Christopher Martin

Director, Centre for Mindful Engagement

Education, Faculty of Management, Philosophy
Other Titles: Professor, Okanagan School of Education; Faculty Associate, Department of Economics, Philosophy and Political Science; Faculty Associate, Faculty of Management
Office: EME3159
Phone: 250.807.8427

Graduate student supervisor

Research Summary

Philosophy of education; educational ethics; the aims of higher education; education for democracy

Courses & Teaching

Philosophical Inquiry in Education
Controversial Issues in Education
Conceptions of Teaching and Learning
Policy and Education


Dr. Martin is an associate professor in the Faculty of Education at the University of British Columbia, Okanagan campus. He is also an associate member of the Department of Economics, Philosophy, and Political Science and the Faculty of Management. Before joining the Faculty of Education, he was a Senior Lecturer at Roehampton University, UK. He has also worked as a school principal and teacher in the Newfoundland and Labrador public education system.

Dr. Martin’s research is focused on the philosophy of education. His specific areas of interest include educational ethics, the aims of higher education, and education for democracy. His work has been funded by the Social Sciences and Humanities Research Council of Canada, the Spencer Foundation, and the Centre for Ethics and Education (Wisconsin).


Christopher Martin’s Research Website

Google Scholar


PhD Institute of Education, University of London
M/Phil (Humanities) Memorial University of Newfoundland
B.Ed Memorial University of Newfoundland
B. Sc (Hons) Memorial University of Newfoundland

Research Interests & Projects

Dr. Martin is currently working on two research projects. The first is on the values and aims of higher education, where he is interested in the extent to which, and ways in which, adult citizens have a right to post-compulsory education. The second project is on the representation of children’s interests in democratic decision-making. Here he is interested in the child’s point of view and the relevance/role of this point of view for democratic deliberation.

Selected Publications & Presentations


Martin, C. (2022). The Right to Higher Education. Oxford University Press.

Maxwell, B. Gereluk, D. & Martin C. (2022). Professional Ethics and Law in Education: A Canadian Guidebook. Canadian Scholars.

Martin, C., & Ruitenberg, C. W. (Eds.). (2019). Ethics in Professional Education. Routledge.

Gereluk, D., Maxwell, B., Norris, T., & Martin, C. (2016). Questioning the classroom: Perspectives on Canadian education. Oxford University Press.

Cuypers, S. E., & Martin, C. (2014). RS Peters (Bloomsbury Library of Educational Thought, Vol. 18). Bloomsbury Publishing.

Martin, C. (2014). Education in a post-metaphysical world: Rethinking educational policy and practice through Jürgen Habermas’ discourse morality. Bloomsbury Publishing.


Martin, C.  (2021). Justice and Education. Oxford Research Encyclopedia of Education. Retrieved 14 Apr. 2021, from

Martin, C.  (2020). Punishment and the argument from necessity: A reply to Hand. Theory and Research in Education18(3), 352–358.

Martin, C.  (2020). Educational Justice and the Value of Knowledge. Journal of Philosophy of Education, 54 (1), 164-182. Retrieved from

Martin, C. (2020). Education and the identities of liberalism. Philosophical Inquiry in Education, 27 (2), 174-180. doi:10.7202/1074046ar

Martin, C. (2019). The Case Against (Actually Existing) Higher Education: Human Capital, Educational Signalling, and Justice. On Education. Journal for Research and Debate, 2(6). Retrieved from

Martin, C. (2018). Meaningful Access for Students: A Petersian Account of Educational Inclusion. In International Handbook of Philosophy of Education (pp. 337-347). Springer, Cham. Retrieved from

Martin, C. (2018). Political Authority, Personal Autonomy and Higher Education. Philosophical Inquiry in Education, 25(2), 154-170. Retrieved from

Martin, C. (2018). Should Deliberative Democratic Inclusion Extend to Children? Democracy and Education, 26(2), 4. Retrieved from

Martin, C. (2016). Education, justice, and discursive agency: Toward an educationally responsive discourse ethics. Educational Theory, 66(6), 735-753. Retrieved from

Martin, C. (2016). Should students have to borrow? Autonomy, wellbeing and student debt. Journal of Philosophy of Education, 50(3), 351-370. Retrieved from

A full publication list can be found on Google Scholar

Professional Services/Affiliations/Committees

Director, Centre for Mindful Engagement




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