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A course that would honestly question what we are doing and how do we justify it in the threat of neoliberal attack on humanities. It is great to have values that are not appropriated by the capital, but are we then a club of self-satisfaction? Yet, if we publicize it more, what do we really retain from the confusing distinctions and logics that we try to understand or establish? How are the two aspects connected? Plus, what is it to produce more in a context where there is an inflation of words?

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I highly second the call to critique academic philosophy itself. I specifically would appreciate a course which allows us to inquire into being college students critically and philosophically. Really allow us to ask who we are and what we are doing as students outside of our research interests. What makes us students, what called us to this role, and what can be done with it? This might also include a historical incursion into the student movements of the past. It is really funny how students have historically at times been great catalysts of history, yet today we are taught and expected to be absolutely dormant and complicit (even those of us engaged in radical social and political philosophy). The aim of the course being to further illuminate the nature and function of our station, hopefully arming us with further ways to act and understand as students. I feel like based on many of my interactions with students, undergraduate and graduate alike, very few have actually been afforded the academic space to reflect on and define their status as a student (I wonder why…). We should keep working to change this, or at least remember to think about it outside the classroom if we must.

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The unspoken tools and rules of philosophical practice would be helpfully broken down into explicit chunks. This would range from a segment on logic to annotation skills to seminar dynamics.

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Everyone connects philosophy to the practical domain on their own terms, but it would be great for those domains to be shared explicitly while referring to past and present projects.

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The History & Politics of Pseudo-science

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The History & Politics of Pseudo-science

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Such a course should include both the marginalisation of non-western knowledge/practices as 'pseudoscientific' to discredit them, as well as the role of the imperial project in using "scientific" means to reinforce racial discrimination (i.e. the political use of the category of 'science' and 'pseudoscience').
Given current disinformation and claims to legitimacy, this would be timely!

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Philosophy in the academy is long overdue for some self-reflection. I need a course in which we critically engage with how philosophy reproduces itself within the academy: the hazing rituals (like comprehensive exams and destructive criticism in teaching observations), the racist/sexist/etc. disciplinary practices (like the insistence on "professional" conduct and communication in the face of violent speech and acts), the gaslighting, the invalidation, the micro- and macroaggressions, the absolute, unforgivable cowardice in the face of overt discrimination and oppression, the administrative bootlicking, etc. I feel like I *need* this course, but I know that the people who really *NEED* this course are the people who have been perpetuating all of this for decades. Unfortunately, those people finished coursework long ago.

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Philosophy of Disability
Philosophy of Self
Philosophy of Relativism

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Aesthetics of the 'Batman' films, what the grunge addresses in the American psyche

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Aesthetics of the 'Batman' films, what the grunge addresses in the American psyche

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I would love a series of graduate courses that help us develop the knowledge and skills to teach difficult subjects, like social and political issues that can be really contentious, so that we can all feel confident to teach on them. No matter what our field of study, we should all be prepared for at least a minimal engagement with issues that can be raised in any classroom that encourages critical thinking.

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I would love a series of graduate courses that help us develop the knowledge and skills to teach difficult subjects, like social and political issues that can be really contentious, so that we can all feel confident to teach on them. No matter what our field of study, we should all be prepared for at least a minimal engagement with issues that can be raised in any classroom that encourages critical thinking.

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...especially as we move through the pandemic. I need a better understanding of our individual and collective experience of time!