Moral Philosophy (Nomy Arpaly) - Spring 2018
Consciousness (Christopher Hill) - Fall 2017
Early Modern Philosophy (Paul Guyer) - Spring 2016
The Philosophy and Psychology of Happiness (Bernard Reginster &
Joachim Krueger) - Spring 2015
Schopenhauer’s Ethical Thought (Bernard Reginster) - Fall 2015
The Meaning of Life (Charles Larmore) - Spring 2014
Deductive Logic (Richard Heck) - Fall 2013
The Meaning of Life (Alexandra King) - Summer 2013
How to Live: Ethical Perspectives from Buddhism, Islam, and Native Americans - A two=week intensive course geared at advanced high-school students. The course introduces three cultural perspectives and applies their ethical outlooks to contemporary problems. I am scheduled to teach this course this coming summer in Brown's pre-college program.
Introduction to Ethics - Introductory-level survey course, using historical as well as contemporary readings. covering the major approaches to ethical theory, as well as sections on meaning, and on the stoic tradition.
The Meaning of Life - An extended version of my intensive summer course. The material and format of this course lends itself to introduce undergrads without a background in philosophy to the subject, while appealing to a wide range of students. (see syllabus above, under Courses Taught)
Early Modern Philosophy - An introductory survey course. It goes beyond the canonical texts to examine particular philosophical ideas through the correspondence some major figures had with prominent women of their time, like Descartes’s exchange with Princess Elizabeth on the mind-body problem, or letters between Leibniz and Sophie Charlotte of Prussia, criticizing empiricist views.
Morality and the Emotions - An upper-level undergraduate course. It covers work by philosophers and psychologists, using historical and contemporary sources, including some current work in cognitive science, supplemented by some readings from literature and other humanities.
Kant’s Practical Philosophy - An upper-level undergraduate course (can be adapted as graduate-level seminar). Covers the Kant's major writings in practical philosophy as well as contemporary secondary material. The focus is on the apparent conflict between the notoriously stern morality developed in the Groundwork and the seemingly more 'humane' views of the Metaphysics of Morals, where character and feeling play a prominent role. Exploring these two sides of Kant’s ethics allows for students to find their own position in conversation with the material, since it leaves room for many nuanced interpretations.
Well-being - A graduate seminar (it can be modified for an upper-level undergraduate course). The debates surrounding theories of well-being intersect with various literatures in interesting and complex ways. Aside from accounts of well-being, topics covered include the nature of desires, theories of motivation, absolute goodness vs. goodness-for, the Euthyphro problem, and happiness vs. well-being.
Compassion - A graduate seminar. It begins with current theories of the emotions from philosophy and psychology before turning to various accounts of compassion itself, using historical sources like Aristotle, Descartes, and Smith, as well as non-western traditions like Buddhism and Confucianism. The debate over compassion’s role in moral theory and practice will be framed by the disagreement between Schopenhauer and Nietzsche, and the contemporary debates spurred by “against empathy”-advocates like Jesse Prinz and Paul Bloom.
There are many more classes I would love to teach. For example, I would be interested in offering a course in applied ethics, particularly biomedical ethics. There are many issues in bioethics that overlap with my interests in well-being and moral psychology.