Philosophy
with President Gutmann and Interim Provost Peter Conn

My passion for my discipline is foremost among the assets I bring to the classroom. I love doing philosophy and I know that my students can see that my affection is sincere. When I show passionate interest in Aquinas' proofs for God's existence in in Descartes' claims about the certainty of scientific knowledge, I show that these issues are worthy of study. When I connect the material we are studying to current philosophical debates and to the insights of other disciplines, I show that philosophy is not merely a historical discipline, but is relevant to academic work today. I model this approach to my discipline in everything that I do, with energy and commitment. Whatever other role I assume in the classroom, I am first a student of philosophy.

At its best, philosophy is a community exercise, and doing philosophy well involves substantive dialogue. Engaging in public argument is difficult, and it is harder still when you are making claims about material you are just learning. In addition, a Penn philosophy class may be the first exposure that some students have to a reasoned exchange of ideas. Because of their importance, I teach discussion skills in all of my classroom activities. I model reflective listening and allow discussions to grow organically, limiting my intervention. I engage the debate when I think that doing so will move it forward (e.g. to ask questions of clarification or to highlight important distinctions), but, I rely upon my students to flesh out arguments and to respond to challenges. Furthermore, I try to draw out students who would otherwise not participate, relying upon the atmosphere of mutual trust that I try to develop in the classroom environment.

Everything good that happens in the classroom depends upon the strength of my relationship with my students. I try to interact - to connect - with every student every time the class meets. I come a few minutes early and I stay a few minutes late. I ask questions about students' lives, about their families and home-towns. I make eye-contact and I smile, and I do everything I can to be approachable and available. I like to laugh (often at myself) and I have even brought in my guitar for the class to sing silly songs about philosophical arguments. I have fun doing philosophy and I hope that my students do as well.