There is a particular moment in group discussions that I wait for, like a wildlife photographer waiting for a skittish creature to emerge, that requires diligent attention and careful planning. It usually happens when I teach Robert Nozick’s thought experiment, “The Experience Machine,” or Thomas Nagel’s “What is it like to be a bat?” I wait for group discussions to make the transitions from a ping pong match between myself and the students, into students conversing directly with one another. In these moments, I feel as though my regulative ideal of community is realized. I remain as an active observer, stepping in when I feel as though conversation may have strayed to an unproductive place or when some voices may be dominating the conversation. But, when the class as a whole begins to buzz with excitement around autonomously exploring a novel topic and attempting to grapple with their own thinking, I cannot help but swell with pride.

​

I am committed to supporting students in understanding and deploying the tools that belong to the discipline of philosophy, regardless of the vocation they pursue. I meet students where they are by structuring each class with a variety of teaching mediums, soliciting student input in class policies and lesson plans, clearly articulating the purpose that orients each course and assignment, and modeling philosophy as a way of life. 

​

For my full teaching statement, please email me at katherine [dot] m [dot] pier [at] vanderbilt [dot] edu