Justin Weinberg
Justin Weinberg uses Daily Nous to track how the philosophy profession works, changes, and presents itself to the wider world. His coverage sits at the intersection of academic life and education policy, focusing on philosophy as it is taught, researched, and discussed in institutional settings. As a philosophy professor and editor, he combines insider knowledge of the discipline with a clear, news-style presentation of developments affecting philosophers, departments, and students. The site’s high readership and regular updates make his work a reference point for anyone following the academic side of philosophy and its place in higher education.
News for and about the philosophy profession
Weinberg’s work is anchored in a stated mission to provide “news for and about the philosophy profession,” and Daily Nous is structured around that aim. He maintains the site himself, writing posts that blend reporting with concise framing to help readers understand why a development matters to philosophers and their institutions. A milestone piece marking the site’s anniversary, “Daily Nous Turns Five,” shows him reflecting on the growth, reach, and purpose of the outlet, underlining his role as both editor and chronicler of the profession’s internal story. He also produces straightforward news items, such as the report on “Kant Studies Online: No Longer Online,” where he alerts readers to changes in access to a key online resource, signaling how dependent academic work is on digital infrastructure and how quickly that infrastructure can shift. Across these pieces, he treats the profession itself as his beat, from site metrics and audience to the practical tools philosophers rely on.
Philosophers on the internet
A recurring thread in Weinberg’s coverage is the way philosophers live and work online. In “Philosophers on the Internet,” he turns his attention to digital platforms, examining how philosophers present themselves, argue, and build communities beyond the classroom and journal article. The tone there is observational and dryly critical, focusing on the ironies and pressures that come with online engagement for academics. His social bios mirror this emphasis, describing Daily Nous as a philosophy news site and framing his role as editor of material that circulates widely on the web. The result is coverage that treats blogs, social networks, and other online venues as part of the professional environment, not an add-on, and that tracks how those spaces reshape teaching, outreach, and reputation in philosophy.
Experimenting with higher education
Weinberg’s beat extends into the structure of higher education itself, especially where it affects philosophy. In the piece “Experimenting with Higher Education (updated),” he highlights attempts to rethink how higher education is organised and delivered, treating these experiments as live issues for departments and faculty. The article is framed within the context of a high-volume philosophy blog, and commentary on his approach notes that he avoids one-sided discussion by opening space for multiple voices rather than pushing a single line. That format is typical of his education-facing coverage: he sets out the basic facts and context, then lets philosophers debate implications for curricula, hiring, and teaching practice in the comment threads and guest contributions. His interest is less in policy detail than in how institutional change filters down to classroom teaching and the day-to-day work of philosophers.
Value of philosophy
Weinberg also writes directly about the reasons for studying philosophy, situating his work within broader debates about the humanities. In “Value of Philosophy,” he draws on his own academic background in philosophy and literature to articulate why philosophy matters on the humanities side of higher education. The piece is not abstract advocacy; it connects the study of philosophy to the kinds of skills and perspectives that justify its place in a crowded curriculum. This line of coverage speaks to admissions, program design, and the narrative departments use when explaining themselves to students and administrators. Taken together with posts on topics like “Misinformation Mistakes,” which he presents as a guest essay under his editorial byline, his work shows a consistent interest in how philosophical thinking addresses concrete social problems and how that relevance can be communicated in clear, accessible prose.
Across these strands, Weinberg’s distinctiveness lies in treating philosophy as a profession and educational practice that generates news in its own right. He uses Daily Nous as a hub where changes in online tools, experiments in higher education, and arguments about the value of philosophy are reported, framed, and opened up for discussion. His coverage is steady, unadorned, and focused on the mechanics of academic life, making him a key observer of how philosophy departments and their people adapt to new pressures and opportunities.
4 more education journalists.
Abdul Latif Jameel
Abdul Latif Jameel publishes long-form, research-led pieces on how emerging technologies and scientific advances reshape education, industry, and society. He writes for the Abdul Latif Jameel masthead at the intersection of learning, innovation, and applied science, with a focus on technology, skills, and the future of learning. He explains complex fields such as quantum sensing in clear, accessible terms, breaking down frontier science and tying it to real-world applications. His coverage links breakthroughs in sensing, data, and automation to training, curriculum, and lifelong learning. He treats education as an applied system connected to industry, policy, infrastructure, and human development. He reports in an analytical, explanatory style, using research, pilots, and large-scale initiatives to examine how technologies are implemented, evaluated, and scaled in learning and training environments.
Adria Iraheta
Adria Iraheta is a community-focused reporter at Denver7, distinct for centering students, families and residents in every story about schools, neighborhoods and public services. She covers how decisions by school districts, local agencies and public institutions land in daily life, with a particular focus on Aurora and Arapahoe County. Her beat sits at the intersection of education, community issues, public services, safety, infrastructure, health and climate, from job cuts in a school district to a new transit safety app, DMV outages, street changes and record heat waves. With a decade of local television reporting experience, she reports on the ground in specific local scenes, using plain language, direct questions to officials and clear explanations to show how policies, programs and changes affect the people who live, study and work in Colorado communities.
Alan J. Borsuk
Alan J. Borsuk stands out for connecting what happens in schools to the policy and political decisions behind them. He writes in-depth K-12 education analysis for the Milwaukee Journal Sentinel and serves as a senior fellow in law and public policy at Marquette University Law School. His work focuses on Milwaukee Public Schools, school choice, literacy, teacher pipelines, and school accountability. He uses long-range perspective, detailed reporting, and structured analysis to explain how reforms unfold, why they stall, and what they mean for students and leaders. He has also written on vouchers, Teach for America, discipline, and teacher evaluation, drawing on decades as a reporter and editor on education and public policy.
Alexandra Hardle
Alexandra Hardle brings a watchdog lens to K-12 schools, using concrete incidents to map how district power, oversight and accountability work in real life. She covers K-12 education for The Arizona Republic, focusing on school systems, governance and the lived impact of policy on students, families and educators. Her reporting shows how school governance can fail students and staff and what that reveals about district culture. She often covers flashpoints, such as the Nazi salute fallout in the Deer Valley district, as windows into deeper dysfunction, tracking how leadership responds, how trust breaks down and how conflicts unfold in public meetings. Her work sits at the intersection of accountability reporting and community stories, grounded in public records, formal rules and multiple stakeholder perspectives, with clear, direct language that explains how institutions make decisions and how ordinary people experience them.