Independent Teaching
Feminist Philosophy of Science. Winter 2021/2020. Bielefeld University.
Syllabus.
Course Description: In this course, we will consider major feminist theories concerning epistemology and philosophy of science. Feminist perspectives have emphasized that knowledge is fundamentally social and that its social character influences scientific knowledge practices. In particular, we will examine standpoint theory, post-modernism, feminist empiricism, and the relation between these theories. Feminist philosophy of science has been a crucial area in the philosophy of science since the 1970s and 1980s. We will trace the impact of epistemological developments through topics such as the legitimate role of values in scientific research, theories of objectivity in science, ignorance of certain topics in science, and socially responsible science. Additionally, we will consider more recent contributions from Black feminist epistemology, intersectionality theory, as well as decolonial and Indigenous epistemologies.
We will address questions such as: Can there be feminist science? Is androcentric science just bad science? Do women, racial minorities, or other socially disadvantaged groups have access to particular kinds of knowledge and if so, under what conditions? If knowledge is generated from particular perspectives, can science still be objective? Is ignorance the lack of knowledge or a state that is actively maintained by serving some larger interests (such as industrial profit or oppressive systems)?
Race: History, Biology, Psychology, Philosophy. Spring 2017. University of Pittsburgh
For examples of student work from this course, check out this page.
Syllabus.
The goal of this course is to help students gain a thorough understanding of the issues raised by races and racism. Such understanding can only be gained by bringing together several disciplines in an interdisciplinary manner. Thus, we will examine issues about race and racism that arise from biology, history, psychology, and philosophy. In particular, we will examine the following questions: How race is and ought to be represented in natural history museum exhibits? How has the concept of race influenced scientific theories? Do empirical findings of genetic differences between racial groups show that races are biologically real? Why are racial categories used in medicine? Why do we think and group people racially? Should we adopt color-blind policies? What is racism? Is some particular concept of race necessary for political and social opposition to racism? Prior acquaintance with the philosophy of race is not presupposed. The course will give you a sense of how philosophy can be brought to bear on topics important both in the scientific and social-political domains. It should in addition help give you a sense of how materials from other disciplines can be incorporated into a philosophical project. The course aims to provide you with the tools and concepts to think about race and racism in a nuanced and reflective way. Students with a variety of views on the topics such as realists, antirealists, agnostics, and “undecided” about the reality of race are equally welcome. The course aims to encourage the critical assessment of your prior understanding of ‘race’ and ‘racism’ as well as engaged and respectful discussion of issues relevant to our everyday lives.
Morality & Medicine. Fall 2016. University of Pittsburgh.
Syllabus.
Ethical dilemmas in the practice of health care continue to proliferate and receive increasing attention from members of the health care profession, ethicists, policy makers, and the general public as health care consumers. In this course we will examine a number of ethical issues that arise in the context of contemporary medical practice and research by analyzing articles and decision scenarios. Topics to be covered include the physician-patient relationship; informed consent; medical experimentation; termination of treatment; euthanasia; resource allocation; race-based medicine; disability and well-being; and health care reform. Students who successfully complete this course will be able to identify and analyze different philosophical approaches to selected issues in medical ethics; have gained insight into how to read and critically interpret philosophical arguments; and have developed skills that will enable them to think clearly about ethical questions as future or current health care providers, policy makers, and consumers.
Syllabus.
Course Description: In this course, we will consider major feminist theories concerning epistemology and philosophy of science. Feminist perspectives have emphasized that knowledge is fundamentally social and that its social character influences scientific knowledge practices. In particular, we will examine standpoint theory, post-modernism, feminist empiricism, and the relation between these theories. Feminist philosophy of science has been a crucial area in the philosophy of science since the 1970s and 1980s. We will trace the impact of epistemological developments through topics such as the legitimate role of values in scientific research, theories of objectivity in science, ignorance of certain topics in science, and socially responsible science. Additionally, we will consider more recent contributions from Black feminist epistemology, intersectionality theory, as well as decolonial and Indigenous epistemologies.
We will address questions such as: Can there be feminist science? Is androcentric science just bad science? Do women, racial minorities, or other socially disadvantaged groups have access to particular kinds of knowledge and if so, under what conditions? If knowledge is generated from particular perspectives, can science still be objective? Is ignorance the lack of knowledge or a state that is actively maintained by serving some larger interests (such as industrial profit or oppressive systems)?
Race: History, Biology, Psychology, Philosophy. Spring 2017. University of Pittsburgh
For examples of student work from this course, check out this page.
Syllabus.
The goal of this course is to help students gain a thorough understanding of the issues raised by races and racism. Such understanding can only be gained by bringing together several disciplines in an interdisciplinary manner. Thus, we will examine issues about race and racism that arise from biology, history, psychology, and philosophy. In particular, we will examine the following questions: How race is and ought to be represented in natural history museum exhibits? How has the concept of race influenced scientific theories? Do empirical findings of genetic differences between racial groups show that races are biologically real? Why are racial categories used in medicine? Why do we think and group people racially? Should we adopt color-blind policies? What is racism? Is some particular concept of race necessary for political and social opposition to racism? Prior acquaintance with the philosophy of race is not presupposed. The course will give you a sense of how philosophy can be brought to bear on topics important both in the scientific and social-political domains. It should in addition help give you a sense of how materials from other disciplines can be incorporated into a philosophical project. The course aims to provide you with the tools and concepts to think about race and racism in a nuanced and reflective way. Students with a variety of views on the topics such as realists, antirealists, agnostics, and “undecided” about the reality of race are equally welcome. The course aims to encourage the critical assessment of your prior understanding of ‘race’ and ‘racism’ as well as engaged and respectful discussion of issues relevant to our everyday lives.
- Participation Paper Instructions and Rubric
- Worksheet for Field Trip to the Carnegie Museum of Art and Natural History
- Creative Project Instructions and Rubric
- Creative Project Proposal Worksheet
- History of Science Podcast Instructions
Morality & Medicine. Fall 2016. University of Pittsburgh.
Syllabus.
Ethical dilemmas in the practice of health care continue to proliferate and receive increasing attention from members of the health care profession, ethicists, policy makers, and the general public as health care consumers. In this course we will examine a number of ethical issues that arise in the context of contemporary medical practice and research by analyzing articles and decision scenarios. Topics to be covered include the physician-patient relationship; informed consent; medical experimentation; termination of treatment; euthanasia; resource allocation; race-based medicine; disability and well-being; and health care reform. Students who successfully complete this course will be able to identify and analyze different philosophical approaches to selected issues in medical ethics; have gained insight into how to read and critically interpret philosophical arguments; and have developed skills that will enable them to think clearly about ethical questions as future or current health care providers, policy makers, and consumers.
Teaching Assistant
Morality & Medicine. Fall 2014. Professor Peter Machamer.
Mind & Medicine. Spring 2015. Professor Jim Woodward.
Mind & Medicine. Spring 2015. Professor Jim Woodward.
Pedagogy Relevant Professional Activities
Pedagogy Development Presentations
Conference Organization
American Association of Philosophy Teachers (AAPT) Teaching and Learning in Philosophy Workshop with a Special Emphasis on Inclusive Pedagogy.
University of Pittsburgh, Pittsburgh, PA February 4th, 2017
Local Co-Organizer
Facilitators: Melissa Jacquart, Stephen Bloch-Schulman, Kevin Hermberg
Teaching Mentor Positions
Teaching Co-Representative (elected by Pitt HPS graduate students) Calendar Years 2016, 2017
Teaching Mentor (selected by Pitt HPS Faculty) Academic Year 2017-2018
Teaching Development and Training
Achievement in Pedagogy, Graduate Student Teaching Initiative 2017
University Center for Teaching and Learning at the University of Pittsburgh
Sessions including:
American Association of Philosophy Teachers (AAPT) Teaching and Learning in Philosophy Workshop with a Special Emphasis on Inclusive Pedagogy.
Western University, London, ON, Canada April 9, 2016
- Understanding Underrepresentation in Philosophy (with Eva Cadavid, John Ferguson, and Stephen Bloch-Schulman). American Association of Philosophy Teachers in Greensboro, North Carolina (July 2018).
- Making Introductory Philosophy of Science Courses More Inclusive. American Association of Philosophy Teachers in Greensboro, North Carolina (July 2018). See slides here and data from survey of philosophy of science syllabi here. Resources handout can be found here.
- "Intersectionality: What is it and how can we test for it?" and "Intersectionality in the Classroom" Institutional Change through Faculty Advancement in Instruction and Mentoring. Jackson State University, Mississippi (May 2018).
- Workshop on Teaching and Learning with Special Emphasis on Inclusive Pedagogy. Year of Diversity Poster Session. Office of Diversity and Inclusion, University of Pittsburgh. (April 2017).
- Flexible Pedagogy as a Tool for Building an Inclusive Classroom (with Liam Kofi Bright). Implicit Bias/Stereotype Threat and Pedagogy hosted by Minorities and Philosophy (MAP) at Princeton University (October 2016). Invited.
- Retaining Black Students in Philosophy (with Liam Bright). Hypatia/APA Committee on the Status of Women conference at Villanova University (May 2015).
- Changing our Syllabi and Explaining Philosophy’s Relevance. Presented at:
- UNC Workshop on the Recruitment and Retention of Female Undergraduates in Philosophy (April 2014). Invited.
- APA Committee for the Status of Women Panel at the Central American Philosophical Association meeting in Chicago (February 2014).
- Women and Philosophy: Why is it ‘Goodbye’ at ‘Hello’? (with Toni Adleberg). Presented at:
- Implicit Bias, Philosophy and Psychology at the University of Sheffield, England (April 2013).
- Diversity in Philosophy at the University of Dayton (May 2013).
- Society for Philosophy and Psychology at Brown University (June 2013).
Conference Organization
American Association of Philosophy Teachers (AAPT) Teaching and Learning in Philosophy Workshop with a Special Emphasis on Inclusive Pedagogy.
University of Pittsburgh, Pittsburgh, PA February 4th, 2017
Local Co-Organizer
Facilitators: Melissa Jacquart, Stephen Bloch-Schulman, Kevin Hermberg
Teaching Mentor Positions
Teaching Co-Representative (elected by Pitt HPS graduate students) Calendar Years 2016, 2017
Teaching Mentor (selected by Pitt HPS Faculty) Academic Year 2017-2018
Teaching Development and Training
Achievement in Pedagogy, Graduate Student Teaching Initiative 2017
University Center for Teaching and Learning at the University of Pittsburgh
Sessions including:
- Teaching International Students
- Encouraging Student Participation
- Teaching Inclusively
- Writing Assignments: Design, Assessment, Feedback
- Teaching Transgender Students (with Julie Beaulieu)
- Understanding Our Students: Supporting Students with Autism Spectrum Disorder in Higher Education
American Association of Philosophy Teachers (AAPT) Teaching and Learning in Philosophy Workshop with a Special Emphasis on Inclusive Pedagogy.
Western University, London, ON, Canada April 9, 2016