responsibilities of Educators. Journal of Philosophy of Education, 51(1), 38-58.  link >

Taylor, R. M. (2017). Review of the book Dilemmas of educational ethics: Cases and commentaries, edited by M. Levinson and J. Fay. Philosophical Inquiry in Education, 24(4), 277-281.

Taylor, R. M. (2016). Open-Mindedness: An Intellectual Virtue in the Pursuit of Knowledge and Understanding. Educational Theory, 66(5), 599-618.  link >

Mukamal, D., Silbert, R., Taylor, R. M., & Lindahl, N. (2015). Degrees of Freedom: Expanding College Opportunities for Currently and Formerly Incarcerated Californians. Stanford Law School.

Taylor, R. M. (2015). The ethics of teaching for social justice: A framework for exploring the intellectual and moral virtues of social justice educators. A Response to “Ethics in Teaching for Democracy and Social Justice”. Democracy & Education, 23(2).

Taylor, R. M. (2014). Open-mindedness: An epistemic virtue motivated by love of truth and understanding. Philosophy of Education, 2013, 197-205.

Taylor, R. M. (2011). Reconsidering the transformative potential of dialogue. Philosophy of Education, 2011, 199-202.


School and Society (EPOL 405) Analyzes normative and conceptual aspects of the interrelationship of school and society, and of reciprocal influences between schools and major social trends and forces.

School and Society (EPOL 405) Analyzes normative and conceptual aspects of the interrelationship of school and society, and of reciprocal influences between schools and major social trends and forces. Synchronous attendance required. Moodle LMS.

Contemporary Philosophy of Ed (EPOL 506) Analyzes exemplary current work in the field, covering a range of contrasting philosophical issues and approaches. The course goal is to provide familiarity with notable contemporary authors from a variety of perspectives.

Case Studies Prof Ethics & Ed (EPOL 509) Synchronous attendance required. Moodle LMS.

School and Society (EPS 411)

Traditions in Philosophy of Ed (EPS 510)

Contemporary Philosophy of Ed (EPS 511)

Case Studies Prof Ethics & Ed (EPS 517) Examines issues in moral philosophy as they pertain to education. Topics include current theories of moral education, ethical problems in teaching, or topics of moral dispute in educational policy.

Traditions in Philosophy of Ed (ERAM 571) Analyzes major trends and primary sources in philosophy of education, drawing mainly from the 20th century. Movements covered will include pragmatism, concept analysis, phenomenology, feminism, and Marxism/Critical theory.