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    Bhagavad Gita. Translated by Stanley Lombardo
    Teaching Philosophy 42 (4): 428-432. 2019.
  • In the Phaedrus, Plato asserts that divine erotic mania is not an "invariable evil," but enables the philosopher to ascend to the forms and attain "true knowledge," On this view of the best life, this mania has value---it is even "superior" to sophrosume. This dissertation argues that this Phaedrus account should be read as a work in moral psychology. ;To this end, this dissertation considers the development of the ways of thinking about the individual, behavior, and ethics in Greek thought befo…Read more
  •  9
    Navigating Ambivalence
    Narrative Inquiry in Bioethics 3 (3): 241-246. 2013.
  •  245
    The philosophical import of the chariot images found in the Katha Upanishad and the Phaedrus is considered here. It is claimed that the resemblance in the accounts provided in these disparate texts is not merely incidental. Rather, each chariot-image should be read as contributing to a careful answer to the same thorny philosophical problem: the identification and justification of the best life for the individual. It is argued that each serves to illuminate an internal and complex account of the…Read more
  •  16
    Two chariots: The justification of the best life in the
    Philosophy East and West 56 (3). 2006.
    : The philosophical import of the chariot images found in the Katha Upanishad and the Phaedrus is considered here. It is claimed that the resemblance in the accounts provided in these disparate texts is not merely incidental. Rather, each chariot-image should be read as contributing to a careful answer to the same thorny philosophical problem: the identification and justification of the best life for the individual. It is argued that each serves to illuminate an internal and complex account of t…Read more
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    How to Teach Comparative Philosophy
    Teaching Philosophy 37 (2): 215-231. 2014.
    This article articulates a range of possible pedagogical goals for courses in comparative philosophy, and discusses a number of methods and strategies for teaching courses intended to achieve those ends. Ultimately, it argues that the assignment to teach comparative philosophy represents an opportunity to design a course with remarkable freedom and tremendous potential. Comparative philosophy courses can engage students in unique ways that not only increase their understanding of the fundamental…Read more