“Marc’s performance was as if Socrates was reincarnated with Robin Williams. It is hard to get a class engaged right off the bat, but he did.”
(Anonymous student, from the 2020 Dean of Arts Teaching Award nomination)

Teaching a class

Much of my research is on diagrammatic reasoning and the cognitive role of iconic signs, so naturally I use a lot of visuals when I teach. The general outline of our class time is always prepared in advance, but so long as we cover what is on the daily menu, I purposely let the discussion unfold in an unscripted manner that leaves room for spontaneity, productive mistakes, and discoveries. My goal is to get students involved in a genuine deliberative process. “You feel strongly about an idea or cause?,” I ask them. “Great. But, many honest people besides yourself likely champion opposite ideas or causes that they also deem worthy. So, a sense of conviction will not amount to much unless we can get clear on the pros and cons of the various reasons. That requires hard work and a commitment to dialogue.” When, in the course of putting in that hard work, it (slowly or suddenly) dawns on individual students that respect for reason and evidence holds real promise for the resolution of conflict and uncertainty, I feel I have made a lasting impact.

COURSES TAUGHT (as sole instructor of record)

Philosophy of Mind: Consciousness
Advanced Topics in Metaphysics and Epistemology
Seminar in Pragmatism
Business Ethics
Philosophy of Emotion
Early Modern Philosophy
Love and Desire
Philosophy of Sport and Recreation
Philosophy of Law
Sustainability: Analysis and Ethics
Introduction to Formal Logic
Advanced Formal Logic
Critical Thinking
Introduction to Philosophy

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