•  5
    Annotated Bibliography of Resources for Experiential Learning and Education
    American Association of Philosophy Teachers Studies in Pedagogy 4 181-192. 2018.
  •  7
    Experiential Learning Within and Without Philosophy
    American Association of Philosophy Teachers Studies in Pedagogy 4 1-14. 2018.
    Philosophy has made substantive contributions to education, going at least as far back as to well-known figures such as Plato and Aristotle. Along with disciplines like psychology and sociology, philosophy has helped shape some of the core features of experiential learning. The central aim of the present introduction is to illustrate how developments in experiential learning are the result of contributions from both within and without philosophy. Some secondary goals include discussing the histo…Read more
  • Some Benefits of Getting It Wrong
    Aapt Studies in Pedagogy 1 179-190. 2015.
  •  4
    Moving Beyond Unification and Modeling: A Reconsideration of Radically Naturalized Metaphysics
    Lato Sensu: Revue de la Société de Philosophie des Sciences 3 (1): 52-58. 2016.
    Ontic structural realists Ladyman and Ross endorse the view that the only metaphysical tasks worth pursuing are to unify the sciences and model the objective structure of reality. This form of radically naturalized metaphysics, however, depends upon the principle of naturalistic closure. In this paper I argue that the principle of naturalistic closure is at odds with radically naturalized metaphysics since it is a nonnaturalized metaphysical principle, claiming that radically naturalized metaphy…Read more
  •  11
    Some Benefits of Getting It Wrong: Guided Unsuccessful Retrievals and Long-Term Understanding
    American Association of Philosophy Teachers Studies in Pedagogy 1 179-190. 2015.
    What might be called the “common approach” to teaching incorporates traditional retrieval exercises, such as tests and quizzes, as tools for evaluating retention. Given our course goals, many educators would recognize that the emphasis on retention is problematic. In addition to understanding information in the short-term, long-term understanding is also desirable. In this paper, I advocate for a new use of quizzes in philosophy courses that is intentionally designed to enhance long-term underst…Read more
  •  21
    A Natural Case for Realism: Processes, Structures, and Laws
    Dissertation, University of South Florida. 2015.
    Recent literature concerning laws of nature highlight the close relationship between general metaphysics and philosophy of science. In particular, a person's theoretical commitments in either have direct implications for her stance on laws. In this dissertation, I argue that an ontic structural realist should be a realist about laws, but only within a non-Whiteheadean process framework. Without the adoption of a process framework, any account of laws the ontic structural realist offers will requ…Read more
  •  27
    It is argued that a chief obstacle to a naturalistic explanation of the origins of mind is human exceptionalism, as exempli fi ed in the seventeenth century by René Descartes and in the twentieth century by Noam Chomsky. As an antidote to human exceptionalism, we turn to the account of aesthetic judgment in Charles Darwin’s Descent of Man , according to which the mental capacities of humans differ from those of lower animals only in degree, and not in kind. Thoroughgoing naturalistic expla…Read more
  •  47
    The Evolutionary Relevance of Abstraction and Representation
    Biosemiotics 7 (1): 125-139. 2014.
    This paper investigates the roles that abstraction and representation have in activities associated with language. Activities such as associative learning and counting require both the abilities to abstract from and accurately represent the environment. These activities are successfully carried out among vocal learners aside from humans, thereby suggesting that nonhuman animals share something like our capacity for abstraction and representation. The identification of these capabilities in other…Read more
  •  41
    Where does the cognitive system begin and end? Intracranialists maintain that the cognitive system is entirely identifiable with the biological central nervous system. Transcranialists, on the other hand, suggest that the cognitive system can extend beyond the biological CNS. In the second division of Supersizing the Mind, Clark defends the transcranial account against various objections. Of interest for this paper is Clark’s response to what he calls “asymmetry arguments.”Asymmetry arguments ca…Read more