I am an assistant professor at the University of Central Arkansas, where I get to teach a great set of courses: Theories of Knowledge, Modern Philosophy, Philosophy of Science, Symbolic Logic, and Philosophy for Living. I have broad philosophical interests, but I am most often drawn to questions about knowledge. A thread that ties most of my research interests together is thinking about what it means to flourish as a knower, especially as social beings. My work on perspectives illustrates this range, and I have written on topics such as agency and reflection in Ernest Sosa’s virtue epistemology, how metaphors of perspectivality influence accounts of the first-person perspective, and how gaps in conceptual resources in the epistemology of science contribute to climate change denial. I am currently working on applications of standpoint theory to research on modern slavery.
I see pedagogy as a natural extension of my epistemological interests, especially since education is inescapably value-laden. Recently I have been exploring ways to engage students with thinking about and developing intellectual virtues such as curiosity, attentiveness, openmindedness, intellectual humility, and courage. I tend to think that one of the best things I can do as a teacher is to inspire students to be curious about the world and to help them develop skills to turn this curiosity into an active, life-long interest in learning.