Teaching Philosophy

As a scholar in the field of values and science, I have learned two important lessons: first, expanding the range of what we value within a society can contribute to promoting equality, and second, critiquing is not a way of finding faults but a way of revealing unexamined assumptions underlying knowledge claims. My teaching experiences also reinforce the value of constructive feedback. The value of free and open discussion, which is a hallmark of higher education, hinges on the equality of members who participate in such a discussion with mutual recognition and respect.

I found emphasizing the stepwise peer critique processes effective in dispelling the common misconception of philosophy as a genius’s game. Many students come to philosophy courses feeling daunted and disqualified. They are often reluctant to actively join in-class debates due to their fear of not looking smart enough. The argument-as-war metaphor also goes hand in hand with the myth of genius. The typical image of a philosopher as a genius, straight, white, non-disabled man predisposes students to believe that critical thinking is innate and fixed, rather than something acquired through practice.

I used several strategies to dispel the genius myth: diversify means of participation, give low-stake assignments throughout the semester, structure class discussions and assignments in a stepwise manner, and utilize peer assistance on various occasions. With the shared experience of learning in a community, students appreciate that making errors and mistakes in a supportive environment can be a stepping stone to develop philosophical skills as well as to grow as persons who appreciate the value of hard work and support from others.

Instructor of Record

 

Information Technology Ethics (2019 Spring)

  • Class size: 45 students

  • Mean rating of teaching by students: 6.17/7 (43 responses) 

  • Course outline (PDF)

In this course, we explore a number of ethical issues associated with information technology including privacy, intellectual property, online hate speech, algorithmic decision making, the meaning of humanity, and the digital divide. All the issues we discuss converge into the consideration of how to stop inequality and discrimination with the use of information technology and to promote social justice in this era. 

Science and Philosophy (2018 Summer)

  • Class size: 33 students

  • Mean rating of teaching by students: 6.21/7 (28 responses)

  • Course outline (PDF)

This course examines a number of important issues in the philosophy of science, including the demarcation problem, the role of objectivity in science, the relationship between indigenous and scientific knowledge, and the role of values in science. 

Teaching Assistantship

Logic I (2020 Winter)

Mind, Matter and God (2016 Winter/ 2020 Fall)

Integrated Decision Making (Spring 2021), Capstone course for the Master of Management Program