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Gerry Dunne PhD

Gerry Dunne


01 805 7716
St. Mary’s, Room 222


Department of Global Diversity, Sustainability & Intercultural Education




Gerry is primarily interested in the area of critical thought in higher education. Much of his research is conducted in this area. Other interests include, but are certainly not limited to: ‘expert practitioners and lofty theorists, toward finding a middle ground’, teacher as technocrat or phronimos; argumentation theories; P4T, and the first-personal/third-personal experience of care and compassion in education. 


PhD (TCD) H.Dip.Ed. (TCD) PGDL (KMI) BA English & History (DCU) BA Philosophy & Theology (MI/TCD).



Module Code

Module Name




History of Education




History of Education




Philosophy of Education




Philosophy of Education




Philosophy of Education




Development Education




Communication Studies




Dissertation Supervisor


Publications and other outputs



Dunne, G. (2003). The Work of Irish Missionaries, IMU Press.


Book Chapters

Dunne, G. & Peters et al. (2019a). Vice Epistemology and Education. In Peters, M. (Ed). Encyclopaedia of Educational Philosophy and Theory, Springer.


Journal Articles

Dunne, G. (2019/20). Vice Epistemology and Education in the Encyclopaedia of Educational Philosophy and Theory.

Dunne, G. (2019/20). Epistemic Injustice and Education in the Encyclopaedia of Educational Philosophy and Theory Dunne, G (2018). The Dispositions of Critical Thinkers, Think, Cambridge University Press.

Dunne, G. (2017). “The Philosophy for Children Pedagogy”, invited article, International Learning Teacher Journal.

Dunne, G. (2016). “Scientism and Roman Catholic Theology: Toward Exorcising the Zeitgeist of Institutionalised Truth”, Think, Cambridge University Press.

Dunne, G. (2015). “Beyond Critical Thinking to Critical Being: Criticality in Higher Education and Life”, International Journal of Educational Research.

Dunne, G. (2015). “What is Critical Thinking?” International Learning Teacher Journal.

Dunne, G. (2016) “The Philosophy for Children Pedagogy”, invited article, International Learning Teacher Journal.


Conference Contributions

2019: Invited Speaker, NUIG, “Critical Thinking in Higher Education”.

2018: Invited speaker, DCU: “Philosophy for Children: Pedagogy or Philosophy?”

2017/18: TCD, Invited speaker to staff from the Theology Department on: “Absurdity in the work of Albert Camus”.

2017: Invited speaker, UCD Phil Society: “What can Philosophers offer Education?”

2017: Invited Speaker, Foundation for Critical Thinking, Berkeley, USA: “Critical Thinking and Education”.


Other Outputs

“What can Philosophy Offer Education?”, invited piece for the Irish Times to celebrate World Philosophy Day, December 2016, available via http://www.irishtimes.com/student-hub/whatcan-philosophers-offer-education-1.2870527

“What is Critical Thinking?”, invited piece for the Irish Times (10 March 2015). Available via: http://www.irishtimes.com/news/education/can-young-people-be-taught-how-to-thinkcritically-1.2127763

“Test your Critical Thinking Skills”, (10 March 2015). This series of interactive thought experiments sought to stimulate public discussion. We debated the answers together via the Irish Times online platform. Available via: http://www.irishtimes.com/news/education/testyour-critical-thinking-skills-6-puzzles-1.2133295

Philosophy at Junior Cycle: Co-author of scoping document and syllabus for introduction of philosophy in second-level schools. Available via: http://juniorcycle.ie/NCCA_JuniorCycle/media/NCCA/Documents/Curriculum/Short%20Courses/Philosophy_for-consultation.pdf

Professional Activities

Section Editor of Encyclopedia of Educational Philosophy and Theory, 2020

External Examiner for RCSI in the area of Philosophy in the sciences

Founding member of Philosophy Ireland, a consortium of academics and educators whose primary interest lies in foregrounding the primacy of philosophical questioning and debate in contemporary society. We are fortunate to count of the support of President Higgins and his wife Sabina for such endeavours. And a special mention must go to Joe Humphreys whose ‘Unthinkable’ columns have resurrected public philosophy in recent times.

Research/Professional Interests

Competing conceptions of critical thought; reasons-normativity; pragma-dialectical approaches to argumentation; social epistemology; applied epistemology; rationality; bayesian epistemology; critical pedagogy; phronetic judgment & pedagogical tact; the epistemic presuppositions underpinning theory/practice nexus; authenticity & wisdom as educational outcomes; applied ethics; teachers'/students' inner life-worlds & Bildung; qualia & ineffability in educational discourse; positionality of learners; flourishing, care, compassion, & meaning in education; the ‘science of wellbeing’; teaching & learning (outsider & insider perspectives); the phenomenology (descriptive) of lived experience; pluralist conceptions of causality in educative processes


ESAI; British Wittgenstein Society; Aristotelian Society; PESGB; Chartered College; BERA