Currently Teaching

 

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Fall 2022

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Underrepresented Thinkers in the Early Modern Period

Race and Racism

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Winter 2023

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Kant and the History of Colonialism

Human Nature: Kant to Foucault

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Past Courses

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Fall 2021

 

Introduction to Early Modern Philosophy

Phenomenology of Race and Gender

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Winter 2022

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Kant's Critique of Pure Reason

Human Nature: Kant to Foucault

Heidegger's Being and Time

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 Fall 2020

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Introduction to Continental Philosophy

Kant's Critique of Pure Reason

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 Winter 2021

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Philosophy of History: Hegel and Marx

Heidegger's Being and Time

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Teaching Philosophy

 

Philosophy teaches us to think critically about the world around us. It exposes us to new vantage points and ways of questioning; it sharpens our analytical skills and equips us with the ability to assess and evaluate arguments. It follows then, that a successful philosophy course should not only aim to familiarize students with the issues or problems that have come to define a particular branch of philosophy (be it epistemology, feminism, metaphysics, etc.). Rather, a course – and so a course instructor – should strive to provide students with the opportunity to further develop their critical capacities. Indeed, the study of philosophy is unique amongst the humanities in that it is just as important for an aspiring philosophy student to learn how to think philosophically as it is for them to become acquainted with any philosophical material. Understood in this way, it is not an exaggeration to claim that in order for a philosophy class to truly be successful, it must not only provide students with knowledge of a given subject matter, but also assist students in becoming active, creative thinkers.

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        In order for a philosophy course to achieve this transformative effect, however, students must first acquire some basic skills. Specifically, they need to learn how to (1) critically engage with philosophical material, (2) construct and assess arguments, and (3) put their ideas into writing in a clear and precise manner. Although obtaining these skills will certainly require effort on the student’s behalf, I think there are at least three things a course instructor can do to assist students in their coming to acquire them.

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       First, as students initially tend to be intimidated by the prospect of doing philosophy, it is important for the instructor to design a course in such a way that the readings are challenging, yet not inaccessible, and to make a sustained effort to making apparent each reading’s underlying argumentative structure. With regard to the first point, I have found students are able to better orient themselves if an entire piece of philosophy is assigned, especially if the course is introducing students to new material.

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       Past experience has taught me that the most effective way to acquaint students with new ideas is to get them to understand the larger motivations that first gave rise to those ideas. By reading an entire work (whether an article or book), it is much easier to familiarize students with the author’s overall intent or project, and so provide students with the greater context needed to make sense of the author’s individual claims or arguments. When it comes to the second point, it is vital that students leave the course with an understanding of the various ways in which philosophers get across their ideas. To this end, a portion of each lecture should deal with the issue of why the material is written in the particular manner it is. By highlighting not only the argumentative moves, but also the ways in which metaphors, allusions, and other rhetorical devices can be used to convey ideas, a course instructor can, in addition to providing students with examples of logical thinking, familiarize students with the various techniques philosophers deploy in the effort to convince readers of their claims.

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       Second, it is important to present course materials in a manner that makes the material digestible and easy to follow. To ensure that my students do not get lost or overwhelmed over the course of a lecture, I typically structure my Powerpoint presentations around three or four “guiding questions.” I find that if I begin the class by briefly going over each of these questions, and then subsequently divide the lecture so as to respond to each of them, the students can better keep track of what we are discussing and have a clearer sense of what a philosopher is trying to argue. Also, I find that by opening the class with a series of questions, rather than immediately diving into a particular philosopher’s arguments, students are better able to orient themselves to the material and find the process of coming to solutions much more exciting.

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       It is just as important that lecture slides are designed in such a way that students are encouraged to think critically about the material and develop their reading skills. For instance, included throughout my slides are key passages from the text, which I slowly read out loud to the class. After reading the text, I then pose a question I have prepared prior to the class regarding some aspect of the passage. After fielding answers to the question from various students, I then offer (what I would consider) an ideal response to the problem over the next few slides. This method of using PowerPoint slides to engage with the students has proved beneficial in two respects: it ensures that the class discussions are focused and text-based, and it gives the students a chance to receive immediate feedback regarding their grasp of the material. Additionally, I find that if I first engage in a brief dialogue with the students before I offer my own interpretation of a passage, it makes the process of unpacking the material feel much more like a group effort rather than the accomplishment of any particular individual. This sense of collaboration not only reminds students that I value their input, but also contributes more generally to establishing a class environment that is both friendly and inclusive.

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       Finally, it is always worth keeping in mind that in order for students to truly engage in a philosophical thinking they must be made to feel comfortable. I think that many academics can easily overlook the fact that, first, most student are easily overwhelmed by theory and the abstract language that theorists deploy, and, second, it can be incredibly distressing to be asked to critically think about (and perhaps defend) your most cherished beliefs and opinions. This is why I think it is important to always make a great deal of effort to ensure that everyone in my courses feels valued and respected. To this end, I always listen intently to what my students have to say in class, and, even when assisting them in clarifying their own stance, I always aim to be encouraging and supportive

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