Below are the courses I have taught at the University of Cincinnati. Syllabi are available upon request.
Undergraduate Courses
Philosophy 1013: Philosophy (Taylor’s Version)
One of the reasons that Taylor Swift resonates with so many people is that they identify with themes and questions that she sings about. Swift explores such issues as: What is love? Are there different kinds of friendship? Is revenge ever justified? What is the importance of regret in personal relationships? What do celebrities owe to their fans? Is truth in art different from truth in life? What is it to live an authentic life? Is it right for celebrities and artists to promote social and political causes? Do they have a responsibility to use their power for the public good? How are women held to different standards than men – even or especially celebrities? What is it to have free will, and do celebrities have more or less freedom than their fans? How does a person change over time and yet remain the same person – do people go through eras? How does ownership or control of your body or work contribute to the meaningfulness of life? These topics raise social, cultural, and ethical issues that have long been of central concern to philosophers. This course is an introduction to classic and contemporary philosophical thought through the art and life of Taylor Swift. Visit our course site here.
Philosophy 1044: Meaning of Life
What is the meaning of life? Does life have meaning? What can we learn about this issue from religion, science, and philosophy? In this course, we will first develop a theoretical understanding of what it means to ask for meaning or value in life. We will then explore two possible kinds answers: answers that others might give to you, and answers that you make for yourself. (Asynchronous online)
Philosophy 3025: Philosophy for Children
Philosophy seeks to understand the nature of the world, and our role in it. Philosophy for Children (p4c) introduces K-12 students to philosophy, teaching them how think for themselves while at the same engaging in respectful discussion with others. It teaches them how to think collaboratively and how to communicate about meaningful topics and questions. Best of all, teaching philosophy opens up the world of Ideas for exploration, and builds their leadership, empathy, and character — skills we carry through our entire lives. Philosophical Inquiry the art of asking questions and engaging in collaborative, intellectually safe dialogue in the pursuit of developing meaningful views supported by reasons. In this course, we will learn techniques for bringing philosophical thinking to children and youths: early childhood, elementary, middle, and high school. Students are introduced to the discipline of philosophy, and the skill of question asking. We will explore questions like: Who is philosophy for, and who counts as a philosopher? How do we facilitate authentic conversations? Why are some conversations difficult? Why are some questions powerful? How do we teach critical thinking skills? What does self-empowerment look like? What is the role of philosophy in moral education and in science education? What is the role for philosophy in social change & justice, and society?
Philosophy/WGSS 3080 (and 3090 as Honors Seminar): Feminist Philosophy (The Feminist Philosopher Toolkit)
What exactly is feminism? How does one’s gender identity impact one’s lived experiences? How should we revise, reformulate, or rethink traditional answers to political and ethical issues in light of feminist theories? How can feminist analyses contribute to the development of better science, and our conceptions of knowledge? These questions (and others!) will be discussed as we explore feminist thought, both in theory and in practice. Students will learn concepts and methods that make up “The Feminist Philosopher Toolkit”, and how feminist theories respond to various intellectual, social, and political challenges. Finally, students will apply this toolkit to complex problems of their own interest.
Philosophy 3085 (Honors Seminar): Ethics and Inquiry in the Public Sphere
Philosophical Inquiry the art of asking questions and engaging in collaborative, intellectually safe dialogue in the pursuit of developing meaningful views supported by reasons. In this course students learn skills related to question-asking and how to cultivate Philosophical Communities of Inquiry in the public sphere, with special emphasis placed on (1) topics related to moral reasoning & practice – exploring ways to act wisely and effectively in our own lives and with others, and (2) working with youth populations (elementary, middle, and high school). Together, the class will explore questions like: What is philosophy? Who is philosophy for, and who counts as a philosopher? How do we engage in authentic conversations? Why are some conversations difficult? Why are some questions powerful? How do we teach moral inquiry and moral reasoning? What is the role of philosophy in moral education? What is the role for philosophy in social change & justice, and society? What does self-empowerment look like? This course culminates in a final project in which students contribute to public engagement and outreach efforts taking place with the Cincinnati Ethics Center. To this end, this course is a collaborative partnership with the Cincinnati Ethics Center.
Graduate Courses
Humanities / Natural Sciences / Social Sciences 7030: Public Engagement with Science
Scientists cannot simply communicate more scientific facts to the public to improve public understanding of scientific issues; new approaches to public engagement are needed. This course leverages theory and practices from a variety of disciplines to develop graduate students’ ability to meaningfully connect with the public about scientific research. One focus will be how addressing the nature of science and scientific methods can enrich public-facing activities about science. Students will work in teams to develop activities for engaging the public at local venues, such as museums, libraries, field stations, or other community organizations where science may be shared.
Philosophy 7095: Philosophical Pedagogy
The aim of this course is to critically engage with the scholarship on teaching and learning in order to establish their background knowledge on current pedagogical theory, identify and engage challenges associated with teaching philosophy including concerns of inclusivity and diversity, and develop their own robust, empirically grounded, scholarly approach to teaching philosophy. The course will discuss these topics in the context of developing an upper-level philosophy course in student’s desired Area of Competence (AOC) with planned readings, assignments, activities, and provide a written justification for each element and pedagogical decision. This will provide students with experience designing courses, making pedagogical decisions and give them an opportunity to use and evaluate the theories and concepts discussed throughout the course.
Philosophy 8059: Contemporary Philosophy of Science
Topic: Models and Computer Simulations
A central component to scientific practice is the construction and use of scientific models and computer simulations. By using models and computer simulations in science, one can discover and learn about the nature of the world. However, a challenge in understanding how one can generate knowledge from models and computer simulations stems from the fact that they are necessarily incomplete representations, and partial descriptions of the features of phenomena in the world being modeled. It can also be challenging to say how one is justified making claims about the real world based on models and computer simulations. Philosophical analysis of scientific models and computer simulations suggests that drawing inferences about the world from successful models and computer simulations is highly complex, and in need of more detailed analysis. In this course we will examine contemporary discussions of models and computer simulations in a variety of contexts. My goal is for us to cover the basic areas of debate in such a way that you can then apply the course content to your own area of scientific philosophical interest.
Philosophy 8065: Feminist Philosophy of Science
Feminist philosophy of science studies the ways in which gender influences our conceptions of knowledge, the knowing subject, and practices of inquiry & justification in science. This course is an introduction to feminist philosophy of science, both in theory and in practice. We will consider how feminist philosophy of science emerged and evolved, and how feminist approaches to philosophy of science respond to various intellectual, social, and political challenges. Topics for this course include: Key concepts in feminist epistemology; Feminist empiricism and standpoint theory; Objectivity and the value-free ideal of science; The role of values in science; Feminist critiques of science case studies.