When teaching philosophy, my primary aim is to make available to students an array of important ideas that are otherwise not immediately accessible—whether because they were originally written in the idiom of 18th Century German philosophy, or because they were written as specific responses to an ongoing debate, informed by centuries of intellectual context, or simply because they were written in a technical, academic jargon. Doing this successfully requires, to my mind, not only a clearly organized and direct presentation of the core insights of the subject matter, but also a sensitivity and responsiveness to the specific needs of my students. Accordingly, I conduct my lectures, where possible, as a dialogue with my students, placing a great deal of emphasis on answering their questions and concerns throughout the lecture. I often supplement this approach by having students respond to a question related to the week’s readings posted at the start of class. This question encourages students to consciously reflect on specific themes in the readings before the lecture begins, so that they are actively thinking through the issues raised by the text in advance, while also giving students who are less inclined to speak in front of the class—or where class size prohibits an open discussion amongst all participants—an opportunity to show me on a weekly basis how they are thinking about what they’ve read.
PHL 311 The Empiricists (2019 Spring)
PHL 235 Philosophy of Religion (2019 Spring)
PHL 314 Kant’s Critique of Pure Reason (2018 Fall)
PHL 316 Hegel’s Phenomenology of Spirit (2018 Fall, 2017 Fall)
PHL 403 Hegel’s Infinite Idealism (2017 Fall)
PHL 240 Persons, Minds and Bodies (2017 Summer)
PHL 217 Introduction to Continental Philosophy (2017 Spring)
PHL 210 17th and 18th Century Philosophy (2016 Summer)
PHL 340 Issues in Philosophy of Mind (2015 Summer)
For sample syllabi, please email me.