[Faces of Domuni] Dr. Maxime Allard, O.P.

10 april 2026

[EPISODE 12] – Dr. Maxime Allard, O.P.

Teaching philosophy beyond borders: the commitment of a Dominican at the heart of Domuni

Born in Quebec, Canada, Dr. Maxime Allard, O.P., Doctor of Philosophy and member of the Dominican Order, now lives in Leuven, Belgium. A specialist in Thomas Aquinas and the philosophy of religion, he travels across the globe—from Manila to Conakry, via Saint-Louis—to teach and transmit his knowledge, particularly to students of Domuni Universitas.

A pioneering project from the very beginning

My first contact with Domuni Universitas dates back to the very beginnings of the institution, when the project was still in its formative stage. My meeting with Dr. Michel Van Aerde, O.P., in Canada immediately sparked my interest.

At that time, I already had experience in distance learning in Africa, modeled on UNISA (University of South Africa), which operated primarily through correspondence. I was familiar with its strengths—providing access to higher education for remote audiences—but also with its limitations: administrative burdens, large-scale mailing of paper documents, and high costs.

In the late 1990s, I perceived in the Domuni project the possibility of combining this strong intuition—reaching students who are unable to attend traditional institutions—with emerging digital technologies that were beginning to transform the academic world. It seemed to me that this project was worth fully engaging in.

Reaching those who are far away

For me, the primary strength of Domuni Universitas lies in its ability to reach individuals who, across a vast geographical area, simply do not have access to studies in philosophy or theology.

Through online learning platforms, the university transcends both physical and social boundaries.

A second major asset has developed over time: multilingual education. This international dimension significantly broadens the pool of both instructors and students. It enriches exchanges, opens new perspectives, and situates the university within a truly global academic dynamic.

The pleasure of teaching differently

At Domuni Universitas, I have not delivered traditional lectures, but rather seminars. The word that spontaneously comes to mind when describing my experience is: pleasure.

The pleasure of working with students who choose to be present, who genuinely want to learn. The pleasure, too, of confronting the pedagogical challenge posed by distance. Accustomed to small groups and immediate face-to-face interaction, I had to rethink my way of teaching.

It meant finding alternative modalities, inventing new pathways to foster dialogue and support reflection. These challenges are ones I particularly value.

An expanding mission

Initially, Domuni Universitas primarily responded to the needs of those who lacked access to established universities. Today, its offer has broadened considerably: diversity of courses, seminars, and approaches.

With strengthened academic recognition, the university can now reach a much wider audience.

In my view, even a student enrolled elsewhere can benefit from certain courses offered by Domuni Universitas. The diversity of approaches in philosophy and theology constitutes a richness not necessarily found in all traditional academic departments.

Advice from a “senior professor”

With a smile, I sometimes refer to “the advantage of being a senior professor.” The advice I offer students is both clear and demanding.

First, never limit oneself to what is provided by the instructor. Read beyond the guidelines. Explore secondary literature. Above all, engage in a personal reading practice that is slow, patient—and at times demanding. Nothing replaces direct engagement with texts. One should not fear spending time reading a text thoroughly.

In a distance learning context, this requirement is even stronger: I am not physically present beside the student to go through a complex work line by line. Autonomous learning thus becomes essential.

My second piece of advice reflects my Canadian identity and experience of bilingualism: do not hesitate to read in a second—or even a third—language, even at the undergraduate level. Thought processes differ depending on the language in which one reads. Opening oneself to other linguistic horizons deepens the understanding of texts.

Memorable encounters

Among the memories that have particularly marked me, I recall a student I met during a seminar on Heidegger. She produced remarkable work and, over the years, continued on to doctoral studies. Despite the distance and a teaching format that was initially unfamiliar even to me, I witnessed her progress, her development as a researcher, and her preparation to teach in turn.

I also remember the discussion sessions organized at the end of seminars: small-group meetings, sometimes difficult to arrange due to time zones, yet always enriching. Several students, connected from different countries and at different stages of their personal and professional lives, engaging together in discussions on philosophy.

Such diversity is not something I would necessarily have encountered in a traditional classroom composed of students of the same age and similar academic background.

For me, these discussions are profoundly stimulating. They embody what online education can offer at its most valuable: an unexpected, expanded, and vibrant intellectual community.