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