Shortly after I have returned my student’s writing assignments to them, I start setting up appointments with those students who want to talk about their grades. In these consultations, as I go over the importance of returning to the reading assignments, preparing an early draft, meeting the writing tutor, revising often, having a friend readContinue reading “Writing And The Hundred Book Summer”
Category Archives: Teaching Philosophy
The Clock-Watcher’s Punch In The Gut
Last Monday, as I taught my graduate seminar on The Nature of Law, one of the students in attendance turned to look at the clock: we still had some forty-five minutes to go in a two-hour meeting. As I saw this, I experienced a familiar feeling, one that, as usual, temporarily, if not visibly, incapacitatedContinue reading “The Clock-Watcher’s Punch In The Gut”
Critical Theory And The Nature Of Law
My graduate seminar on ‘The Nature of Law‘ read and discussed critical race theory this past week. I’ve–along with my students–been thinking about the relationship of critical material like this–along with the critical legal studies readings we did over the last two weeks–to the definitional and foundational debates that so occupied us in the beginning ofContinue reading “Critical Theory And The Nature Of Law”
A Bad Teaching Day
Yesterday, I had a bad teaching day. First, I was scattered and disorganized in my Twentieth Century Philosophy class; I repeated a great deal of material we had already covered; I offered only superficial explanations of some important portions of the assigned reading; I did not answer questions from students satisfactorily. (It was pretty clearContinue reading “A Bad Teaching Day”
Steven Weinberg’s History Of Science Syllabus
A few years ago, on reading–perhaps in the New York Review of Books—Steven Weinberg mention his teaching an undergraduate history of science class at the University of Texas, I wrote to Weinberg: Professor Weinberg, […] I believe you teach a class on the history of science at UT-Austin. I would be very interested in perusing yourContinue reading “Steven Weinberg’s History Of Science Syllabus”
The Pencil Eraser As Proustian Madeleine
I prepare for classes by reading the texts I have assigned. As I read, on occasion, I make notes in the margins or underline words and sentences. Not too vigorously or extensively, because I still suffer from old scruples and niceties having to do with a fetishistic respect for the printed word; it took meContinue reading “The Pencil Eraser As Proustian Madeleine”
Teaching Wittgenstein And Making The Familiar Unfamiliar
I’m teaching Wittgenstein this semester–for the first time ever–to my Twentieth-Century Philosophy class. My syllabus requires my students to read two long excerpts from the Tractatus Logico-Philosophicus and Philosophical Investigations; bizarrely enough, in my original version of that exalted contract with my students, I had allotted one class meeting to a discussion of the section from the Tractatus. Three classesContinue reading “Teaching Wittgenstein And Making The Familiar Unfamiliar”
Meritocracies, Rankings, Curricula: A Personal Take On Academic Philosophy
Some six years ago, shortly after I had been appointed to its faculty, the philosophy department at the CUNY Graduate Center began revising its long-standing curriculum; part of its expressed motivation for doing so was to bring its curriculum into line with those of “leading” and “top-ranked” programs. As part of this process, it invitedContinue reading “Meritocracies, Rankings, Curricula: A Personal Take On Academic Philosophy”
An Act Of Philosophical Silencing
A few months ago, I noticed an interesting and telling interaction between a group of academic philosophers. A Facebook friend posted a little note about how one of her students had written to her about having encountered a so-called “Gettier case” i.e., she had acquired a true belief for invalid reasons. In the email, theContinue reading “An Act Of Philosophical Silencing”
‘Don’t Call Me A Philosopher’
I cringe, I wince, when I hear someone refer to me as a ‘philosopher.’ I never use that description for myself. Instead, I prefer locutions like, “I teach philosophy at the City University of New York”, or “I am a professor of philosophy.” This is especially the case if someone asks me, “Are you aContinue reading “‘Don’t Call Me A Philosopher’”
Samir Chopra 