(forthcoming) "Sartre, Consciousness, and God: Schematic of a Latent Sartrean Theology,” Philosophy & Theology.
(2014) "Blurry Humanism: A Reply to Michael Lynch,” Human Studies, 37:1, 147-152.
(2014) “Epistemological Misgivings of Karen Barad’s ‘Posthumanism’,” Human Studies, 37:1, 123-137.
(2014) “Minimal, Narrative, and Committed Selves,” Journal of Consciousness Studies, 21:1-2, 74-95.
(2012) “The Inescapability of Theorizing Practices within Epistemology,” Kritike, 6(1), 85-94.
(2011) “Social-Theoretical Holism, Practises, and Apriorism: A Reply to Grasswick,” Social Epistemology, 25(4), 371-378.
(2011) “Epistemological Communities’ and the Problem of Epistemic Agency,” Social Epistemology, 25:4, 309-328.
(2011) “Teaching in Second Life: Where the Virtual World and Philosophy Instruction Meet,” Teaching Philosophy, 34:1, 1-16.
(2010) “Archaeology and Humanism: An Incongruent Foucault,” Kritike, 4:1, 1-17.
(2009) “Commonsense Realism and Triangulation,” Philosophia, 37:1, 67-86.
(2008) “Rational Agreement and the Validity of Moral Norms,” Southwest Philosophy Review, 24:1, 101-108.
(2008) “The ‘Strong Programme’, Normativity, and Social Causes,” Journal for the Theory of Social Behaviour, 38:1, 1-22.
PHI 121: Truth and the Media (link to syllabus)
PHI 241: Introduction to Philosophy (link to syllabus)
PHI 291: Philosophy of Science (link to syllabus)
PHI 347: 20th Century Philosophy (link to syllabus)
PHI 364: Existentialism (link to syllabus)
If you asked me a year ago whether teaching an online philosophy course was wise, I would have said ‘No’ without hesitation. Traditionally, when a course is said to be “online,” it entails the primary use of web-based learning management systems (e.g., Blackboard, Angel, Desire2Learn), and with these systems one can conduct one’s class asynchronously through online readings, wikis, discussion forums, online quizzes, and even videos of oneself lecturing.
But if philosophy is to be taught well so that students are maximally processing and understanding the concepts, there must be substantial synchronous communication; students must be in real-time, interactive conversation with the instructor to work through and analyze the concepts together, and web-based learning management systems (LMS) do not support that well. This is the well-worn mantra that philosophy is best done in dialogue. I still hold that mantra, but I no longer hold that an “online” philosophy course precludes this vital synchronous component. I argue that philosophy instructors should take a good look at the three-dimensional, multi-user virtual world of Second Life® to teach their online classes. See what I’ve been doing in Second Life with my Introduction to Philosophy course.
Started in December 2010, I operate and moderate The Critically Pissed Blog, a blog dedicated to the “reasoned rants” of UWW students and faculty about anything they want to blog. The blog promotes critical thinking and a way to vent about those things that just need venting.