I teach as much with the goal of having my students acquire new intellectual abilities as with them obtaining new knowledge about some particular subject-matter. To achieve that goal, I adopt a process-oriented approach to teaching. On that approach, our time in the classroom is just one step in a process of learning how to deconstruct and assess the arguments made or implied by a particular author.
Developing those intellectual abilities requires nurturing two more fundamental dispositions: a charitable interpretation of a given argument, and a critical assessment of the merits and demerits of that interpretation. Those dispositions are, I believe, interdependent, and both are best nurtured by communal engagement with the argument, allowing diverse points of view on what the argument is, and whether it is justifiable.
A fuller account of my teaching philosophy can be found here.
Sample syllabi are available below. Terms in which a course has been taught are indicated within the parenthesis following the course title, with the most recent term listed first.
The (Ir)Rationality of Religious Belief (Spring 13; Fall 12)
Persons: Human, Divine and Other (Spring 15; Fall 14)
Introduction to Philosophy (Fall 16; Summer 16; Spring 15; Fall 14)
History of Philosophy
Ancient Philosophy (Spring 18; Summer 16)
Medieval Philosophy (Spring 17; Fall 15)
Modern Philosophy (Summer 16; Spring 16)
Logic I (Fall 17)
Philosophy of Religion (Fall 16; Spring 16)
Philosophy of Language (Spring 18; Spring 17)
Divine Simplicity (Fall 17)
Aquinas’s Philosophical Theology (Fall 15)