I am a Ph.D. candidate in Philosophy at Duke University, where I am currently in my final year. Previously, I was a Lecturer in the Department of Philosophy and Religious Studies at North Carolina State University. I hold a B.S. in Philosophy from the United States Military Academy at West Point. Upon graduation, I commissioned as an Army Officer. I served five years on Active Duty, three years in the Reserve, and am currently a Captain in the Individual Ready Reserve (IRR). My specialty is Logistics.
I am a Ph.D. candidate in Philosophy at Duke University, where I am currently in my final year. Previously, I was a Lecturer in the Department of Philosophy and Religious Studies at North Carolina State University. I hold a B.S. in Philosophy from the United States Military Academy at West Point. Upon graduation, I commissioned as an Army Officer. I served five years on Active Duty, three years in the Reserve, and am currently a Captain in the Individual Ready Reserve (IRR). My specialty is Logistics.
After leaving active-duty service, I started working towards my Ph.D. My research focuses on well-being and mental disorder. As a U.S. Army veteran, I have watched my soldiers, friends, and even family members struggle to make sense of their mental and emotional lives—people dealing with big problems who are not sure whether they are “ill” or just facing something genuinely distressing. Through my research, I have come to think that we do not have the right conceptual tools in this area. Rather than a contrast between illness and “natural” or “normal” human suffering, we need instead an understanding of different kinds and degrees of mental distress and their impact on our lives. We also need to recognize that it is appropriate to consider ways of relieving significant distress that does not resolve on its own, whenever and however it occurs.
After leaving active-duty service, I started working towards my Ph.D. My research focuses on well-being and mental disorder. As a U.S. Army veteran, I have watched my soldiers, friends, and even family members struggle to make sense of their mental and emotional lives—people dealing with big problems who are not sure whether they are “ill” or just facing something genuinely distressing. Through my research, I have come to think that we do not have the right conceptual tools in this area. Rather than a contrast between illness and “natural” or “normal” human suffering, we need instead an understanding of different kinds and degrees of mental distress and their impact on our lives. We also need to recognize that it is appropriate to consider ways of relieving significant distress that does not resolve on its own, whenever and however it occurs.
One thing I love about this work is that it is so relevant to many people. When I talk to people outside academia about my work, they are quick to tell me how important it is. The implication, I think, is that it is important to them that someone with both my background and education thinks clearly, deeply, and empathetically about mental health.
One thing I love about this work is that it is so relevant to many people. When I talk to people outside academia about my work, they are quick to tell me how important it is. The implication, I think, is that it is important to them that someone with both my background and education thinks clearly, deeply, and empathetically about mental health.
I think the best philosophical thinking happens in the classroom. I introduce a broad range of topics to groups of people from varying backgrounds with varying perspectives. By encouraging them to think of philosophy as a conversation, rather than an exercise in rote memorization, students engage more deeply with the material. While my specific goals for students vary by course, my overall goals for them include: reading effectively and charitably in order to engage with the best version of an author's argument, communicating their ideas clearly and thoughtfully, and feeling confident in employing these skills in all aspects of their daily lives.
I think the best philosophical thinking happens in the classroom. I introduce a broad range of topics to groups of people from varying backgrounds with varying perspectives. By encouraging them to think of philosophy as a conversation, rather than an exercise in rote memorization, students engage more deeply with the material. While my specific goals for students vary by course, my overall goals for them include: reading effectively and charitably in order to engage with the best version of an author's argument, communicating their ideas clearly and thoughtfully, and feeling confident in employing these skills in all aspects of their daily lives.