Teaching

Principles of Teaching 

1. Valuing Students as Individuals

 As a student who always felt overlooked by the ‘one-size-fits-all’ approach of many of the teachers I encountered, I endeavour to ensure that my students’ needs and interests are accommodated as much as possible. Give that I struggled with an undiagnosed disability throughout my early education, I certainly did not have a passion for learning. It was only when one of my high school teachers undertook the effort of understanding me as an individual—not just as another student among many—and worked to encourage my interests and address my learning needs, that I became engaged with class material and began to succeed in school. Coincidentally, this class happened to be philosophy, and this teacher’s mentorship greatly influenced my eventual career trajectory of pursuing doctoral studies in academic philosophy. What has always especially appealed to me about philosophy is that it is fundamentally personal, and strong philosophical work is bolstered by drawing on experiences, beliefs and introspection. In this sense, writing philosophy is therefore both a scholarly and reflective activity, and I encourage students to come to class ready to share their ideas and draw upon their perspectives in their individual assignments. 

Pedagogical Strategies: 

• • • • Self-directed learning: such as through using a scaffolding approach where students incrementally develop portions of a written assignment with the support of myself and their peers through collaborative review sessions. 

      • Opportunities for meaningful reflection and personal engagement with course material: whether through oral presentations, reflective journals or argumentative essays that draw on personal examples. 

      • A final essay project on a topic, argument or question of the student’s own choosing. This not only allows for creative and individualized learning, but also helps students engage with course materials on their own terms and pick a topic of genuine interest and relevancy to their life and learning goals.

      • Intellectual diversity: upholding the fundamental academic values of free inquiry, speech and thought within my classroom and in assessments, and ensuring that a diverse range of intellectual perspectives, from the controversial and radical, to the mainstream and accepted, are represented and approached in a resolute manner. Students are always free to disagree with myself, course materials or each other and are encouraged to develop arguments for issues or topics they feel strongly about.

2. Traditional & 'Tech-Free' Teaching

As someone working primarily in the field of the philosophy of technology, I am especially alert to the moral and pedagogical implications of advanced and digital technologies, including and particularly, the use of AI tools. For this reason, I take the (perhaps) controversial view that philosophy as a discipline does not require, nor is radically improved by, the use of technological tools, aids or gadgetry. Descartes, after all, did not need Google. For this reason, in both my teaching and in my curriculum design, I endeavour to avoid, limit or eschew technological tools wherever possible. Technology and digital devices are predominant throughout post-secondary and wider society and therefore, I feel it is more beneficial to my students to experience the increasingly stark contrast of a ‘tech-free’ classroom and screen-free teaching, where digital devices are not permitted and most, if not all, assessments are completed in-person or in physical copy, rather than through online platforms or digital activities. This not only offers a reprieve for students from potential distractions and limits the temptation of AI usage, but also provides the opportunity for everyone to be fully present with each other and helps students hone the traditional skills implicit in a classical liberal arts education. Philosophy, as an ancient discipline and practice, is perhaps best poised to serve as this enclave for authentic, embodied and tech-free learning, and this will serve students well in a future where such an education becomes increasingly scarce and therefore, potentially highly valuable. After all, as Wendell Berry (1988) observed, if using technology is a new idea, then an even newer idea is to not use it.

Pedagogical Strategies: 

• • Resisting AI: by prioritizing in-person assessments including collaborative oral debates and presentations, traditional examinations, or other forms of classroom-based activities over online learning modules. 

  • Embodied learning: Numerous studies demonstrate that comprehension and attention are improved when reading physical books or texts rather than online copies. For this reason, where possible, I endeavour to make available material, physical copies of course and learning materials, such as printed handouts and readings. This includes educating students on campus and community library resources and rotating learning environments (such as having class outside) for special occasions. 

  • Leading by example: a tech-free classroom means that my teaching must be (as much as possible) tech-free as well. Instead of relying on dense powerpoints that require students to hurriedly regurgitate the information in their notes, I endeavour to teach by way of discussion and debate, relying on the chalkboard or printed handouts where necessary. This encourages the skill of careful and participatory listening, and reduces the pressure on students to keep up with a constant stream of information. 

  • Historical syllabi: Because philosophy spans over a millennia, many of the essential and foundational readings change little over the course of decades or centuries. Taking advantage of this, I am working to develop an experimental pedagogy that follows a ‘living history’ approach, where, in special cases, class curriculum follows an adapted version of a historical syllabi, potentially over a century old, on the same or similar course topic. This approach is the subject of some of my ongoing educational research.

3. Foundational Skills and Philosophy

An education in philosophy should primarily involve providing students with the skills they need to succeed beyond the post-secondary classroom. Not every student who enrols in a course of mine will pursue academic philosophy, therefore, learning philosophy goes beyond learning philosophical content, but rather speaks to those reading, writing and oral skills intrinsic to a strong philosophical and classical liberal arts education, of which in these times of hyper-specialization, I remain a steadfast advocate. Ideally, all students, regardless of major, should have exposure to philosophy and the humanities more generally. Contrary to disparagers, the humanities help us to “gather our past and illuminate our present” and therefore can shape the way we interact with the world, each other and ourselves (Borgmann 1999). In my view, philosophy is especially well situated to introducing students to careful reflection, argumentation, and critical thinking, and therefore, one of the best disciplines for teaching students these foundational and comprehensive life skills.

Pedagogical Strategies 

• • • Explicit instruction on writing skills, grammar and spelling, including where possible, practice activities in-class that test grammar, sentence structure and the construction of an argument. 

    • Exegetical assessments to practice and improve careful and disciplined reading comprehension. 

    •  Open-ended discussions, presentations, debates and oral examinations to improve oral and argumentation skills, including collaborative peer-to-peer revision workshops. 

Teaching Experience 

Sessional Lecturer (University of Victoria)

PHIL390 Topics in Philosophy (Adam Smith) — Winter 2027 

An introduction to the life and selected works of the so-called ‘Father of Capitalism,’ the Scottish philosopher and 

economist Adam Smith (1723-1790). Excerpts from Smith’s most famous work, The Wealth of Nations (1776) are 

read alongside excerpts from his book of moral philosophy, The Theory of Moral Sentiments (1759), along with related texts. This course challenges students to understand the key components of Smith’s philosophy, while also providing insight into Scottish history and Early Modern philosophy.

[Syllabus forthcoming]

 Teaching Fellow (Queen's University)

PHIL204 Philosophy of Life, Death and Meaning — Winter 2027 

It is self-evident that today, technology is deeply embedded in our daily lives. We use digital devices, computers, 

phones, and the internet, for work, play and information, and we use analog devices, like microwaves and cars, to 

make our lives, activities and tasks, easier, more efficient, and more comfortable. But what is technology? What 

does it mean to live in a technological age or a technological society? And what impact do these kinds of 

technological devices have, for example, on our conception of meaning, mortality, morality, identity, or 

community? To help us answer some of these questions, in this course we will consider a selection of philosophers 

and techno-skeptic thinkers, both historical and contemporary, who observe and evaluate the nature and 

characteristics of our technological way of life.  

[Syllabus forthcoming]

Teaching Assistant (Queen's University)

• PHIL252 Epistemology (Winter 2026)

• PHIL253 Philosophy of Religion (Fall 2025)

• PHIL151 Great Works of Philosophy ASO (Summer 2025)

• PHIL111 What is Philosophy? (Fall 2024 - Winter 2025)

• PHIL151 Great Works of Philosophy ASO (Summer 2024)

• PHIL151 Great Works of Philosophy (Winter 2024)

• PHIL263 Philosophy of Religion (Fall 2023)

• PHIL204 Philosophy of Life, Death and Meaning (Winter 2023) 

• PHIL247 Practical Ethics (Fall 2022)

Teaching Assistant (Trent University)

• PHIL3370 Cyberethics (Summer 2026)

• PHIL2390 Biomedical Ethics (Summer 2026)

• PHIL1000 Introduction to Knowledge & Reality (Winter 2026)

• PHIL2390 Biomedical Ethics (Winter 2026)

• PHIL1000 Introduction to Knowledge & Reality (Fall 2025)

• PHIL3280/4280 Philosophy of Dreams (Fall 2025)

• PHIL3370 Cyberethics (Summer 2025)

• PHIL2390 Biomedical Ethics (Summer 2025)

• PHIL3280/4280 Philosophy of Dreams (Winter 2025)

• PHIL3430 Early Modern Philosophy (Winter 2025)

• PHIL2390 Biomedical Ethics (Winter 2025)

• PHIL2010 Love & Desire (Winter 2025)

• PHIL2390 Biomedical Ethics (Fall 2024)

• PHIL2270 Philosophy of Mind (Fall 2024)

• PHIL-COIS3270 Philosophy of AI (Fall 2024)

• PHIL1000 Introduction to the Philosophy of Knowledge & Reality (Winter 2024)

• PHIL2010 Love & Desire (Winter 2024)

• PHIL3140 Justice & Rights (Fall 2023)

• PHIL2270 Philosophy of Mind (Fall 2023) 

• PHIL2150 Philosophy of Law (Winter 2023) 

• PHIL1000 Introduction to the Philosophy Knowledge & Reality (Fall 2021)

Student Mentoring

Graduate Student Advisor, Queen’s University SGPS — 2022 - present 

I have been employed as a Graduate Student Advisor for the Society of Graduate & Professional Students 

(SGPS) since beginning my graduate studies. This role includes providing confidential support, 

guidance and advocacy for graduate students struggling with both academic and non-academic issues, 

such as accusations of academic misconduct, supervisory disputes, and funding concerns.

TA Mentor, Queen’s University Philosophy Graduate Students Association — 2024 - 2025

As elected TA Mentor for the PGSA, I provided advice and guidance to students new to working as a Teaching 

Assistant in the Department (e.g. upper-year undergraduates and MA students). This included support with 

marking expectations, handling student disputes and referring them to resources for issues pertaining to 

employment contracts.

Peer Assisted Study Scheme (PASS) Tutorial Leader, Swansea University — 2020 - 2022

As an upper-year law student, I volunteered as a PASS student leader where I was responsible for leading 

weekly revision tutorials and providing support to approximately twenty Year 1 law students. Material 

included foundational skills for success in legal research, EU law, contract law and torts. For my 

efforts, I was awarded the Silver HEAR award upon graduation. 

Educational Leadership

Curriculum Design and Research Support Intern (Faculty of Arts and Science), Queen’s Doctoral Internship in University Administration — 2026 

As part of the Queen’s Doctoral Internship in University Administration (QDIUA) program, my internship 

focused on researching potential curriculum and program changes for undergraduate education in the Faculty 

of Arts and Science. For the final project I compiled a report on potential global partnerships for joint 

articulation (‘2+2’) programs that map onto existing undergraduate programming. 

Research Assistant/Data Analyst, Queen’s University Dean’s Office  — 2026

I have been employed on a freelance basis to support ongoing curriculum design efforts in the Dean’s Office (Faculty of Arts and Science). Most recently, I helped to gather data on long-term labour market forecasts in relation 

to current and proposed undergraduate programming to support provincial grant applications. 

Graduate Student Research & Academic Subcommittee (GSRAS), Queen’s SGPS — 2025 - 2026

As a member of GSRAS, I represent graduate students in the Department of Philosophy and the Department of 

Political Studies in relation to concerns about program requirements, access to resources and academic success 

and advocate for improvement at the departmental and program level. 

Committee of Graduate Studies, Philosophy PhD Student Representative — 2023 - 2024

During my time as Representative, I assisted the Department of Philosophy with the Cyclical Review process 

of the Philosophy Graduate Program at Queen’s University (MA and PhD). As such, I interviewed my 

peers with respect to their experiences and feedback on the program and curriculum. I then composed 

a report and presented my findings to the Committee of Graduate Studies. One of my recommendations—for a 

professional development course—took effect in Fall 2024 as PHIL990 Philosophical Methods. 

Queen’s Committee of Graduate Studies for Law, Student Representative — 2023 - 2025 

During my time as Representative I assisted the Queen’s Faculty of Law with programming and curriculum 

changes, including voting on the approval of a new diploma program. 

Year 3 Representative, Swansea University School of Law — 2021 - 2022 

During my time as elected Representative for my cohort, I advocated for their concerns regarding reduced 

remote examination time and worked to increase professional development support.