On this page, you will find a list of the philosophy courses I’ve taught, as well as some sample syllabi and course outlines, and an overview. My teaching statement provides more information about my approach.
As Primary Instructor, Sorbonne Université
2018-2020
Philosophical English, “Personal Identity and Selfhood in the Anglophone Tradition”
Undergraduate-level course, taught in English for non-native speakers (Sample syllabus, in all cases syllabi are translated from French*)
Philosophical texts in English, “Personal Identity and Selfhood in the Anglophone Tradition from Locke to Reid”
Masters-level history of philosophy course, taught in English for non-native speakers
Philosophical English, “Readings in Contemporary Anglo-American Philosophy. What Can Philosophy Talk About?”
Undergraduate-level course, taught in English for non-native speakers (Sample syllabus)
Philosophical English, Susan Wolf’s Meaning in Life and Why It Matters and related texts
Undergraduate-level course, reading, translation and discussion, taught in English for non-native speakers
Philosophical Methodology for Foreign Students,
Third-year undergraduate course (Sample course outline)
2017-2018
Philosophical texts in English, John Rawls’ A Theory of Justice
Master’s-level history of philosophy course, reading, translation and commentary (Sample syllabus)
Philosophical texts in English, William James’ “Consciousness of Self” in Principles of Psychology
Masters-level history of philosophy course, reading, translation, and commentary (Sample course outline)
Philosophical Methodology for Foreign Students, Third-year course
2016-2017
Philosophical texts in English, “Personal Identity and Selfhood in the Anglophone Tradition”
Master’s-level history of philosophy course, 2 Sections
Philosophical Methodology for Foreign Students, Third-year course
2015-2016
Philosophical texts in English, Thomas Kuhn, Structure of Scientific Revolutions
Master’s-level history of philosophy course, reading, translation and commentary
Philosophical English, Susan Wolf’s Meaning in Life and Why It Matters and related texts
Undergraduate-level course, reading, translation and discussion in English
Philosophical Methodology for Foreign Students, Third-year course
2013-2014
Communicational English, “Doing Philosophy in English”
Third-Year course
Communicational English, “Expressing Oneself in English. What Can Philosophy Talk About?”
For the Professional Master’s Program, “Conseil éditorial et gestion de connaissance” (Editorial consulting and knowledge management)
As Teaching Assistant (Chargé de TD), Sorbonne Université
2020-2021
Metaphysics, “Freedom”
Third-year course, 2 sections in complement to Profs. Claude Romano and Stéphane Floccari’s lecture course.
2018-2020
Metaphysics, “The Affective Life”
Third-year course, 2 sections, in complement to Prof. Claude Romano’s lecture course. (Sample syllabus)
General Philosophy, “Subject and Object”
First-year course, 2 sections, in complement to Prof. Michel Puech’s lecture course.
History of Ancient Philosophy, “Language and Rationality in Aristotle” First-year course, 2 sections, in complement to Prof. Suzanne Husson’s lecture course.
General Philosophy, “Belief”
Second-year course, 2 sections, in complement to Prof. Stéphane Chauvier’s lecture course. (Sample course outline)
General Philosophy, “Truth”
First-year course, 2 sections, in complement to Prof. Michel Puech’s lecture course.
2017-2018
Metaphysics, “Freedom”
Third-year course, in complement to Prof. Claude Romano’s lecture course.
2015-2016
General Philosophy, “Habit”
Second-year course, 2 sections, in complement to Prof. Claude Romano’s lecture course.
2010-2012 ESL Teacher, Académie d’Orléans-Tours
Collèges Saint-Exupéry and Pierre Mendès-France in St-Jean de Braye and Chécy (near Orléans), 2011-2012
Lycée Edouard Branly in Dreux (80 km from Paris), 2010-2011
Overview of my teaching
During my time in France, I taught philosophy to graduates and undergraduates on a variety of topics, in both French and English, as well as ESL in French middle and high schools. I have helped students grapple with philosophical texts from throughout the Western tradition in classes based around free, exploratory discussion. This does not always come naturally to French students, who are used to a strict distinction between student and professor and can be reticent about speaking in class, lest what they say be seen as foolish or mistaken. Teaching in France helped me learn to foster an open pedagogical environment where everyone feels comfortable both expressing uncertainty about the reading and being assertive in interpreting it. I present the goal of the class as collective: formulate to each other what an author is doing and why, identify the problems they are addressing, and develop our own take on them.
I started teaching philosophical English courses at the Sorbonne while in my second year of the Master’s program and continued during my PhD teaching fellowship and subsequent teaching and research fellowship (called an “ATER”, Attaché Temporaire d’Enseignement et de Recherche). These courses afforded me the opportunity to help French graduate and undergraduate students practice philosophy in English. I chose texts and topics that would introduce Francophone readers to Anglophone and Analytic philosophers they might not encounter as much in their regular studies in France. In the French context, such courses focus on guided commentary and translation in order to help students learn to read primary philosophical texts effectively and rigorously. I have also found that including a discussion-based component helps students appropriate the ideas and evaluate the arguments for themselves, linking interpretation and argumentation in a valuable way.
These philosophical English courses and “Philosophical Methodology for Foreign Students” have been stand-alone courses. In addition to this, my experience at the Sorbonne includes TD (Travaux Dirigés), the heart of what we traditionally think of as a philosophy course. As the CM (Cours Magistraux) are designed as straight lecture courses, where students listen, take notes, and sometimes ask questions, TD are designed to complement these courses with a hands-on and practical approach. My “General Philosophy”, “Ancient Philosophy”, or “Metaphysics” courses (taught in French), thus aimed to provide students an opportunity for active participation in ideas they were encountering in the CM lecture courses. In these courses, I encouraged my students to interpret readings themselves and engage in discussion, to write argumentative essays, and give presentations. It is primarily the TD instructors who interact with students individually, assign readings, grade their work and give them feedback. This international experience has helped me continually adapt my pedagogy to the varied needs and expectations of students.
Samuel R. Webb 