Carl Hildebrand

Carl Hildebrand recently received his DPhil in philosophy from the University of Oxford. He currently teaches philosophy at the University of the Fraser Valley, in his hometown of Abbotsford, B.C. He works in ethics and the history of philosophy - primarily Kant and Modern philosophy - focusing on the nature of moral character, motivation and puzzles concerning weakness of will. Carl absolutely enjoys teaching. In addition to his teaching at UFV, he has given lectures and tutorials at the University of Oxford, led seminars in philosophy and public policy at the Blavatnik School of Government, tutored medical students at the University of British Columbia, and taught in the philosophy department at Trinity Western University.

Bio last updated October 3rd, 2019.

Carl Hildebrand

Articles by Carl Hildebrand

Misinformation and Manipulation

Misinformation and Manipulation

By Carl Hildebrand

September 24, 2019

In face of fake news, what are we to do? In this first piece of a three-part series, Carl Hildebrand presents the problem with fake news and proposes its solutions. 

To resist fake news and media manipulation, we need to become the sort of people who grasp these truths and create a public discourse and deliberative culture consistent with them When we talk about fake news, we sometimes mean to include reporting that does not meet the standards of responsible journalism – reporting that is heavily biased, withholds important information, or otherwise distorts the truth, again often with the intention to influence political views What is fake news and how should we respond to it? It is helpful to understand fake news as part of a bigger problem we can call media manipulation

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  • The Richness of Well Wasted Time

    The Richness of Well Wasted Time

    Carl Hildebrand

    August 18, 2017

    As the week and the summer draw to a close, Oxford scholar Carl Hildebrand takes time to reflect on Father Tim McCauley’s recent Convivium article about the need to reflect on how we engage with time. 

    In other words, how time is structured – with the Oxford calendar providing one example – can be conducive to education in a broad sense, as it opens the space we need to realize various deep human values In this way, the calendar reminds me that time can be structured by something more friendly to ...

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