Emily A. M. Kluge
Ph.D. Candidate in Philosophy · Duke University
Social and Political Philosophy | Chinese Philosophy
My work is motivated by questions about how relationships, social practices, and institutions enable us to live flourishing lives. I am equally interested in their limitations: how, in the context of human diversity, ideals and practices intended to promote human flourishing may affect individuals differently, benefiting some while harming others.
Chinese philosophy and economics provide critical distance from our familiar moral and political assumptions. Early Chinese texts offer alternative understandings of human nature, society, and political order. Markets provide a concrete setting in which to examine our theoretical assumptions about human behavior and incentives, and to explore possibilities for cooperation. Some of my work is interdisciplinary and comparative, investigating how formal tools from economics can illuminate and challenge the ideas of Mencius, Mozi, Laozi, and Han Feizi.
My dissertation develops a relational account of human dignity from early Confucian texts. It challenges accounts of dignity grounded in intrinsic worth, focusing instead on how dignity is enacted through Confucian ritual and expressions of care. My research also critiques Confucian ritual, drawing on the Zhuangzi to examine how, in the context of diverse embodiments, stigma can arise from practices intended to facilitate the recognition of human value.
I am completing my Ph.D. under the supervision of David B. Wong. Before coming to Duke, I earned an M.A. in Chinese Philosophy and Culture from Fudan University, a post-baccalaureate diploma in Philosophy from Simon Fraser University, and a Bachelor of Commerce in International Business from the University of Northern British Columbia.
Contact
ORCiD: 0009-0009-6968-0319
Research
Teaching
I have experience teaching large lectures, discussion-based courses, and small classes, and regularly use platforms such as Canvas and Sakai to support learning. My central commitment is to help students do philosophy rather than passively receive lectures. I design classes with clear learning outcomes and use guiding questions—such as identity and the good life. Class time involves activities like guided close reading, in-class writing, and collaboration on argument reconstruction. Units culminate in concrete applications that help students connect abstract ideas to familiar contexts, such as film or social media. Students can expect a range of learning opportunities, including low-stakes practice, presentations, and papers, along with actionable feedback on their work. I continue to develop my teaching through feedback from mentors and peers and through regular reflection on students’ questions, successes, and challenges.
Courses as IOR
PHIL 103S.03
Introduction to Philosophy
This is a survey course to introduce you to the major areas of philosophy: logic, metaphysics, epistemology, and value theory. The course is organized around the questions that shape our everyday life: What makes a life go well? When should we obey authority—or resist it? What does it really mean to know something? Who are we really? To explore these questions, we will read some classic texts from early Western philosophy, contemporary work by philosophers from historically underrepresented backgrounds, and texts from early China and India. Along the way, we will learn how to identify arguments in philosophical texts, spot fallacies, understand the role and limits of common sense, and develop philosophical confidence: the ability to explain why you hold your beliefs and revise them in light of better reasons. The classroom experience will include interactive lectures, discussion, small group work, and reconstructing arguments.