Teaching

Teaching Philosophy

I strive to be a learner-focused teacher: to think first not about what I will do and how I will teach, but rather about what my students will do and how they will learn. My course design and pedagogy are guided by three primary learning objectives. First, students should develop the skills to effectively identify, formulate, and evaluate arguments. Second, they should develop a disposition to subject their own and others’ beliefs to critical scrutiny, and to appreciate the value of such critical scrutiny. Finally, students should develop the disposition of epistemic humility: They should recognize and appreciate their own limitations as knowers, all the while understanding that epistemic humility is consistent with the existence of philosophical truth and the value of its pursuit.

I design my courses by reflecting carefully on what students must do in order to attain these objectives. Throughout all of my courses, there is explicit discussion of and reflection on the skills that the students are developing, and the value of those skills for their development as students, thinkers, and citizens. Perhaps my most effective teaching strategy is to treat my courses as themselves objects of philosophical study, whose aims and objectives must be made explicit and assessed, whose assumptions must be clearly revealed, and whose relevance must be reflected upon critically.

For more details about my teaching philosophy and examples of pedagogical strategies I have employed, see my teaching statement.

Courses Taught:

Political Philosophy     Syllabus

Topics in Legal and Political Philosophy    Syllabus

Rights and Wrongs      Syllabus

The Ideal of Democracy     Syllabus

Introduction to Philosophy    Syllabus   

Introductory Ethics     Syllabus   

Contemporary Moral Issues    Syllabus

Educational Justice    Syllabus

The Marvels of Philosophy 

This course was taught through “College for Kids,” a program for fifth grade public school students. It covered topics in metaphysics, epistemology, and ethics.  

Taught as Teaching Assistant:

Contemporary Moral Issues                                             

Introductory Ethics