Recently in Accomplishments Category

Mr. Hibbard-Swanson is committed to challenging his students to think more critically about the world in which they live. Although he recognizes that philosophy requires specific skills--the ability to argue coherently, read carefully and write effectively--his vision of a philosophical education centers around, as he says, "making easy things difficult." By this he means engaging with his students in a dialogue with central figures in the history of philosophy in such a way that settled beliefs become open questions for students. The curriculum of each of his courses reflects this commitment both to the specific skills of philosophy and the larger purpose of philosophical education. He works very hard to bring ideas and concepts articulated by philosophers to bear on concrete social and politics questions of the day. As a result, students are made to feel the relevance of what they are doing in the classroom to the wider world in which they live. 

The letters from students indicate that Jared is a very conscientious teacher who works constantly and intentionally to improve his teaching. He is clearly succeeding in making easy things difficult, as one of his students writes: "Sometimes I would leave class with the sheer joy and satisfaction of discovery through thought, and sometimes I left class frustrated and pondering more questions than I had entered with."

My dissertation argued that theories of social action must distinguish intelligent action from intentional action. I used arguments by Heidegger, Merleau-Ponty, Bourdieu and, more recently, Hubert Dreyfus and Charles Taylor to provide an alternative to theoretical accounts of social action founded on the study of the psychology of intentional actors (i.e. their beliefs and desires). In other words, I showed why a nonconceptual account of intentionality - what Merleau-Ponty calls "motor intentionality" - helps to solve foundational problems in the philosophy of social science. My goal was two-fold: first, to show that the "know-how," "practical sense," or "embodied practical understanding" of ordinary social actors helps to explain their actions; and second, to consider the ramifications for normative social theories of the study of these practical and "sub-intentional" sources of action. Overall, I developed an approach to social theory focused on the tacit practical understanding social actors utilize in their day to day activities as compared to the beliefs, desires or reasons they often point to upon reflection as causes of action. My dissertation concluded with a case study aimed at applying this approach to the study of the internet. I discussed changing conceptions of copyright and propriety, strong and weak ties in online communities and the nature of information retrieval in "peer-produced" computer-mediated social practices.

Mary is committed to making philosophy relevant to the lives of her students. She works hard to link the critical reading, writing and thinking skills she teaches to ethical and political issues of pressing contemporary concern. She consistently encourages students to take an active role in their own education by developing assignments that place students in leadership roles in the classroom. From her use of group discussions to her ability to allow her students to articulate positions of their own, Ms. Alessandri deploys pedagogical strategies that empower students to engage the material she teaches in a sophisticated and proactive way. Further, Mary is conscientiously concerned to foster a spirit not merely of tolerance for difference, but of acceptance of and respect for diversity. As one student put it: “She has the unique ability to start and guide a discussion among her students without dictating or dominating it ….”

Mr. Stehn is committed to teaching philosophy because he believes that philosophy can have an impact on the lives of students and the world at large. His lessons are designed not only to teach specific critical thinking, reading and writing skills, but they are also designed to draw students into a life of conscience in which they learn to take responsibility for their thoughts, actions and reactions. The curriculum of his courses reflects this commitment both to the specific skills of philosophy and the larger purpose of philosophical education as part of an education in civic responsibility. One student wrote of one of Alex’s courses that it “was very insightful and life-changing, in large part because of Alex’s superior teaching methods.” Alex often uses newspaper articles or political speeches to illustrate issues in his courses and to draw them into relation with concrete and urgent social and political questions of our time. His is a teaching engaged with the world.