 Some empirical educational studies suggest, too, that while students learn a great deal from learning eristic practices of argument, it undermines their progress as learners by emphasizing winning over gaining understanding (Makau &amp; Marty 2013: 13). People—including feminists—Moulton (1983) suggests, might expect more relevant advice from the discipline of philosophy. More practical philosophies addressing mundane problems also may be found outside Euro-American cultures (Olberding 2015).