Papers
Hinge epistemology is a family of views that offers a novel approach to avoiding skeptical conclusions about the possibility of a posteriori justification of our empirical beliefs. They claim that at the basis of our empirical beliefs lie certain commitments whose rational status is not determined by our evidence. These are called hinge commitments. Prominent hinge epistemologists have claimed that hinge commitments are either rational or arational but yet not beliefs. I argue that such views are subject to decisive objections. I then offer what I consider to be the best version of hinge epistemology. On this view, hinge commitments are best understood as arational beliefs that contingently inform our worldview. I call this view the Arational Beliefs View.
Structural Encroachment
Philosophical Issues, 2024
Penultimate draft
Moral encroachment states that moral factors can make a difference to what we are epistemically justified in believing. I present two motivating cases that resemble a common example in the moral encroachment literature to show that the agent's commitments and beliefs, and not the moral factors of the situation, influence epistemic justification. I call this view Structural Encroachment.
Taming In-Class Participation; How to Use Participation to Foster Inclusion and Deep Philosophical Engagement in the Classroom.
Innovations in Teaching Philosophy, Bloomsbury, forthcoming.
(Send me an email for a copy)
Assessing students’ participation can be as challenging and confusing as taming a whirlwind. Often, neither students nor instructors have a clear understanding of what defines excellence in this area, or how every student can achieve it. In this paper, I introduce a remedy for this issue: Special Preparation to Participate (SPP). SPP is a daily student-led activity where, in each session, a student curates several philosophical questions for their small group to discuss and leads the day’s discussion by encouraging everyone in the group to share their thoughts. SPP not only provides instructors with straightforward guidance for assessing participation but also fosters deeper engagement with class materials among students. The SPP gives them a real sense of agency and belonging in the classroom.
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Redefining Rigor: From Adversarial Methods to Intentional Partnerships in Education.
Peace and Nonviolence in Pop Culture, Brill, forthcoming.
(Send me an email for a copy)
Often, when people think of a professor, images from pop culture come to mind—characters like Terence Fletcher from 'Whiplash' or Professor Keating from 'How to Get Away with Murder,' who employ demanding and ruthless approaches that leave students feeling constantly unprepared. I call this approach to education the adversarial method. While this method may deeply motivate some students to prove their brilliance, most students do not thrive in such hostile environments and may internalize beliefs that they are unsuited for academic work. The adversarial method is particularly prevalent in fields with significant gender imbalances, such as philosophy, where it reinforces the myth that one must be brilliant to succeed.
The main goal of this chapter is to present an alternative method where students and professors are intentional partners rather than adversaries. In this approach, professors take an active role in meticulously navigating students through their discipline's intricacies, while students actively engage in an environment that cultivates connection and community. I call this method intentional partnership, grounded in two presuppositions: that anyone can engage meaningfully in any discipline given the right tools and proper instruction, and that the classroom should be first and foremost a community of learners. The biggest consequence of engaging in intentional partnership, I will argue, is students developing a sense of belonging that extends beyond the classroom to include the entire field of study.
In Progress
A paper about the normative nature of belief
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A paper about echo chambers and polarization
A paper about digital privacy
