Teaching
I think teaching philosophy should be more than introducing students to what various philosophers have said. Philosophy should also be done in the classroom, both by the students and on display for them. This means, minimally, helping students explore their own questions in a philosophical way, training habits of clear thinking, modeling intellectual humility, welcoming the question of why it all matters, and demonstrating an openness to being personally affected by the pursuit of wisdom. See below for a sample of student comments, as well as details for past and prospective courses.

“To endure uncertainty is difficult, but so are most of the other virtues. For the learning of every virtue there is an appropriate discipline, and for the learning of suspended judgment the best discipline is philosophy.”
Bertrand Russell, “Philosophy for Laymen”
Sample Student Comments
Courses Taught
Course descriptions are as they appear on the syllabi and/or in the university bulletin. Click course titles for sample syllabi.
This course aims to help students critically engage their own experience as it relates to fundamental philosophical questions about the human condition, focusing on moral value and the meaning and purpose of human life. It aims to help students articulate their own deepest questions about these issues, and to increase their understanding of, organize, and befriend these questions in light of a variety of classical and contemporary philosophical approaches.
The purpose of this course is to think very hard for a long time about what it means to be human. The course deals with the following four problem areas: human choice, human cognition, the affective, social, and spiritual dimensions of the human person, and the unity of the human being. A substantive treatment of classical and Christian philosophical approaches is also included.
The purpose of this course is to think very hard for a long time about what it means to be good. More specifically, what does it mean to be a moral being? We consider questions such as: “What sort of life is most worth living?” “How ought I to treat other people?” “What motivates moral actions?” “What is the origin of our moral values?” “Are moral values and duties objective?” “What, if anything, grounds moral values and duties?” and many others.
This course introduces students to moral issues that arise in the practice of health care and modern medicine. The primary goal of the course is to help students become better equipped to make reasoned judgments about certain ethical issues that arise in healthcare practice and policy formation. The course includes a brief introduction to basic ethical theory, which is intended to serve as a background aid for thinking through the particular medical issues discussed in the course.
This course introduces students pursuing careers in the health sciences to issues in professional ethics and is designed to provide a bridge to ethical topics covered in the professional phase of study. We explore a wide variety of topics including dignity of life, codes of medical ethics, the nature of the patient-medical provider relationship, confidentiality, the determination of patient competence, critical patient care, and justice in health care.
This course introduces students to philosophy of mind, including topics of historical importance such as the existence of a soul and the relationship between the mind and the body, as well as topics of more recent interest such as mind/brain identity, consciousness, intentionality, physicalism vs. non-physicalism, functionalism, artificial intelligence, animal minds, and group minds/extended mind. Special effort is made to include works by women philosophers.
This course introduces students to epistemology, the philosophical study of knowledge. It includes topics of both historical and contemporary interest such as the nature, sources, and possibility of knowledge; the relationship between knowledge, belief, and justification; the relationship between knowledge and mind/brain; the possibility of a priori knowledge; the challenge of skepticism; the problem of disagreement; and more.
This course introduces students to the art of thinking well. It includes an extended look at logic, which is the science of correct reasoning. The primary object of study in logic is the argument, so students will learn to recognize, assess, and construct arguments, and be trained to identify common errors in reasoning. There is also an emphasis on the role of rhetoric in critical thinking.
Prospective Courses
This course introduces students to metaphysics, which is the investigation of fundamental questions about the nature of reality. It includes an emphasis on diversity of perspectives, including non-Western and feminist perspectives. It covers topics of historical importance and recent interest such as monism/individuation, realism/idealism, physical objects, time and space, persistence, truth, abstract objects, causation, God, the human person/self, free will, metametaphysics, and more.
This course introduces students to philosophy of religion, including topics of historical and contemporary importance such as the existence of God, faith and reason, the problems of evil and divine hiddenness, and religious and mystical experience. It includes an emphasis on diversity of perspectives, including non-Western and feminist perspectives, and on the lived experience of one’s religious or irreligious commitments.
I’m also prepared to teach the following courses:
Epistemology (Graduate)
Epistemology of Disagreement
Epistemology for the Health Sciences
Philosophy of Religion
History and Theory of Ethics
Epistemology for Non-Philosophers
Metaphysics
Early Modern Philosophy
American Pragmatism
Feminist Philosophy
Philosophy of Race and Racism
Social and Political Philosophy
Philosophy of Science
Engineering Ethics
Philosophy of Technology
Philosophy of C.S. Peirce
Philosophy of Søren Kierkegaard
Philosophy of Friedrich Nietzsche