Below are the syllabus and materials for my Introduction to Philosophy course. You are welcome to use any of the material as a student or as an instructor. The usual creative commons license applies to my portion of this—i.e., only the stuff to which I would have a copyright. (If you are my student, remember that you can be quizzed on the contents of the syllabus.)
I recently published a paper about implicit bias and debiasing. The paper argues that implicit bias is probably associative, but that debiasing is not fully unconscious or involuntary. As with all of my papers, you can find the free preprint of the paper on my CV. Anyway, while I was working on that paper, it occurred to me that my views about implicit bias and debiasing had implications for institutions like universities. Specifically, my views implied that it should be relatively easy for education administrators, advisors, and teachers to incorporate debiasing into what they do. I tested my prediction in my own classroom and the results were promising. Nonetheless, I wanted to hear my colleagues’ ideas about debiasing. So, I created a workshop about it. In this post, I’ll share the materials for the workshop. If your employer or your organization would like me to host this workshop, they can contact me.
When my students ask about how to write a philosophy paper, I tell them to aim for three or four criteria. And if they want more guidance, I give them writing tips. Below are the four criteria — in order of importance — with a few tips for each criterion.†
What this means: It should be difficult for me to misunderstand you.††
So don’t waste time crafting long sentences with big words. Instead, aim for a 6th- to 9th-grade reading level. Yes, I know: that’s not how many academics write.††† Do as we say, not as we do.
Did you enroll in a philosophy class? Cool! You might have heard a few things about philosophy. But — on average — few people know much about academic philosophy. So here’s a quick introduction to your first philosophy class. It’ll cover the basics of what your philosophy teacher cares about and what they probably expect from you.
1. Forget What You Already Believe
Good judgment matters in many contexts. It matters when we’re voting, when we’re raising children, and when deciding how to spend our time, etc. In each of these cases, we need to be able to
And this is similar to what we will do in a philosophy class. So your grade in a philosophy class is a matter of how well you understand, explain, and evaluate information — where “information” is just the stuff you read and discuss for class.
But that’s not very specific. You probably want to know how to evaluate and explain the information we come across in a philosophy course. For instance, is it enough to say, “I disagree with So-and-so because I believe that _______”? The short answer: no.
Reality check: if I am not automatically notified of your research, I’ll almost certainly never know about it. And if I can’t find you online, you might as well not exist beyond your classroom, office, or lab. So if you’re an academic who wants people to actually read your work or even know that you exist, then read the following 250 words. They explain how to make your research followable and visible. It’s really, really easy. Don’t believe me? Check out the video below where I make a website in less than 10 minutes. So stop making excuses. In the words of the great philosopher, Shia Lebouf:
If you have a lot of students, then you can spend nearly all of your time on student feedback. Here are a four policies designed to make my feedback workflow more sustainable. Continue reading 4 Student Feedback Policies
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