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Asaf Angermann

Title: Assistant Professor

Department: Philosophy and Religion

College: College of Liberal Arts and Social Sciences

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Johann Wolfgang Goethe University, 2012
    Major: Philosophy and Historical Sciences
    Dissertation: Damaged Irony: Kierkegaard, Adorno, and the Negative Dialectics of Critical Subjectivity.
  • MA, Humboldt-Universitat zu Berlin, 2006
    Major: Philosophy and Culture Studies
  • BA, Tel Aviv University, 2003
    Major: Philosophy

Current Scheduled Teaching

PHIL 6960.002Semester in Problems of PhilosophySpring 2025
PHIL 3350.001Twentieth Century PhilosophySpring 2025
PHIL 3050.001Judaism and Religious DiversityFall 2024 Syllabus SPOT
PHIL 3600.002Philosophy of ReligionFall 2024 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

No previous courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book

  • Angermann, A. (2021). Theodor W. Adorno and Gershom Scholem: Correspondence, 1939 - 1969. 464 pp. Cambridge, UK and Medford, MA, Polity. https://www.politybooks.com/bookdetail?book_slug=correspondence-1939--1969--9781509510450
  • Angermann, A. (2017). Theodor W. Adorno: Education to Maturity and Responsibility חינוך לעצמאות מחשבתית [Hebrew]. 265 pp. Tel Aviv, HaKibbutz HaMeuchad. https://www.kibutz-poalim.co.il/erziehung_zur_mundigkeit
  • Angermann, A. (2015). Theodor W. Adorno and Gershom Scholem: "Der liebe Gott wohnt im Detail" - Briefwechsel. 548 pp. Berlin, Suhrkamp. https://www.suhrkamp.de/buch/der-liebe-gott-wohnt-im-detail-briefwechsel-1939-1969-t-9783518586174
  • Angermann, A. (2014). Beschädigte Ironie: Kierkegaard, Adorno und die negative Dialektik kritischer Subjektivität [Damaged Irony: Kierkegaard, Adorno, and the Negative Dialectic of Critical Subjectivity]. 301 pp. Berlin and Boston, MA, De Gruyter. https://www.degruyter.com/document/doi/10.1515/9783110308570

    • Book Chapter

  • Angermann, A. (2021). Introduction: Adorno and Scholem, Correspondence. Theodor W. Adorno and Gershom Scholem: Correspondence 1939-1969. vii-xliii (38 pages). Cambridge, UK and Medford, MA, https://www.politybooks.com/bookdetail?book_slug=correspondence-1939--1969--9781509510450
  • Angermann, A. (2020). Tsimtsum as Eclipse: Anthropomorphism and Transcendence in Buber and Horkheimer. Tsimtsum and Modernity: Lurianic Heritage in Modern Philosophy and Theology. pp. 223-241. Berlin and Boston, MA, De Gruyter. https://www.degruyter.com/document/doi/10.1515/9783110684353
  • Angermann, A. (2020). Adorno and Scholem: The Heretical Redemption of Metaphysics. The Blackwell Companion to Adorno. pp. 531-547. Chichester, West Sussex and Malden, MA, Wiley-Blackwell. https://www.wiley.com/en-us/A+Companion+to+Adorno-p-9781119146919

    • Book Review

  • Angermann, A. (2023). Martin Shuster, How to Measure a World? A Philosophy of Judaism. Journal of the American Academy of Religion. 90 (3) pp. 757-760. https://academic.oup.com/jaar/article-abstract/90/3/757/7128235
  • Angermann, A. (2021). German, Jew, Muslim, Gay: The Life and Times of Hugo Marcus. By Marc David Baer. Journal of the American Academy of Religion. 89 (4) 1475–1478. https://academic.oup.com/jaar/article-abstract/89/4/1475/6428523
  • Angermann, A. (2017). Working Through Collective Memory - Jeffrey Andrew Barash: Collective Memory and the Historical Past. Journal of the History of Ideas - Book Forum Blog. https://www.jhiblog.org/2017/04/28/working-through-collective-memory/

    • Journal Article

  • Angermann, A. (2024). Du Bois, Marx, and the Jewish Question Reconsidered. Critical Philosophy of Race. 12 (1) pp. 51-82. https://muse.jhu.edu/issue/51600
  • Angermann, A. (2019). The Diremption of Love: Gillian Rose on Agency, Mortality, and Hegelian Feminism. Hypatia: A Journal of Feminist Philosophy. 34 (2) pp. 309-328. https://www.cambridge.org/core/journals/hypatia/article/abs/diremption-of-love-gillian-rose-on-agency-mortality-and-hegelian-feminism/92074B012F32644F8C684DB140FCECF5
  • Angermann, A. (2015). The Ghosts of Normativity: Temporality and Recurrence in Adorno’s Ethics of Dissonance. The Germanic Review. 90 (4) pp. 260-272. https://www.tandfonline.com/doi/full/10.1080/00168890.2015.1096165
  • Angermann, A. (2015). The Exile of Metaphysics: Adorno and the Language of Political Experience. Naharaim: Journal of German-Jewish Literature and Cultural History. 9 (1-2) pp. 179-194. https://www.degruyter.com/document/doi/10.1515/naha-2015-0007/html
  • Angermann, A. (2014). Redemption ex negativo. Critical Theory and the History of Mystical Heresy. Bamidbar: Journal of Jewish Thought and Philosophy. (Vol. 4.1) 7-20.
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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