Skip to content


Teaching at Wabash

A student came to my office just a couple days ago (May 2014) and told me that I was the first professor who asked him to have his own insight into a reading.  He told me that it was hard, but he felt challenged and he liked that.  He said, “I realized I’ve just been writing reports, but you’re actually asking me to produce secondary literature.”

Gilbert Highet wrote in his book, The Art of Teaching,  that teaching is a struggle between students and teachers: the students always want to do less work and the teachers always want them to do more.  The trick is figuring out how to inspire and motivate the students to do more and better work.  It’s a lot of work to make students work and to make them engage in the task of thinking.  So I felt like my first year at Wabash College was a success when this student expressed this sentiment to me.

I read Highet’s book in college, having found it on my parents’ bookshelves.  Highet made me think teaching was a lofty, compelling and difficult enterprise.  He writes, “A teacher must believe in the value and interest of his subject as a doctor believes in health.”  Philosophy is wrapped up in pedagogical concerns at its ground because it thinks about what learning does to our very being, to what the Greeks called the soul.  That’s why it mattered very much to them, or to some of them, that they find a good teacher.  Plato recognized the conundrum of teaching: to seek and find a good teacher, one must already know what she is looking to learn, which is to say, she must already know it.  But if she knows it, then she doesn’t need it.  Once you can be sure you have a good teacher, you no longer need that teacher.  This paradox shouldn’t compel us to give up on the enterprise.  It shows us that learning takes risk.  There is a whole lot that the student does not know beforehand: Will this be worth my time?  Will this learning matter?  How will this change me?

IMG_0052Learning is a risk, and a good teacher appreciates this risk, the vulnerability of the endeavor and the trust the student must have.  I think that means that a good teacher, too, takes risks and acts out of courage.  The risk is that pushing hard and asking for a lot can go at least two ways.  On the one hand, the student could throw up her hands and walk away in frustration when the teacher says, no, not good enough, think more, think better, come to an insight.  If that happens, the pushing and demanding more fails to achieve its end.  On the other hand, the demand for more could lead to the insight like that of the student who came to my office pleased with the challenge.  But there’s equal risk in not pushing, in letting the student’s possible resignation too strongly influence the teacher into timidity.  So that’s what I mean: teaching is risky.  Teaching, like learning, takes courage.

Courses at Wabash

  • Conceptions of Self: At the end of this introductory course, students considered the ways that social media and technology affected their understanding of themselves as subjects.  We livetweeted with Prof. Chris Long at Penn State University.  Here’s the storify.
  • Plato Republic Senior Seminar: Students from the Senior Seminar presented papers at the AncientPublic Philosophy Philosophy Workshop for Undergraduates at Ball State University along with students from Earlham College and Ball State.  In 2014, students from this course participated in the GLCA Ancient Philosophy Undergraduate Workshop at Wabash.
  • Ancient Philosophy
  • Philosophy of Race: On April 28, 2014, students presented on structural racism in current events and popular culture addressing issues such as racism in sports broadcasting, public school funding, voter ID laws, healthcare law implementation and celebrity treatment in the media.
  • Foundations of Modern Philosophy
  • Public Philosophy Senior Capstone: Students from the Public Philosophy Senior Capstone presented their public philosophy projects at Wabash in March 2014.  They blogged at Wabash Public Philosophy.
  • Rousseau Seminar
  • Freshmen Tutorial: Crime and Punishment.  Students in this course read Angela Davis and Michel Foucault, attended Teen Court in Montgomery County and visited the Rotary Jail Museum and the Montgomery County Jail to join experiential learning with their reading.

Spring 2015 Courses

  • Freshmen Colloquium: Enduring Questions
  • Philosophy of Race
  • Philosophy of Commerce

Previous Teaching

University of Texas, Pan American, 2008-2013

  • Psychoanalysis
  • Hannah Arendt
  • Medieval Philosophy
  • Ancient Philosophy
  • Introduction to Philosophy
  • Philosophical Methods
  • Critical Thinking

University of Pennsylvania, 2007-2008

  • Gender Theory
  • Ancient Philosophy

Bryn Mawr College, 2006-2007

  • Freshmen Seminar: Greek Tragedy and the Feminine
  • Freshmen Seminar: Greek Tragedy and Community
  • Ancient Philosophy
  • Modern Philosophy
  • Existentialism

Drexel University, 2006

  • Introduction to Gender Studies

Villanova University, 2003-2006

  • Introduction to Philosophy
  • Ethics


No comments yet

What's your Line on this?

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

The Prindle Post

Ethics in the News and Culture Explained

Feminist Philosophers

News feminist philosophers can use

Cori Wong, Ph.D.

Thinking Through Life in Transformative Ways

Samir Chopra

Refusing to Stick to the Subject

Works Cited

Catching all manner of thought


extra/trans-continental philosophers collective

The Activist Classroom

Because pedagogy is a public practice.

Ta-Nehisi Coates | The Atlantic

Catching all manner of thought

Christopher P. Long

Catching all manner of thought

%d bloggers like this: