AI and the Pedagogical Relationship [link coming soon]
This is a short article, for Western University's Center for Teaching and learning, on the use of AI tools in education, and specifically the way they change the social aspects of the learning process.
The Next Generation of Ethical AI [poster, details, report coming soon]
This is a summer school I ran in 2025, for high school students. It covered the technical basics of deep learning, the way AI is applied in areas like healthcare and education, and the broader ethical challenges posed by AI technology. The goal was to ensure that the next generation of AI users, developers, and policy-makers are philosophically informed and ethically sensitive to the risks of AI.
Philosophy and Artificial Intelligence [syllabus]
This is an upper-level course I taught at Columbia, as a Teaching Scholar. It covers the relationship of AI to philosophy of mind, science, and ethics. The course tries to give students a lot of latitude in the kind of work they complete, especially on their final projects, while still ensuring that those projects are scaffolded.
Ethics [syllabus]
This is an intermediate-level course I taught at Columbia. It introduces traditional ethical theories in the context of current ethical dilemmas. The course's main distinguishing feature is that it is ungraded — an experiment that went very well, but that I probably won't try again any time soon. (Ungrading mostly served pedagogical goals that I can achieve in other ways. Grades serve pedagogical goals that are difficult for me to achieve in other ways.)
Metaphysics [syllabus]
This is an intermediate-level course I taught at Columbia. It introduces metaphysics through some traditional topics, and then turns to broader questions about realism, the goal of metaphysics, naturalism, and the place of metaphysics in inquiry.
Philosophical Monsters [syllabus in progress]
This is a 2000- or 3000-level course I plan to teach. It introduces a range of philosophical topics through the bestiary they have created — philosophy of mind has P-zombies and swampmen; ethics has the utility monster; etc. The first half of the course discusses these creatures and the questions they are supposed to help answer. The second half investigates the methodology that gives such evidential weight to these monsters, and thought experiments more generally.
Other
I have drafts of syllabi on the philosophy of cognitive science, the philosophy and psychology of humor, the epistemology of conspiracy theories, and some other subjects, which I can provide on request.
This is a short article, for Western University's Center for Teaching and learning, on the use of AI tools in education, and specifically the way they change the social aspects of the learning process.
The Next Generation of Ethical AI [poster, details, report coming soon]
This is a summer school I ran in 2025, for high school students. It covered the technical basics of deep learning, the way AI is applied in areas like healthcare and education, and the broader ethical challenges posed by AI technology. The goal was to ensure that the next generation of AI users, developers, and policy-makers are philosophically informed and ethically sensitive to the risks of AI.
Philosophy and Artificial Intelligence [syllabus]
This is an upper-level course I taught at Columbia, as a Teaching Scholar. It covers the relationship of AI to philosophy of mind, science, and ethics. The course tries to give students a lot of latitude in the kind of work they complete, especially on their final projects, while still ensuring that those projects are scaffolded.
Ethics [syllabus]
This is an intermediate-level course I taught at Columbia. It introduces traditional ethical theories in the context of current ethical dilemmas. The course's main distinguishing feature is that it is ungraded — an experiment that went very well, but that I probably won't try again any time soon. (Ungrading mostly served pedagogical goals that I can achieve in other ways. Grades serve pedagogical goals that are difficult for me to achieve in other ways.)
Metaphysics [syllabus]
This is an intermediate-level course I taught at Columbia. It introduces metaphysics through some traditional topics, and then turns to broader questions about realism, the goal of metaphysics, naturalism, and the place of metaphysics in inquiry.
Philosophical Monsters [syllabus in progress]
This is a 2000- or 3000-level course I plan to teach. It introduces a range of philosophical topics through the bestiary they have created — philosophy of mind has P-zombies and swampmen; ethics has the utility monster; etc. The first half of the course discusses these creatures and the questions they are supposed to help answer. The second half investigates the methodology that gives such evidential weight to these monsters, and thought experiments more generally.
Other
I have drafts of syllabi on the philosophy of cognitive science, the philosophy and psychology of humor, the epistemology of conspiracy theories, and some other subjects, which I can provide on request.
