RECENT TEACHING
My teaching has evolved since I began in 2013. While I have always aimed to incorporate active learning experiences (problem sets, discussions, blogs, and so on) into each course and class meeting, I now incorporate much more explicit informal logic and reasoning instruction and practice into every one of my courses. This change is influenced by my work at ThinkerAnalytix and our connections with a network of incredible and dedicated philosophy professors around the country. In general, my courses combine competency-based learning and project-based learning while teaching argumentation through argument mapping. This training gives students the vocabulary and skills they need to engage arguments about complex moral, social, and political philosophical questions. Competency-based learning allows students to develop reasoning skills at their own pace. With those skills in hand, and once students have been introduced to foundational concepts and theories relevant to the course topic, I transition to project-based learning, which gives students the autonomy to choose the topics they engage with and research.
Below is a survey of the courses I have taught, course syllabi, and a sample of comments from student evaluations.
CONTEMPORARY SOCIAL & POLITICAL PHILOSOPHY (PHIL-321, Wheaton College)
This advanced seminar will examine the most prominent contemporary theories of justice through a critical lens. We will begin by looking at 20th century theorists of the Liberal tradition. We will then consider the ways in which Liberal theories might be insufficiently inclusive on both gender and racial grounds. At the same time, we will consider how these theories apply (or do not apply) to current political debates and movements.
As an advanced seminar, this course is largely student-led. While the instructor will provide some structure to class discussions, students will be charged with leading those discussions. Each of you will be tasked with reading, preparing discussion topics, and generating resources for the class a few times throughout the semester, enabling us all to share in the learning and teaching process.
To be taught Spring 2022
Syllabus, Schedule
NEGOTIATING WITH REASON (PHIL-298, Wheaton College)
In a successful negotiation, the people involved use discussion and argumentation to find a resolution that serves their individual interests. This course will help students master the skills necessary to reason about the complex interplay of interests involved in negotiations in personal, social, and political life. These reasoning skills extend not only to negotiations, but also to academic contexts in which students need to precisely and carefully craft arguments with competing claims and values. Through project-based learning and live negotiations on topics ranging from education, to politics, and economics, students will strengthen their communication and public reasoning skills in an attempt to come to consensus with other members of the course.
Taught Spring 2021
Syllabus, Schedule
INTRODUCTION TO PHILOSOPHY (PHIL-101, Wheaton College)
Philosophers tackle complex, conceptual questions and dilemmas that arise from human experience and thought. They theorize about the nature of knowledge, the proper approach to scientific inquiry, the possibility of freedom and free will, and the demands of morality, to name a few. The one throughline connecting philosophical inquiry over these disparate topics is the philosophical method, in which practitioners construct, analyze, and evaluate arguments - forms of communication in which they give reasons for a particular claim or view, to arrive at truth. Philosophers read, discuss, and craft their own arguments on topics they find deeply interesting and motivating. And that is exactly what we will aim to do in this course.
This course is designed around a tutorial model. In a tutorial, students pursue independent research on a topic they find meaningful and important, under the guidance and supervision of the instructor. At the same time, you will develop augment analysis skills that will support your understanding of the research you find using a method called argument mapping (AM). AM is an incredibly flexible method that can be used in any college course (philosophy or otherwise) that focuses on analyzing, evaluating, and creating arguments. This course will be of interest to students looking to improve their independent research and argumentation skills.
Taught Spring 2020, Fall 2020 Wheaton College (MA)
Syllabus
LOGIC (PHIL-125, Wheaton College)
This course will introduce students to theoretical and practical tools for constructing and analyzing arguments. Using categorical and propositional logic, we’ll evaluate contemporary arguments from public media, science, politics, and other disciplines. This course will be of interest to students looking to pursue other courses and degrees in philosophy, law, and other argument-based disciplines, as well as those who are interested in how logical or mathematical tools are used outside of the sciences.
To be taught Spring 2022
Taught Fall 2019, Spring 2020, Fall 2021 Wheaton College (MA)
Syllabus, Schedule
PREVIOUS COURSES OFFERED
AUTOMATION, ARTIFICIAL INTELLIGENCE, AND SOCIETY (80-249)
Major course topics: development of automation and artificial intelligence technologies from historical and ethical perspectives
We are surrounded with imagery of artificial intelligence (AI) shaping our future. But for more than one hundred years, our society has already been deeply impacted by automation, computers, and information technology. This course will consider aI and automation from historical, ethical, and public policy perspectives. Our aim is to provide a broad, interdisciplinary introduction to these topics.
Co-taught with Máté Szabó: Spring 2018, Carnegie Mellon University
Course Syllabus, Course Assignments
INTRODUCTION TO PHILOSOPHY (80-100)
Major course topics: epistemology, rationality, self & identity
This course provides an introduction to the study of philosophy. Throughout the semester, we will ask questions surrounding the nature of the mind, knowledge, and identity, and discuss the implications of those questions for our interpersonal relationships and for our social and political communities. The course uses classical and contemporary philosophical texts, case studies, and empirical evidence to consider these questions.
Taught: Spring 2017, Summer 2017, Carnegie Mellon University
Course Syllabus
ETHICS AND GLOBAL ECONOMICS (80-247)
Major course topics: international trade, capitalism, distribution of wealth
This course will examine contemporary ethical issues in global economics, and consider what obligations states and individuals have in resolving those issues. Along the way, we will ask questions like: What are the advantages and disadvantages of international trade? What do economically and technologically advanced states owe developing states? To answer these and other questions, we will apply ethical frameworks to a series of case studies in global economics. Readings will be drawn from philosophy, economics, political science, and public media (newspapers, magazines, etc.).
Taught: Fall 2016, Carnegie Mellon University
Course Syllabus, Course Assignments
ETHICAL JUDGMENTS IN PROFESSIONAL LIFE (80-241)
Major course topics: business ethics, medical ethics, moral obligations of professionals and professional institutions
This class explores the nature of moral obligations in professional life. In particular, we will discuss what professional obligations individual professionals and professional institutions have. We will begin by surveying several competing ethical theories. We will then use these theories to address several questions regarding the nature of moral obligations in business, medicine, and government professions. Some questions we will consider are the following: what moral obligations do employers have to their employees? What do business and governments owe the greater public? How ought physicians and clinical researchers treat patients and research subjects? The course uses ethical and political theory, case studies, and empirical evidence to consider these questions.
Taught: Summer 2016, Carnegie Mellon University
Course Syllabus
SOCIAL STRUCTURE, PUBLIC POLICY AND ETHICS (80-136)
Major course topics: political equality, political representation, global democracy
This course will consider ethical questions surrounding social structure and public policy. It will analyze the role of political institutions and individual citizens in dealing with some of the greatest challenges facing our world, in particular with respect to democracy and democratic representation. Some of the questions we will consider include: What does it mean to be “equal” as citizens? What do representatives owe their constituents? How can we ensure equality and justice in a multicultural world? The course uses ethical and political theory, case studies, and empirical evidence to consider these questions.
Taught: Spring 2016, Carnegie Mellon University
Course Syllabus, Course Assignments
INTRODUCTION TO ETHICS (80-130)
Major course topics: objectivism vs. subjectivism, ethics of public healthcare, human rights
We frequently grapple with difficult moral questions. How should I treat my friends and family? What kinds of policies should our government adopt? When, if ever, can we justify harm? These are the kinds of questions we will consider as we survey the most prominent, contemporary ethical theories. We will delve into particular ethical theories and determine the benefits and downsides of each. Along the way, we will consider the implications of those theories for real world ethical issues.
Taught: Summer 2014, Fall 2015, Carnegie Mellon University
Course Syllabus
INTRODUCTION TO POLITICAL PHILOSOPHY (80-135)
Major course topics: pluralism, political justice
Political philosophers attempt to define the relationship between individuals and their state. In particular, these philosophers determine how the state ought to represent its citizens. This class will focus on the most fundamental and influential political philosophical texts from the Ancient Greeks to modern-day writers. We will attempt to answer questions about how a state can be justified, how individualism and rights are to be protected in such a state, and whether individuals have political or moral obligations to one another or to that state.
Taught: Summer 2013, Carnegie Mellon University
Course Syllabus
TEACHING ASSISTANT/GRADING
I have acted as a TA or grader for the following courses at CMU:
Social Structure, Public Policy, and Ethics (Instructor: Dr. Patricia Rich, Spring 2013)
Environmental Ethics (Instructor: Dr. Mara Harrell, Fall 2013)
Ethical Theory (Instructor: Dr. Alex John London, Spring 2014)
Ancient Philosophy (Instructor: Dr. Robert Cavalier, Fall 2014)
PREVIOUS COURSE DESIGN EXPERIENCE
The Eberly Center for Teaching Excellence at Carnegie Mellon offers a program called the Future Faculty Program, which “helps graduate students develop and document their teaching skills in preparation for a faculty career.” This program involves seminars on strategies for improving student learning, a course design project, and teaching observations and feedback. FFP has provided me with valuable teaching feedback from both students and teaching consultants. I completed the FFP in the spring of 2016. You can read my FFP transcript, a letter confirming my completion of the program, and example feedback from students and Eberly teaching consultants. This feedback is the result of a focus group that was done with the students in my Social Structure, Public Policy, and Ethics class in the spring semester of 2016. From 2017-2018 I was a Graduate Teaching Fellow at the Eberly Center, assisting graduate student instructors and TAs improve their teaching by providing course observations and teaching workshops.
COURSE EVALUATION SAMPLES
Introduction to Philosophy (Wheaton College)
"I think the later readings provided the right level of difficulty for mapping because you had to apply what was taught in the lectures to your reading to determine things for yourself, rather than having them pretty laid out for you, like in the earlier readings."
"This course was amazing. I just wanted to take it for fun but I learned so much."
"This course exceeded every expectation I had. Prof Aidan Kestigian went out of her way to make sure every student was keeping up and doing well. She met with all of us (i mean ALL of us) individually at least 5 times. She had the ability to establish a personal connection with each of her students, which ultimately ensured all of our success. I would not change one thing about this course."
"I was so confused about the outline of this course at first. Then halfway thru I was like “omg.. now we’re issuing this reading from the second week to help structure this argument, and that last example was the different parts of an argument” everything fell into place. Outstanding."
"Prof Kestigian absolutely outdid herself with this course. I am so glad [W]heaton chose her. As a young professor [I'm] pretty sure everyone in that class can see how successful she will be in her career. She is so caring and SO intelligent, truly born to be a professor. And an outstanding professor at that. I would absolutely love to have her for another class in the future."
Logic (Wheaton College)
"[I]t was great because as someone who has had some experience with logic through CS there were lots of more challenging assignments that I found intellectually stimulating in addition to problems for people who have not seen this stuff before."
"I really appreciated how there were many different ways of learning, as opposed to exclusively lecturing... the program/class also brought a very interesting perspective of using logic in real life. The small group work in class was also SO helpful."
"Professor Kestigian was amazing. She was so passionate and really cared about students. She was always so friendly and helpful. You could tell she really put her all into the course. She is really a talented professor."
Negotiating with Reason (Wheaton College)
"[The course] exceeded my expectations and did not meet some, in a good way - pleasantly surprised the class was not primarily built on debate skills but rather one's ability to logically work through an argument. Did not [find] any invaluable aspects."
"One thing I want to bring up, however, is that I wish we had more freedom in terms of our negotiation topics." [Note- the next iteration of this course will allow students to collectively choose project topics]
Introduction to Political Philosophy (Carnegie Mellon University)
“Great class with interesting and relevant reading material. Aidan was super engaging and was an absolute pleasure to work with and learn from.”
“The instructor presented the material in a very accessible manner and applied concepts to present, real-world issues… I would highly recommend this instructor for to any student–at any level–as well as consider courses being offered under her instruction for myself in the future.”
“I was really happy I took this course and thought that Aidan did a wonderful job at teaching the material. It was my first time being exposed to philosophy and taking a course like this, but she was very encouraging made the sure everything was explained very clearly each class. This was definitely one of the best humanities courses I have taken and I hope I can take another course with Aidan”
Introduction to Ethics (Carnegie Mellon University)
“Aidan consistently brought energy to every class and made the course material applicable to contemporary issues.”
“I really enjoyed this class. Philosophy is definitely a personal favorite of mine. If I had to make any suggestions, it would be more small group discussions, because it makes it easier for everyone to discuss ethics with each other.”
“Aidan is a great discussion leader and is friendly, understandable, and approachable.”
“I found this class to be very different from any other course I had taken before, and as a Tepper [School of Business] student, I felt this course is the definition of a quality breadth course, as many of the topics discussed gave me a different view of a familiar issue in society. I also felt that the course was taught in a structure such that It was easy to understand the overall goals and objectives of the course while also being able to compare and contrast theories in the end.”
Social Structure, Public Policy, and Ethics (Carnegie Mellon University)
“It was a pleasure having this course taught by Aidan this semester, I learned a lot about social ethics. I’m personally someone with a math and science background, and the fact that she made it so easy to understand a topic that I am unfamiliar with was amazing. Not only is she well informed in the topic, but also she is a pro at fielding questions without sounding superior. A+ for Aidan!”
“I really appreciate [Aidan] and I enjoy being in her class and learning from her. She respects everyone’s opinions and invites debate and treats our own minds and opinions very well. I feel comfortable voicing myself in such a setting, which is commendable that she achieved it on her part, given the political setting. I am glad to be her student.”
“I took this as a Gen Ed but it ended up being my favorite class this semester. It had a near perfect balance of structure and free-flowing discussion. I learned a lot of really useful and important information and I never felt stressed about this one class at any point. Aidan is so nice, helpful and clear in her instructions. Despite never having taken a philosophy course before I felt comfortable writing for this class and contributing to discussions.”
Ethical Judgments in Professional Life (Carnegie Mellon University)
“I was very satisfied with the quality of this course. Aidan was kind and personable and I appreciated her teaching style. Instead of trying to pack a lot of material lectures and assignments, she gave less content but really drove home a few key concepts. Quality over quantity as the saying goes. I would be enthusiastic to take another course with Aidan in the future.”
Ethics and Global Economics (Carnegie Mellon University)
“This course was one that was taught in a manner that focused on student learning above else. It was very collaborative and discussion based, and aimed at a deeper understanding of the material as opposed to copious amounts of work. The work was well structured and really helped encourage open and thorough discussion.”
“[Aidan] is always clear with the students and establishes a respectful relationship with her students, which sets the tone for the discourse of the class. Her expectations are reasonable and she always strives to be accessible and understanding, which is refreshing when things start to get crazy in the semester.”
