Christopher Martin

Associate Professor

Economics, Philosophy and Political Science, Education, Faculty of Management, Philosophy
Other Titles: 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

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).

Courses & Teaching

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


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., & 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. (2019). Educational Justice and the Value of Knowledge. Journal of Philosophy of Education. Retrieved from

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

Martin, C. (2013). On the educational value of philosophical ethics for teacher education: The practice of ethical inquiry as liberal education. Curriculum Inquiry, 43(2), 189-209. Retrieved from

A full publication list can be found on Google Scholar

Professional Services/Affiliations/Committees

Advisory Board, Centre for Mindful Engagement




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