Reflections on Teaching Logic
Colleagues and friends of mine know I can often be found (usually after a pint or two!) bemoaning the fact that for a discipline...
The two-draft assignment model
In my philosophy courses, I largely give take-home writing assignments. These are either focused on the course readings (no research required beyond the syllabus)...
What (else) do Students Want from Medical Ethics?
One way to teach Medical Ethics courses is to start with theory and then work through a series of pro/con pieces on abortion, euthanasia,...
Designing the Grade as a Target to Strive For
At the end of the semester, I calculate each of my students’ final grades. Soon, prospective employers or admissions officers will consult these grades...
Understanding Conspiracy Theories with “Fake Plots!”
Making critical thinking fun
In a recent review paper, Alan Bensley concludes that “people who endorse unsubstantiated claims less tend to show better critical thinking...
Failure, Camaraderie, and Shared Embodied Learning
I have taught philosophy in all types of schools, from community colleges to nationally- ranked research universities. I’ve also coached youth cycling (albeit briefly)...
Teaching as an Act of Service
Even though I have taught my courses several times, I find that I am always excited to begin each new semester and to better...
Two Easy Techniques to Restore (or at Least Affirm) Academic Honesty
In reading social media posts by philosophers and speaking with colleagues around the country, there seem to be four faculty responses to the academic...
Philosophical Mastery and Conceptual Competence
I roughly sort pedagogical issues into two broad categories: engagement and mastery. By “engagement” I mean roughly discussion and reflection on teaching methods that...
What Am I ‘Really’ Doing While Teaching Philosophy
In my first year of teaching, a thought-provoking story prompted me to reflect on the profound meaning and value of my work as a...