Simone Neuber

Simone Neuber serves as a Visiting Professor and Head of the Philosophy Department at Pädagogische Hochschule Schwäbisch Gmünd, maintaining regular office hours in room M1 2.05 and virtual sessions during academic breaks. Her institutional affiliation centers on philosophical research and teaching within Germany's higher education framework for teacher training.

Her academic journey began with studies in Philosophy and Modern English Literature at the University of Tübingen, including an exchange year at SUNY Stony Brook. She earned her doctorate in 2013 from Tübingen with research on fictional relationships in analytical aesthetics, followed by habilitation in 2021 at the University of Jena focusing on self-deception as an archaeological search, published as a 657-page monograph in 2025.

Neuber's research program critically engages with self-deception mechanisms across Kantian ethics, Kierkegaardian existentialism, and Sartrean phenomenology. Her work examines moral psychology in aesthetic contexts, religious epistemology, and pre-reflective consciousness, with particular attention to how moods structure existential awareness and how deception operates in religious belief formation. Recent publications demonstrate sustained analysis of Kant's theory of lying, Kierkegaard's anxiety treatise, and Sartre's ontology of subjectivity.

Her 2023-2025 publications reveal three converging trajectories:

• Kantian investigations into the metaphysical foundations of evil and deceptive practices
• Kierkegaardian explorations of religious epistemology and immortality concepts
• Sartrean phenomenological analyses of mood, consciousness, and self-deception mechanisms

These strands intersect in her examination of how philosophical frameworks address the tension between rationality and affective states in moral decision-making.

Neuber's scholarly contributions extend through guest professorships at the University of Notre Dame and academic appointments in Heidelberg, Freiburg, and Basel. Her teaching responsibilities include mentoring students through the Staufer Studienmodell framework at this German university of education, with particular focus on preparing philosophy educators for secondary school instruction.