https://reasonsresponsive.org/propositions daily 0.75 2021-10-13 https://reasonsresponsive.org/propositions/blog-post-title-one-p9aw3 monthly 0.5 2020-05-19 https://reasonsresponsive.org/propositions/blog-post-title-two-dlpym monthly 0.5 2020-05-19 https://reasonsresponsive.org/propositions/blog-post-title-three-nl2x8 monthly 0.5 2020-05-19 https://reasonsresponsive.org/propositions/blog-post-title-four-np9dc monthly 0.5 2020-05-19 https://reasonsresponsive.org/person daily 0.75 2025-02-26 https://reasonsresponsive.org/philosophy daily 0.75 2026-03-08 https://images.squarespace-cdn.com/content/v1/5da6267414581d6763276dbb/1571172551816-W5ELRCCHPZGTJ9FITD4Y/propositions.JPG philosophy https://images.squarespace-cdn.com/content/v1/5da6267414581d6763276dbb/1571172428622-N6J0HCR2EQ9S6I38BDZZ/DSCN1753.jpg philosophy https://images.squarespace-cdn.com/content/v1/5da6267414581d6763276dbb/1571172779098-00RIV449XUPBOT7TZ3KQ/papers.JPG philosophy https://reasonsresponsive.org/home daily 1.0 2021-10-13 https://reasonsresponsive.org/phone daily 0.75 2023-01-22 https://reasonsresponsive.org/pedagogy daily 0.75 2025-04-02 https://images.squarespace-cdn.com/content/v1/5da6267414581d6763276dbb/1571178117256-YDA8KQ30IRPRP45ON7J5/DSCN2564.jpg pedagogy https://images.squarespace-cdn.com/content/v1/5da6267414581d6763276dbb/1571178446909-21Y3THEN43NQGLE0TN8Z/DSCN2568.jpg pedagogy https://images.squarespace-cdn.com/content/v1/5da6267414581d6763276dbb/1571178577114-FZF72ZEFCJ533FL25FIV/DSCN2573.JPG pedagogy https://reasonsresponsive.org/philosophy-publications daily 0.75 2026-03-07 https://images.squarespace-cdn.com/content/v1/5da6267414581d6763276dbb/5e9f0321-169d-47a5-bb31-e2e883528678/IMG_6609.JPG Philosophy - Publications - ‘Learning, Labor, and the Demands of Developmental Appropriateness’ (2025, Studies in Pedagogy: Teaching in Hostile Conditions, Alida Liberman (ed): 28 - 60, DOI: 10.5840/aaptstudies2025522107) Abstract: Conditions of labor in higher education for non-tenure-track (NTT) faculty are hostile. Many recognize this fact, which serves as the basis for the push for unionizing NTT faculty. This essay furthers that project. In it, I draw attention to the fact that one’s expertise sets normative boundaries on the conditions that they may be legitimately invited to labor under. I capture this thought and unpack it through a lens that I am used to thinking through when designing courses—namely,developmental appropriateness (DA). Roughly, the idea is that conditions of labor in higher education, and professional philosophy in particular, are not just hostile due to poverty wages and precarity, but also due to the fact that NTT faculty expertise is decoupled from the value of their teaching. I argue that this violates their autonomy and that unionization is required to prevent that violation and reclaim the value of their expertise. https://images.squarespace-cdn.com/content/v1/5da6267414581d6763276dbb/1633961086516-KFMJZRJVS2AJFF5EIQ5Y/IMG_6664.JPG Philosophy - Publications - ‘Blame and the Humean Theory of Motivation’ Philosophia 45, 2017: pp. 1345 - 64 A classic, though basically neglected question about motivation arises when we attempt to account for blame’s nature—namely, does the recognition central to blame need help from an independent desire in order to motivate the blame-characteristic dispositions that arise in the blamer? Those who have attended to the question think the answer is yes. Hence, they adopt what I call a Humean Construal of blame on which blame is (a) a judgment that an individual S is blameworthy and (b) an independent desire about S not doing as they did or being as they are. This paper rejects arguments for the Humean Construal, illustrates deep failings of that view, and uses these considerations to support anti-Humean accounts of blame in particular and moral motivation more broadly. https://images.squarespace-cdn.com/content/v1/5da6267414581d6763276dbb/1634134448172-TOZ1XQ8IAYL6VPWX0T09/IMG_6142.JPG Philosophy - Publications - ‘Debt Relief: On Haji’s Reason’s Debt to Freedom’, Polish Journal of Philosophy 7, 2015: pp. 111 - 130. This is a writing that bugs me. I wrote it when I was young. I also should’ve been clearer and more reasonable. My main concern is that a key premise in Haji’s primary argument lacks support. Haji purports that the premise is supported by his a well-known case in normative psychology focused on the existence of reasons. Haji takes the case to show that the objective ought is the morally significant ought. I point out that the case alone does not show that the objective ought is the morally significant ought, and many philosophers including the one who originally published the case agree on the grounds that the case leaves open a reasonable route to the conclusion that the subjective ought is the morally significant ought. Haji goes on to attempt to wield the result that the objective ought is the morally significant ought against all compatibilist theories of free will/moral responsibility. I should’ve simply said that each of those arguments remains unsupported because they rely for their justification on an unsupported and extremely controversial claim. Haji responds. Haji argues that (a) I’m merely pointing out that the case is ambiguous between the objective and subjective reading and (b) reasserts without argument that the case shows that the objective ought is the morally significant ought. Haji is incorrect about (a) and, so, his reassertion remains without warrant. https://images.squarespace-cdn.com/content/v1/5da6267414581d6763276dbb/1634135223164-XXJZGDFEBUNBZN008QBU/IMG_6591.JPG Philosophy - Publications - ‘As Long As We’ve Got Each Other', Asteriskos: International Journal of International and Peace Studies 1, 2006: pp. 99 - 116. This is a super early paper of mine. As such, it’s not great. I argue that shared history is a problematic reason for caring more about one’s compatriots than one’s non-compatriots. To show this, I appeal to the metaphysics of time. (yikes : )) https://reasonsresponsive.org/projects daily 0.75 2025-02-09 https://images.squarespace-cdn.com/content/v1/5da6267414581d6763276dbb/ae6854ce-5fa3-4b01-8168-3def19230357/tempImageznyddo.jpg Philosophy - Projects - Paper in Progress: ‘Teaching Philosophy and Students Who are Visually Impaired’ A significant number of students who are visually impaired do not finish their degree programs in higher education. One factor affecting degree completion is the fact that most must seek learning support beyond their academic institution, since resources for accommodating these students are scarce. This paper aims to make progress against that scarcity for instructors in higher education, especially those who teach philosophy. The essay begins by connecting best general pedagogical practice to best practices for instructing students who are visually impaired. This demonstrates that (a) instructional materials primarily need modifications that support learning for students who are not visually impaired if they need any modification at all. and (b) the modifications called for typically minimal. Thus, we are in a good position to positively effect learning experiences for students who are visually impaired—modifications when needed are globally helpful and modifying is typically not arduous. To further demonstrate (a) and (b) and contextualize them, I follow up that discussion with an evaluation of three instructional materials used in introductory logic classrooms to support students evaluate syllogisms in light of that guidance. https://images.squarespace-cdn.com/content/v1/5da6267414581d6763276dbb/1634140786406-WOSQCY4T2Y10LYYAS74H/IMG_4256.JPG Philosophy - Projects - Paper in Progress ‘Balance: Content and Instruction’ First, I argue for a specific way of understanding and meeting the challenge of balancing content coverage and skill building. I follow up by offering a system for achieving balance in one’s course design and pedagogy in philosophy. Second, I show that this model for balancing course content in terms of a bit of content’s primary pedagogical function also speaks to balancing course content and instruction on the basis of political affinity. According to most, instructors and their course content should remain politically neutral. I appeal the model and the principles that underwrite it to show that that common precept is misguided, especially in the face of widespread injustice and banal cruelty. https://images.squarespace-cdn.com/content/v1/5da6267414581d6763276dbb/958b0e86-505e-4d67-a69d-a03134aa59de/IMG_0402.JPG Philosophy - Projects - Paper in Progress: ‘Class Size is a Class Issue’ The division of labor is a central animating feature in the capital competition that likely intimates inevitable revolution. Another is the invention of machines that allow for the pairing down of Human Resources required for capital gain through the generation of valuable products and services. This essay first furthers the argument for a wider understanding of machine-replacement in non-manufacturing service jobs, which is integral to uncovering mechanisms in non-manufacturing service industries that function to reduce reliance on human persons. My case study is class size in primary, secondary, and higher education. I show that class size is akin to the combination of the ‘spinning Jenny’ and the water pump. The former was one of the first machines to be introduced in factories in London in the mid 1760’s. It allows its operator to spin nearly ten times as many spools of yarn than previously possible. The water pump simply replaced the workers needed to operate the jenny. Like that combo, class size functions to reduce the educational workforce. Given that class size has significant adverse affects on instructors and students, I argue that the move to reduce the number of teachers relied on to educate a population is unjust and runs contrary to the aims of public and private education. https://images.squarespace-cdn.com/content/v1/5da6267414581d6763276dbb/4f56ae93-f664-4ce4-9558-509ae72dc017/tempImageSEyCTh.jpg Philosophy - Projects - Book in Progress: Neo-Feudalism and Abolition Democracy I argue that abolition democracy should aim to reveal, recognize, and respond to injustice as flowing not from capitalism but from a background feudal system that has outlasted all liberal-egalitarian and proletarian revolutions. My main model is prison abolition. The focus on prisons illustrates the way systems are arranged and function to maintain a second-class citizenry for exploitation. I show that those same systems can and did function absent capitalism. They were at work in feudal arrangements. I go on to show that neo-feudalism is our current condition, thus we should focus on dismantling the systems that materialize that order. I draw insights from abolition-democratic practices like reparative justice to offer guidance for action. https://images.squarespace-cdn.com/content/v1/5da6267414581d6763276dbb/1634141818786-XCL4TWGFI00U3UTUY4E4/IMG_6715.JPG Philosophy - Projects - Book in Progress: Teaching Philosophy: A Critique and Technique I present a method for teaching philosophy. I argue for principles that can guide philosophy instructors design of learning experiences. As the argument unfolds, I develop accounts of things like learner-centeredness, alignment, and balance. Finally, I offer tools and examples to aid in application. https://reasonsresponsive.org/cv-1 daily 0.75 2026-03-07 https://reasonsresponsive.org/puppy daily 0.75 2024-06-07 https://images.squarespace-cdn.com/content/v1/5da6267414581d6763276dbb/1d279106-c9eb-41b3-8eef-4ea68727c3d2/IMG_0047.JPG puppy Simi in her toy basket as a very small, golden mix puppy https://images.squarespace-cdn.com/content/v1/5da6267414581d6763276dbb/efa26122-3455-4c8d-8451-c6a8cbb04f3d/IMG_0290.JPG puppy Simi trying to nap as a very small, golden-mix puppy https://images.squarespace-cdn.com/content/v1/5da6267414581d6763276dbb/9ddbd75a-b986-4c27-a1f9-27519cd55eba/IMG_0317.JPG puppy Simi wrestling with her new bed as a very small, golden-mix puppy https://images.squarespace-cdn.com/content/v1/5da6267414581d6763276dbb/7c5d6f3b-138a-4def-855a-6f3ef8309c2b/IMG_0341.JPG puppy Simi in her toy bin again as a very small, golden-mix puppy 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