Courses I've Taught
Engineering Ethics
This course introduces students to a range of contemporary ethical issues that arise in the engineering profession, on both an individual and societal scale. In this class, students will gain facility with constructing and critically evaluating ethical arguments, while also acquiring knowledge of concepts of central importance to engineering ethics
This course introduces students to a range of contemporary ethical issues that arise in the engineering profession, on both an individual and societal scale. In this class, students will gain facility with constructing and critically evaluating ethical arguments, while also acquiring knowledge of concepts of central importance to engineering ethics
| Engineering Ethics Syllabus |
Introduction to Logic
What makes a good argument? Advertisers, politicians, and even friends and family members attempt to make you believe things on a daily basis. Typically, they aim to convince you by providing arguments; they take themselves to have provided reasons in support of claims. It is our responsibility to work out which of these arguments are worth accepting -- which reasons really do support which claims -- and which arguments we should reject. This class focuses on the skills needed to satisfy this responsibility. Since acquiring these skills requires that we know what makes an argument good or bad, the question opening this paragraph will guide our studies this semester.
By taking this course, students acquire and hone the basic tools of logic conventionally used for analyzing and appraising arguments. More specifically, students will come to know and understand a variety of concepts in the logical thinker's toolkit. Students' understanding will then be sharpened through the practice of identifying arguments in written English, deconstructing them into their constituent parts, and assessing them for their quality. By the end, students will be well prepared to construct good arguments, counterarguments, and objections of your own.
This course is very skill-based. It is not enough to be able to answer the question of what makes a good argument: students must be able to apply this answer to the arguments that they make and the arguments they encounter in their daily lives. Consequently, the assessment methods for this course focus on improving ones ability to extract and assess arguments in ordinary argumentative text. This is achieved by providing students with techniques to recognize markers of good and bad arguments, and then encouraging them to practice applying those techniques to arguments in a variety of contexts.
What makes a good argument? Advertisers, politicians, and even friends and family members attempt to make you believe things on a daily basis. Typically, they aim to convince you by providing arguments; they take themselves to have provided reasons in support of claims. It is our responsibility to work out which of these arguments are worth accepting -- which reasons really do support which claims -- and which arguments we should reject. This class focuses on the skills needed to satisfy this responsibility. Since acquiring these skills requires that we know what makes an argument good or bad, the question opening this paragraph will guide our studies this semester.
By taking this course, students acquire and hone the basic tools of logic conventionally used for analyzing and appraising arguments. More specifically, students will come to know and understand a variety of concepts in the logical thinker's toolkit. Students' understanding will then be sharpened through the practice of identifying arguments in written English, deconstructing them into their constituent parts, and assessing them for their quality. By the end, students will be well prepared to construct good arguments, counterarguments, and objections of your own.
This course is very skill-based. It is not enough to be able to answer the question of what makes a good argument: students must be able to apply this answer to the arguments that they make and the arguments they encounter in their daily lives. Consequently, the assessment methods for this course focus on improving ones ability to extract and assess arguments in ordinary argumentative text. This is achieved by providing students with techniques to recognize markers of good and bad arguments, and then encouraging them to practice applying those techniques to arguments in a variety of contexts.
| Introduction to Logic Syllabus |
Logic and Legal Reasoning
This course aims to equip students with the basic tools of philosophical logic and critical thinking, especially as they apply to the assessment of legal reasoning. Through examination of various courtroom scenarios and actual court cases, students will learn to assess and evaluate the strength and validity of the legal reasoning presented in each scenario or case. This will enable students to evaluate standards of evidence, to evaluate testimony and weigh both its accuracy and its relevance, to give a fair hearing to both sides, and to distinguish sound from erroneous arguments so as ultimately to reach a just and reasonable conclusion. While the courtroom provides the overall framework of discussion, students will also be taught to apply these critical thinking skills to various arguments and issues that arise in our daily lives.
This course aims to equip students with the basic tools of philosophical logic and critical thinking, especially as they apply to the assessment of legal reasoning. Through examination of various courtroom scenarios and actual court cases, students will learn to assess and evaluate the strength and validity of the legal reasoning presented in each scenario or case. This will enable students to evaluate standards of evidence, to evaluate testimony and weigh both its accuracy and its relevance, to give a fair hearing to both sides, and to distinguish sound from erroneous arguments so as ultimately to reach a just and reasonable conclusion. While the courtroom provides the overall framework of discussion, students will also be taught to apply these critical thinking skills to various arguments and issues that arise in our daily lives.
| Logic and Legal Reasoning Syllabus |
Death and the Meaning of Life
At some point in our lives we are struck by the question: what is it all for? Do our actions ever really matter? Are our lives meaningful? While some philosophers claim that our lives are meaningless and nothing we do in this life, can have a lasting significance, others are far less pessimistic and argue that our existence can be meaningful for a variety of reasons. In this course, we will explore philosophical questions posed by our mortality. Some sample questions that we will address include: Is death bad, and, if so, why is it bad? What is the relationship between meaning and theism? Are our lives ever meaningful, and if so, what gives our lives meaning? You should think of this course as an avenue to explore both what philosophers in the past have had to say about these questions as well as what you yourself believe.
Just as important, or more important, than the content of this course are the skills and habits you will be developing. It is my hope that by the end of the course you will have honed your critical thinking skills, developed reflective thinking habits, and improved your capacity for clear and concise verbal and written communication. These skills are invaluable tools for anyone who wishes to think seriously about anything at all. (And, I might add, thinking seriously is important for anyone who wishes to lead a meaningful life!).
At some point in our lives we are struck by the question: what is it all for? Do our actions ever really matter? Are our lives meaningful? While some philosophers claim that our lives are meaningless and nothing we do in this life, can have a lasting significance, others are far less pessimistic and argue that our existence can be meaningful for a variety of reasons. In this course, we will explore philosophical questions posed by our mortality. Some sample questions that we will address include: Is death bad, and, if so, why is it bad? What is the relationship between meaning and theism? Are our lives ever meaningful, and if so, what gives our lives meaning? You should think of this course as an avenue to explore both what philosophers in the past have had to say about these questions as well as what you yourself believe.
Just as important, or more important, than the content of this course are the skills and habits you will be developing. It is my hope that by the end of the course you will have honed your critical thinking skills, developed reflective thinking habits, and improved your capacity for clear and concise verbal and written communication. These skills are invaluable tools for anyone who wishes to think seriously about anything at all. (And, I might add, thinking seriously is important for anyone who wishes to lead a meaningful life!).
| Death and the Meaning of Life Syllabus |
Sample Syllabi for Courses I've Prepared to Teach
Business Ethics
This course introduces students to a range of contemporary ethical issues that arise in business, on both an individual and societal scale. In this class, students will gain facility with constructing and critically evaluating ethical arguments, while also acquiring knowledge of concepts of central importance to business ethics.
This course introduces students to a range of contemporary ethical issues that arise in business, on both an individual and societal scale. In this class, students will gain facility with constructing and critically evaluating ethical arguments, while also acquiring knowledge of concepts of central importance to business ethics.
| Business Ethics Syllabus |
Medical Ethics
This course introduces students to contemporary ethical issues that arise in the medical profession, on both an individual and societal scale. We will begin the course with a discussion of ethical theory and the philosophical study of bioethics. Next we will apply what we have learned to a variety of contemporary issues in medicine. There are many such issues, but this course will focus on: access to healthcare, paternalism and patient autonomy, informed consent, euthanasia, genetic engineering, disability, and a few topics that you all will select. The goal for this course is that you develop your critical thinking skills so that you are able to (i) recognize issues in healthcare, (ii) formulate your own answers to ethical questions, and (iii) critically engage with others.
This course introduces students to contemporary ethical issues that arise in the medical profession, on both an individual and societal scale. We will begin the course with a discussion of ethical theory and the philosophical study of bioethics. Next we will apply what we have learned to a variety of contemporary issues in medicine. There are many such issues, but this course will focus on: access to healthcare, paternalism and patient autonomy, informed consent, euthanasia, genetic engineering, disability, and a few topics that you all will select. The goal for this course is that you develop your critical thinking skills so that you are able to (i) recognize issues in healthcare, (ii) formulate your own answers to ethical questions, and (iii) critically engage with others.
| Medical Ethics Syllabus |
Social Metaphysics
This course provides an overview of social metaphysics. Metaphysics is the study of existence and the nature of things that exist. With that in mind, social metaphysics is the study of the existence and nature of social entities. In this course, we will discuss the metaphysics of race, gender, sexual orientation, disability, and disorder. After some background readings on the metaphysics of properties, we will discuss whether or not race, gender, sexual orientation, disability, and disorder can be identified with biological properties. We will then consider whether or not race, gender, sexual orientation, disability, and disorder are socially constructed. Finally, we will discuss how our views of race, gender, sexual orientation, disability, and disorder affect our political goals and projects.
This course provides an overview of social metaphysics. Metaphysics is the study of existence and the nature of things that exist. With that in mind, social metaphysics is the study of the existence and nature of social entities. In this course, we will discuss the metaphysics of race, gender, sexual orientation, disability, and disorder. After some background readings on the metaphysics of properties, we will discuss whether or not race, gender, sexual orientation, disability, and disorder can be identified with biological properties. We will then consider whether or not race, gender, sexual orientation, disability, and disorder are socially constructed. Finally, we will discuss how our views of race, gender, sexual orientation, disability, and disorder affect our political goals and projects.
| Social Metaphysics Syllabus |
Philosophy of Disability
This course introduces students to contemporary ethical issues surrounding the topic of physical disability and mental disorder. We will begin the course by considering the concepts under discussion in this course. What is disability? What is wellbeing? What is the relationship between the two? We will then be discussing the metaphysics of disability. What is physical disability? What is mental disorder? Finally, we will move to discussing some of the ethical issues pertaining to disability. In particular, we will discuss genetic engineering, health care, political representation, and access/accommodations. The goal for this course is that you develop your critical thinking skills so that you are able to (i) better understand the concepts under discussion, (ii) formulate your own views about the nature of disability, (iii) recognize and understand ethical issues surrounding disability, and (iv) critically engage with others.
This course introduces students to contemporary ethical issues surrounding the topic of physical disability and mental disorder. We will begin the course by considering the concepts under discussion in this course. What is disability? What is wellbeing? What is the relationship between the two? We will then be discussing the metaphysics of disability. What is physical disability? What is mental disorder? Finally, we will move to discussing some of the ethical issues pertaining to disability. In particular, we will discuss genetic engineering, health care, political representation, and access/accommodations. The goal for this course is that you develop your critical thinking skills so that you are able to (i) better understand the concepts under discussion, (ii) formulate your own views about the nature of disability, (iii) recognize and understand ethical issues surrounding disability, and (iv) critically engage with others.
| Philosophy of Disability Syllabus |