George’s research addresses fundamental questions about what the world is really like and how, if at all, we can come to know it.
George explores the role of the sciences in this pursuit, and a key part of his work draws on conceptual resources from a philosophical tradition not typically associated with thinking about science: the so-called “continental” or “post-Kantian European” tradition.
This tradition, which includes several major philosophers from the nineteenth and twentieth centuries, is often viewed as sceptical of the value and efficacy of scientific inquiry. He argues that this perception is overstated. By engaging with this tradition and its thinkers alongside the sciences, he believes we can gain deeper insights into both our understanding of the world and the history and significance of post-Kantian European philosophy.
George’s research has been published in the European Journal of Philosophy and the Hegel Bulletin, and he is currently exploring phenomenological approaches to the interpretation of quantum mechanics.
After completing his DPhil in Philosophy at the University of Oxford, George lectured at Lancaster University. He is originally from the North West of England and his background inspires his passion for access and outreach work aimed at widening participation in higher education. He regularly works with programmes like UNIQ, Opportunity Oxford, and other initiatives throughout Oxford and its collegiate system.
At Oxford, George teaches several papers in philosophy, including:
- Prelims – General Philosophy
- Prelims – Introduction to Logic
- Prelims – Moral Philosophy
- 101 – Early Modern Philosophy
- 113 – Post-Kantian Philosophy
- 128 – Practical Ethics
- Supplementary Subject in the History and Philosophy of Science
He welcomes inquiries from students seeking supervision in his areas of research.
In addition to his lectureship at Keble, George serves as Learning Development Officer at Worcester College. In this role, he supports students with the transition to higher education and helps them to navigate the academic demands and conventions of university life. He finds that his learning development work and his philosophy teaching enrich and enhance one another in various ways.