Teaching

 
 

I think teaching philosophy should be more than introducing students to what various philosophers have said. Philosophy should also be done in the classroom, both by the students and on display for them. This means, minimally, helping students explore their own questions in a philosophical way, training habits of clear thinking, modeling intellectual humility, welcoming the question of why it all matters, and demonstrating an openness to being personally affected by the pursuit of wisdom. See below for a sample of student comments, as well as details for past and prospective courses.

 

“To endure uncertainty is difficult, but so are most of the other virtues. For the learning of every virtue there is an appropriate discipline, and for the learning of suspended judgment the best discipline is philosophy.”

Bertrand Russell, “Philosophy for Laymen”

 Sample Student Comments

  • “The instructor was very inclusive. He always reviewed over the ideologies gone over in the previous class and often encouraged the students to dissect the arguments. Anytime there was confusion for students, he answered honestly and relatively to the topic and assisted in creating simpler ways to obtain an argument. The professor included stories from his own experiences as a philosopher, which often had some humorous moments, but increased classroom engagement and understanding.”

  • “The instructor was clear in his teaching and he worked to make sure that everyone understood the subject. He made himself available after classes and during office hours so that all students would be able to ask questions and have a clear understanding of the course.”

  • “Professor Whitaker was one of the best teachers I have had at Marquette thus far. His thorough understanding of the course material is evident in every single lecture. He encouraged questions and engaged thoughtfully with every student’s questions. He was always willing to talk about questions during office hours and provide feedback regarding inquiries on difficult readings. He has a great sense of humor that keeps the class interested. I think the basis of every great professor is a willingness to engage actively with students at every possible opportunity, and Professor Whitaker fully accomplishes this.”

  • “Mr. Whitaker is a great communicator and teacher. I would look forward to his class, even at 8 am, because he made the material and lectures fun and interesting. His humor kept me engaged when I wanted to sleep and he was very helpful when I went into office hours to go over the study guide for the midterm…Overall, he is a great teacher and I was not excited to take philosophy but he made it a great class that was very intellectually stimulating.”

  • “This is the most organized class I have taken at Marquette. Expectations were clear and everything was laid out in black and white in the syllabus, so there was no confusion.”

  • “Very good instructor. I really appreciated how he would guide us in discussion without restraining the conversation. He was also good at rephrasing questions in order to make for better discussions which is something that’s important for an ethics class.”

  • “Mr. Whitaker was great at stimulating discussion. His knowledge on the content was vast, and he kept the class interested the entire time. I wish that this class was long because I’d love to discuss more about this topic in Mr. Whitaker’s classroom.”

  • “Robert Whitaker was probably one of the best teachers I’ve ever had at Marquette. He was always well prepared and knew the information very well. I knew what his expectations were for the class and never felt unprepared. He always made group conversations interesting and made the class a comfortable place to share. I always felt like he respected everyone’s ideas and encouraged us to ask difficult questions. He is an overall funny and nice guy. He chose interesting readings that weren’t super long, so it was easy to prepare for every class. I think this helped students participate in class because students often read short readings more often than long readings. The readings were also very interesting and thought provoking.”

  • “Professor Whitaker is an amazing professor, the class was exciting and he presented all the information in a captivating manner. It was clear how passionate he was about philosophy, yet he presented everything in a non-biased manner. He was engaged and was always looking for participation and encouraging discussions among the class. The majority of the content was exciting and even if it was a little bland, Professor Whitaker made it appealing and connected it with real life examples. Cannot say enough good things about the class!”

  • “Prof. Whitaker is an amazing philosophy professor and overall person. Philosophy can be hard to understand at times with the type of wording that philosophers use, however Prof. Whitaker used present day examples that made everything easier to understand. I would love to take another philosophy class led by him, but I can’t due to my schedule. He deserves some type of award, or a raise, an award and a raise would be most appropriate in my opinion.”

  • “Professor Whitaker was able to make many difficult concepts very interesting. Epistemology is quite difficult but the Professor definitely made me look forward to every class by reassuring and explaining when anyone had problems with any step in a kind and understanding manner. I enjoyed his teaching very much.”

  • “Prof. Whitaker did a fantastic job presenting material and keeping the course stimulating. Very engaging discussions and fun conversations. Each class had consistently interesting content and he took our preferences into consideration when planning out class periods.”

  • “This instructor made this course. The information is difficult to understand at times and I think it would be very easy to not explain the material correctly, but this instructor knew the material and was able to add his own comments and led students to have their own opinions as well (in discussion).”

Courses Taught

Course descriptions are as they appear on the syllabi and/or in the university bulletin. Click course titles for sample syllabi.

This course aims to help students critically engage their own experience as it relates to fundamental philosophical questions about the human condition, focusing on moral value and the meaning and purpose of human life. It aims to help students articulate their own deepest questions about these issues, and to increase their understanding of, organize, and befriend these questions in light of a variety of classical and contemporary philosophical approaches.

 

The purpose of this course is to think very hard for a long time about what it means to be human. The course deals with the following four problem areas: human choice, human cognition, the affective, social, and spiritual dimensions of the human person, and the unity of the human being. A substantive treatment of classical and Christian philosophical approaches is also included.

 

The purpose of this course is to think very hard for a long time about what it means to be good. More specifically, what does it mean to be a moral being? We consider questions such as: “What sort of life is most worth living?” “How ought I to treat other people?” “What motivates moral actions?” “What is the origin of our moral values?” “Are moral values and duties objective?” “What, if anything, grounds moral values and duties?” and many others.

 

This course introduces students to moral issues that arise in the practice of health care and modern medicine. The primary goal of the course is to help students become better equipped to make reasoned judgments about certain ethical issues that arise in healthcare practice and policy formation. The course includes a brief introduction to basic ethical theory, which is intended to serve as a background aid for thinking through the particular medical issues discussed in the course.

 

This course introduces students pursuing careers in the health sciences to issues in professional ethics and is designed to provide a bridge to ethical topics covered in the professional phase of study. We explore a wide variety of topics including dignity of life, codes of medical ethics, the nature of the patient-medical provider relationship, confidentiality, the determination of patient competence, critical patient care, and justice in health care.

 

This course introduces students to philosophy of mind, including topics of historical importance such as the existence of a soul and the relationship between the mind and the body, as well as topics of more recent interest such as mind/brain identity, consciousness, intentionality, physicalism vs. non-physicalism, functionalism, artificial intelligence, animal minds, and group minds/extended mind. Special effort is made to include works by women philosophers.

 

This course introduces students to epistemology, the philosophical study of knowledge. It includes topics of both historical and contemporary interest such as the nature, sources, and possibility of knowledge; the relationship between knowledge, belief, and justification; the relationship between knowledge and mind/brain; the possibility of a priori knowledge; the challenge of skepticism; the problem of disagreement; and more.

 

This course introduces students to the art of thinking well. It includes an extended look at logic, which is the science of correct reasoning. The primary object of study in logic is the argument, so students will learn to recognize, assess, and construct arguments, and be trained to identify common errors in reasoning. There is also an emphasis on the role of rhetoric in critical thinking.

 

Prospective Courses

This course introduces students to metaphysics, which is the investigation of fundamental questions about the nature of reality. It includes an emphasis on diversity of perspectives, including non-Western and feminist perspectives. It covers topics of historical importance and recent interest such as monism/individuation, realism/idealism, physical objects, time and space, persistence, truth, abstract objects, causation, God, the human person/self, free will, metametaphysics, and more.

 

This course introduces students to philosophy of religion, including topics of historical and contemporary importance such as the existence of God, faith and reason, the problems of evil and divine hiddenness, and religious and mystical experience. It includes an emphasis on diversity of perspectives, including non-Western and feminist perspectives, and on the lived experience of one’s religious or irreligious commitments.

 I’m also prepared to teach the following courses:

 
  • Epistemology (Graduate)

  • Epistemology of Disagreement

  • Epistemology for the Health Sciences

  • Philosophy of Religion

  • History and Theory of Ethics

  • Epistemology for Non-Philosophers

  • Metaphysics

  • Early Modern Philosophy

  • American Pragmatism

  • Feminist Philosophy

  • Philosophy of Race and Racism

  • Social and Political Philosophy

  • Philosophy of Science

  • Engineering Ethics

  • Philosophy of Technology

  • Philosophy of C.S. Peirce

  • Philosophy of Søren Kierkegaard

  • Philosophy of Friedrich Nietzsche