Assumptions
& Goals
I teach under the assumption that
Methods
Beyond the obvious—like assigning classic and contemporary philosophical texts, lecturing on them, and discussing them—I rely on the following.
Study questions and exams. Each week I create study questions covering what I want students to remember. The questions may be as easy as defining the term ‘argument’ or as hard as evaluating Descartes’ response to Pyhrronian skepticism. These become the basis for the exams, which consist solely of selections from the list of study questions. Thus there is no mystery about what material is “fair game,” and I can demand high-quality answers. Students are encouraged to retain material by repeated study because every exam covers all previous material in the course. This encourages them to practice writing, because many questions call for short essays.
Technology. I create web pages for my courses which include the syllabus, schedule, major assignment guidelines, study questions, and contact information for reaching me. I also include materials such as sample answers to study questions, supplemental readings, and links to many sites useful for philosophical research. (Samples can be found elsewhere on this site, starting from my home page.) I notify students by e-mail of new study question postings, assignments, and announcements. I encourage them to e-mail me with any questions or concerns. Often they will send me their answers to study questions, which lets me see how they’re doing and gives them direct feedback from me seven days a week.
Informality and active learning. For many students—especially those discovering it for the first time—philosophy appears to be a highly artificial, bizarre, and intimidating field. To overcome these first impressions I strive to make philosophy accessible by generally using ordinary language rather than philosophical jargon, by trying to get students to see the issues that arise in the course as important in real life rather than as purely intellectual curiosities, and by keeping my manner comfortable and familiar. To keep students involved and keep me apprised of how they’re doing, I require substantial participation.
Visual learning. I make very heavy use of the blackboard or overheads, writing out the main points in lecture or discussion as I go and creating diagrams to organize information. This is important for reaching students who are “visual learners,” and helps keep the pace of the class from becoming too fast. I use prepared overheads or PowerPoint to make more interesting graphics possible, but sparingly because the more my presentation resembles a TV show, the more passive my students may become. Also, the greater investment I make in teaching the course a certain way, the less likely I am to innovate each time I teach the course.
Presentations. I often have students create individual or small-group presentations. This allows them to research whatever philosophical topic interests them most, and gives them experience speaking before an audience. Best of all, their presentations add wonderful breadth to the course because their curiosity takes them in directions I would never have thought of.
Results
I teach under the assumption that
- Classroom time should be active as well as passive. Students will learn better if encouraged not only to understand but to evaluate, question, and possibly reject material under discussion.
- Courses should be set up so students retain material after the course is over.
- Exams should provide an opportunity to learn and teach and not merely serve as evaluative tools, and they should be constructed to allow depth as well as breadth.
- Students should be given the tools needed to succeed in the course.
- Students’ enthusiasm for technology is a resource to take advantage of.
- Think deeply and carefully about philosophical issues. I especially encourage them to get past the easy answer or glib response, take even uncomfortable ideas seriously, and to appreciate the appeal and the weaknesses of both sides of an issue.
- Become conversant with the tools and terms of philosophy generally, as well as with the important ideas and controversies that arise within a particular course’s subject matter.
- See the relevance of philosophy to their lives.
- Enhance their writing and critical thinking skills.
Beyond the obvious—like assigning classic and contemporary philosophical texts, lecturing on them, and discussing them—I rely on the following.
Study questions and exams. Each week I create study questions covering what I want students to remember. The questions may be as easy as defining the term ‘argument’ or as hard as evaluating Descartes’ response to Pyhrronian skepticism. These become the basis for the exams, which consist solely of selections from the list of study questions. Thus there is no mystery about what material is “fair game,” and I can demand high-quality answers. Students are encouraged to retain material by repeated study because every exam covers all previous material in the course. This encourages them to practice writing, because many questions call for short essays.
Technology. I create web pages for my courses which include the syllabus, schedule, major assignment guidelines, study questions, and contact information for reaching me. I also include materials such as sample answers to study questions, supplemental readings, and links to many sites useful for philosophical research. (Samples can be found elsewhere on this site, starting from my home page.) I notify students by e-mail of new study question postings, assignments, and announcements. I encourage them to e-mail me with any questions or concerns. Often they will send me their answers to study questions, which lets me see how they’re doing and gives them direct feedback from me seven days a week.
Informality and active learning. For many students—especially those discovering it for the first time—philosophy appears to be a highly artificial, bizarre, and intimidating field. To overcome these first impressions I strive to make philosophy accessible by generally using ordinary language rather than philosophical jargon, by trying to get students to see the issues that arise in the course as important in real life rather than as purely intellectual curiosities, and by keeping my manner comfortable and familiar. To keep students involved and keep me apprised of how they’re doing, I require substantial participation.
Visual learning. I make very heavy use of the blackboard or overheads, writing out the main points in lecture or discussion as I go and creating diagrams to organize information. This is important for reaching students who are “visual learners,” and helps keep the pace of the class from becoming too fast. I use prepared overheads or PowerPoint to make more interesting graphics possible, but sparingly because the more my presentation resembles a TV show, the more passive my students may become. Also, the greater investment I make in teaching the course a certain way, the less likely I am to innovate each time I teach the course.
Presentations. I often have students create individual or small-group presentations. This allows them to research whatever philosophical topic interests them most, and gives them experience speaking before an audience. Best of all, their presentations add wonderful breadth to the course because their curiosity takes them in directions I would never have thought of.
Results
Recognition. UC Irvine’s philosophy
department recognized me with its Outstanding Teaching Assistant Award.
At California State University, Long Beach I was rated “Excellent”
among their large staff of lecturers. The University of Redlands’
Instructional Technology Center invited me to present my web pages and
PowerPoint for faculty at Claremont McKenna College. After noticing
that several students had rated me their favorite professor, the
Associate Dean of Student Life at the University of Redlands solicited
my advice for new students, which now appears in the UofR’s Guide for
Success.
Students voting with their feet. There is little need for students to take more than one course from me, given the number of philosophy faculty and the range of courses available to fulfill majors and minors. Yet many do: since my second year, many students in my introductory courses and many if not most in my advanced courses have taken at least one class from me before.
Unsolicited student comments: “Prior to this class I wasn't going to pursue philosophy at all, and now I plan to minor in it...and I would like to thank you for that...for helping me find an interest.”
“Never had I wanted to take a philosophy class, but now I am looking forward to taking more.”
“I took a Philosophy class at a University in New York and I hated going to the class... but now this is my favorite class that I am taking this semester. You make the class very interesting and you know how to make things clear to us, which is very helpful.”
“I really enjoyed the class and feel that I left with a very comprehensive understanding of a number of important philosophical topics.”
“If you do the work, show up, participate, and do the study questions, a 4.0 is not too hard to achieve. Everything is explained fully and Jeremy is always there to provide you further assistance.”
“From my experience with you in three different classes, over three years, and other various interactions, you are not only a good person but a great professor with potential only to get better. I truly mean that and if you ever need help with a recommendation or whatever please don’t be shy and let me know.”
Students voting with their feet. There is little need for students to take more than one course from me, given the number of philosophy faculty and the range of courses available to fulfill majors and minors. Yet many do: since my second year, many students in my introductory courses and many if not most in my advanced courses have taken at least one class from me before.
Unsolicited student comments: “Prior to this class I wasn't going to pursue philosophy at all, and now I plan to minor in it...and I would like to thank you for that...for helping me find an interest.”
“Never had I wanted to take a philosophy class, but now I am looking forward to taking more.”
“I took a Philosophy class at a University in New York and I hated going to the class... but now this is my favorite class that I am taking this semester. You make the class very interesting and you know how to make things clear to us, which is very helpful.”
“I really enjoyed the class and feel that I left with a very comprehensive understanding of a number of important philosophical topics.”
“If you do the work, show up, participate, and do the study questions, a 4.0 is not too hard to achieve. Everything is explained fully and Jeremy is always there to provide you further assistance.”
“From my experience with you in three different classes, over three years, and other various interactions, you are not only a good person but a great professor with potential only to get better. I truly mean that and if you ever need help with a recommendation or whatever please don’t be shy and let me know.”
