Teaching

Some instructors review a set of facts and expect students to memorize them in preparation for a formal assessment, such as an examination or a quiz. The problem is that a tape recorder can memorize a set of facts and regurgitate them very well. How is that effective learning? Instead of emphasizing rote memorization, I stress the importance of learning how to debate perennial philosophical problems. By the end of the semester, my students should be able to recognize, analyze, and evaluate an argument. They also should be able to create an argument opposing the original argument. In my classes, a student not only learns the fundamental content of the course but also the critical thinking skills, problem-solving skills, and creativeness that will enable the student to succeed in any field or profession they choose to pursue.

Classroom instruction requires much more than lecturing in order to assist students acquire critical thinking and problem-solving skills. The classroom must be student-centric. By “student-centric,” I mean that instructors must facilitate classroom discussion and maximize student involvement. What do I do to promote a student-centric environment? I begin each class by framing a problem for discussion. To frame the problem I include more background information than the student may have grasped by reading the textbook (or book) I assigned for class. If, for example, an explanation of some argument may benefit from knowing something about the philosopher who first proposed it, then I give a brief biography of the philosopher. Then, I clarify the question for discussion. For instance, when students confront the question, “what is there?” for the first time, they usually do not know how to go about answering it. So, I give them a mental exercise to help them sort out the issues raised by the ontological problem. Once I have clarified the question, students then discuss the problem with each other and with me. Their explanations should include reasoned arguments for their own proposed solutions. A student-centric environment fosters discussion between the students and between the students and me.

Effective framing usually generates a great deal of discussion, but does not always go according to plan. For instance, in the summer of 2004 while I was teaching an introduction to philosophy class at Methodist University, some students were having trouble comprehending the material. Several students suggested that I post lecture notes online or create a slide presentation to make lectures easier to follow. I was reluctant to do so because I thought students would print the lecture notes, and not attend class or not take notes; nevertheless, I decided to try a slide presentation in the classroom. For one class meeting after the mid-term break, I prepared a slide presentation that included the arguments I would have presented in a regular lecture. The response was overwhelmingly positive. Since they could view the argument for an extended period of time on the screen (and before class, if they were ambitious), students were attentive to the details of the argument and more eager to contribute to discussion. All of the students believed the slide presentations fostered a more effective learning environment for them; it showed too: the average grade on the mid-term exam was 62.575%, and the average grade on the final exam was 78.755%. Since that time, I have embraced slide presentations in the classroom, and I have incorporated other pieces of technology too.

Technology is an integral part of everyone’s life. From copiers to cell phones, we cannot avoid technology. I have used technology in the classroom to quell the bogus rumor that technology is not easy to understand. For several of my classes, I have successfully integrated the use of websites to convey information about readings and other assignments due on the next class period. For other classes, I have used popular class design software, such as WebCT and Blackboard. I am both familiar and comfortable with both platforms. In the spring semester of 2007, I utilized a “blog” (or weblog) in the classroom. For the fall semester of 2007, I have also begun to use “podcasts” in my introductory level classes. A podcast is audio content available on the internet tat can be automatically delivered to your computer or any MP3 player (one does not necessarily need an Apple iPod to listen to podcasts). Following the lead of Hubert Dreyfus (Philosophy, University of California at Berkeley) who recorded his lectures for one of his philosophy classes, I have learned from him what it takes to produce and edit an effectively podcasted philosophy lecture.

Teaching is a challenging endeavor that impels me to organize and structure my lectures and discussions to develop students’ critical thinking and problem-solving skills. I believe that constant re-evaluation of my pedagogical techniques, whether through student interaction or peer learning groups, makes me a much better instructor. I take teaching very seriously, and I enjoy it very much.

I have taught numerous courses over several academic terms. I believe teaching is crucially important for scholarly success, both in the classroom and in research. Below are sample syllabi and my Vision Statement for Teaching, which is commonly called a Teaching Statement or a Statement of Teaching Philosophy.

Also, I offer a hyperlink to another page that shares some innovative teaching techniques that I have tried to incorporate into my classroom or am preparing to incorporate into my classroom. Similarly, (between sample syllabi and my vision statement) I provide some links to online resources in teaching methodology and pedagogy.

Courses previously taught list the semester and year in which they were taught unless I teach regular sections of the class on a semester-by-semester basis.

Lower-division courses

Introduction to Philosophy (4 primary texts) (Summer 2003, 2004)

Introduction to Philosophy (anthology) (Fall 2003)

Introduction to Philosophy (textbook) (multiple semesters, 2004-2008)

Introduction to ethics

Critical Thinking (Spring 2007, Fall 2007, Spring 2008)

Introduction to Logic (Summer 2003)

Upper-division (and graduate-level) courses

Philosophy of Action

American Philosophy

The Metaphysics of Collections

Continental Philosophy