"I have been teaching Introduction to Philosophy at least once a year since 2012, beginning in my second year of graduate school at the CUNY Graduate Center. Teaching in New York City shaped me in countless ways, and each new iteration of "Intro" has pushed me to refine the course-even if only incrementally. The class I teach now at Binghamton University looks very different from the one I first taught as a graduate student using a borrowed syllabus."
"Philosophical Projects Philosophical Projects share a common structure: (1) a week-long self-observation, (2) a small-group meeting outside class, (3) a class-wide discussion, and (4) a final personal reflection essay. Each step invites students to practice philosophical reflection by drawing on their own lives, listening to their peers, and engaging primary texts concretely. Two projects in particular-the Media Diet Philosophy Project and the Friendship Philosophy Project-stand out as especially meaningful for students."
Teaching Introduction to Philosophy evolved from small graduate sections to large lecture courses with up to 150 students and coordinated graduate teaching assistants. One persistent assignment type, called Philosophical Projects, uses a four-step structure: a week-long self-observation, a small-group meeting outside class, a class-wide discussion, and a final personal reflection essay. The projects connect philosophical ideas with students' everyday experiences and encourage philosophical reflection, peer listening, and engagement with primary sources. The Media Diet Philosophy Project and the Friendship Philosophy Project serve as concrete, multistep examples that have proven meaningful and pedagogically fruitful in Intro courses.
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