Teaching

My students learn to do philosophy as an activity rather than to receive it as a body of doctrine. My phenomenology course runs as a writing workshop: each week students select an experience, apply phenomenological method to it, and present the result to the class for challenge and revision. A unit on the emotions produced original descriptions of the fear of missing out, and of what it is to navigate a predominantly white classroom as a multiracial student. That course has led to student publication and to several students going on to graduate study.

Because the skills philosophy asks for are unfamiliar to most students, I build courses that explain, model, exercise, and then assess each of them in turn — beginning, in most classes, with the practice of philosophical listening.

Dominican University of New York

• Introduction to Gender Justice
• Introductory Logic
• Bioethics
• Ancient Philosophy: Myth & Reason
• Ancient Philosophy: The Discovery of Reason
• Medieval Philosophy: Faith, Reason & Knowledge in the Medieval World
• Medieval Philosophy: God and the Medieval Mind
• Social & Political Philosophy: Social Ethics
• Freshman Seminar

Trinity College

• Phenomenology
• Philosophy of Perception
• The Embodied Self: Merleau-Ponty
• Theory of Knowledge
• Modern (Nineteenth-Century) Philosophy
• Early Modern Philosophy
• Ethics
• Introduction to Philosophy
• Symbolic Logic

Marquette University and the University of Kentucky

• Metaphysics & Epistemology
• Existentialist Thought & Literature
• Philosophy of Human Nature
• Theory of Ethics
• Morality & Society
• Foundations in Philosophy
• Early Modern Philosophy
• Introductory Logic

Public philosophy

I have run an annual public philosophy workshop in Deer Isle, Maine, since 2020, on Arendt and totalitarianism, Nussbaum on anger, Charles Mills and Shannon Sullivan on race, Cassam on intellectual vices, love, evil, and Havi Carel’s phenomenology of illness.