Sample Syllabi

On this page, you find sample syllabi of courses I would be able and willing to offer.

Subsequently, I plan to add more. Until then, I provide some information about the topics I would cover to give you a sense of what the course would look like. In addition to the courses listed here, I am happy to teach versions of each course I have taught before (for the overview of courses taught, see here).

If you are interested to learn more about one of the courses listed below or about a particular course that I have taught in the past, contact me – I am happy to tell you more about how I taught the course back then (where applicable) and provide you with more details as to how I would teach it (now).

  1. Intro to Logic (regular term version) [This is a full-term version of the syllabus of the Intro to Logic course I taught last summer. Find the syllabus I used for the summer class here, some material related to the course here.]
  2. Intro to Epistemology [This syllabus is for an intro-level class that covers a number of issues pertinent to Epistemology, such as the concept of knowlegde, the structure of justification (foundationalism, coherentism, evidentialism, phenomenal conservatism, representationalism, direct realism, epistemological disjunctivism, presentationalism) with an emphasis on the role of perception.]
  3. Intro to Philosophy of Science [This course introduces students to a number of central topics discussed within philosophy of science such as: science vs. pseudoscience, scientific explanation, laws of nature, induction, the theory-ladenness of (scientific observation), causation, theory-change, and the realism-antirealism debate]
  4. Intro to Philosophy of Mind [The topics covered in this course are: the Mind-Body problem, Personal Identity, and the Problem of Perception]
  5. Cross-Cultural Philosophy: Mind & Body in East & West
  6. Intro to Indian Philosophy [This course provides students with an introduction to the Indian philosophical tradition, broadly construed. I first introduce students to core characteristics of the six aastik philosophical systems (Yoga, Samkhya, Nyaya, Vaisheshika, Advaita and Mimamsa) and central concepts of the Buddhist tradition. I then focus on a discussion of certain ethical/metaphysical arguments from the first cantos of the Bhagavadgita (Arjuna’s dilemma) to illustrate both consequentialist and deontological argumentative strategies, and end with a discussion of Buddhism, covering, especially, the four noble truths, the two kinds of truths (conventional and absolute) and their relation, the idea of interdependence and, finally, the idea that moral progress involves the transformation of experience.]
  7. Friendship, Just Love, Unselfing, and Moral Progress
  8. Perception and Belief [In this upper-level or graduate level course we explore the ways in which perception and one’s background beliefs might interact. On the one hand, this involves e.g. selection-effects, effects typically subsumed under the labels ‘cognitive penetration’ [including a foray into the related discussion within the philosophy of cognitive neurosciences], ‘theory-ladenness,’ ‘value-ladenness,’ and ‘implicit bias.’ On the other hand, we will look at different accounts of perceptual [especially: visual] experience and ask how such experience can play a vital rational role in light of the possibility that the effects discussed in the first half of the course may occur, perhaps even frequently. This course is closely related in content to my dissertation and to some extent applies issues I discuss in it to relevant areas I do not explicitly address.]

Bring me back to the teaching section, please.