Home Teaching

Teaching

Decorative image

Logic and Critical Thinking, Daniel Allen

My experience teaching both introductory and symbolic logic at Villanova was resulting in too much overlap between the courses, with too little time for...
decorative image

Philosophy of Time, Nina Emery

This syllabus is for an upper-level undergraduate seminar on the philosophy of time that I offer every other year at Mount Holyoke College. MHC...
Decorative Image

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)...
decorative image

Teaching Philosophy of Religion, Steven M. Cahn

Relatively few philosophers specialize in the philosophy of religion, but many teach an introductory problems course in which one usual topic is the existence...
Decorative image.

Logic and Critical Thinking, Matthew Lampert

I begin my Logic course with a selection from Descartes’s Discourse on Method (parts of §§1 and 2), because for me that book lays...
Decorative Image

Philosophy of Language, Landon D. C.Elkind

This syllabus is designed for a course that introduces students to some issues in the philosophy of language. There are seven-ish units to the...

Making a Club for Everyone

In good ol’ philosophy fashion, we may ask, what is a club and what should a club be like? The following is merely a...
Picture of Author

Collective Final Projects or: Who’s Actually in This Class?, Ryan Johnson

Shockingly Simple RealizationsI used to dread grading. In-class discussion thrilled me, but the grading was terrible. Or at least until I realized something shockingly...
decorative image

Omelas Escape Room: Energizing the Classroom , Kathryn Petrozzo

Introducing foundational ethical theories can be a dreaded task for instructors; thwarting off cultural relativism and fielding questions such as “Yeah, but does this...

Contexts and Contest: Propositional (i.e., Sentential) Logic as a Method of Asking Narrow &...

At the start of every term, I always tell students that my aim is to have them leave class with more questions than answers....