TJ Perkins
My Teaching Philosophy
I position my students as co-creators of the learning environment because meaningful learning begins when students see themselves as active participants in shaping it. To that end, I foster an inclusive and supportive learning environment in which students understand our shared learning objectives, engage thoughtfully with challenging ideas, develop as confident communicators, and build skills that extend beyond the classroom. I begin by understanding students’ existing knowledge, interests, experiences, and academic needs, and I use that understanding to design instruction that both supports and challenges them.
Below are short course descriptions of courses I have taught, each with a sample syllabus available for download. But first...
What do my students have to say?
“Tj showed everything one could want from an instructor. He clearly cared greatly about the class, and was not set on how he was going to teach. The best trait a teacher can have is adaptability, and TJ was a fantastic example of this. He was constantly toying with the class, trying to find the best ways for the students to learn."
--Anonymous student, PHIL 3310 (Science & Society), Fall 2021
“TJ Perkins is one of the best philosophy professors I have had. His lectures are ideal (especially for non–phil. majors) and the nature of the course framework allows for really interesting class discussions. TJ ––in part through the nature of his personality––also facilitates discussion through reflective listening, engagement of past QCCs, facilitation of opinions, facilitation of tangential remarks, etc. which allow the discussion (and the learning process) to unfold more organically. Professor Perkins also does not assume that students are trying to cut corners ... and when I was facing serious personal matters (family member was hospitalized), his unwavering support was a fresh breath of air...”
--Anonymous student, PHIL 3350 (History and Philosophy of Science), Spring 2024
“Dr. Perkins is the GOAT. He's fun, actually plays games, is really nice and he's cool af”
--Anonymous student, GAMES 3020 (Ethics in Video Games), Spring 2025
Courses Taught
History and Philosophy of Science
From the Scientific Revolution through logical positivism and Darwinian evolution, students in this class will interrogate key moments in the history of science by examining the work of figures such as Aristotle, Copernicus, Galileo, Newton, and Darwin through a philosophical lens. These primary texts will be considered using methods modeled by philosophers of science and applied to cases in the history of science. We will investigate scientific paradigm shifts, what constitutes a scientific theory, scientific advances and pitfalls, and how values influence scientific research.
Ethics in Video Games
This course explores the ethical dimensions of video games as both cultural artifacts and interactive experiences. We will examine questions such as: What moral responsibilities do game developers have to players and society? How do games represent violence, gender, race, and morality itself? What ethical implications arise when players inhabit virtual worlds and make choices within them? Through philosophical readings, case studies, and gameplay analysis, we will critically engage with issues at the intersection of technology, art, and ethics, developing tools to better understand the roles games play in shaping—and reflecting—our moral lives.
Introduction to Philosophy
Philosophy involves the critical examination of our fundamental beliefs,
values, and practices. This course introduces students to the fields, methods, and history of philosophy. It allows students to explore some of the significant issues (e.g., the possibility of knowledge, the existence of God, free will, the nature of morality) in-depth and to develop the ability to think, speak, and write critically about complex questions.
Bioethics
This course introduces students to key moral questions in medicine. Students will examine topics such as informed consent, reproductive ethics, genetic technologies, and end-of-life decision-making, grounding discussion in major ethical frameworks. The course aims to develop students’ ability to analyze complex moral problems, consider diverse perspectives, and apply ethical reasoning to real-world biomedical contexts. By the end, students will be equipped with both conceptual tools and practical insight to engage thoughtfully with contemporary bioethical debates.
Science & Society
Science and society are deeply intertwined. Our personal and collective decisions about health, our environment, and the economy are often shaped by the latest scientific findings. At the same time, science itself is shaped by social forces, as human needs and interests guide priorities and funding structures. In this course, we will explore two perspectives: first, viewing science and society as distinct but interconnected spheres, and second, examining science as a social enterprise in its own right, complete with its own norms, practices, and values. Along the way, we will engage with modern case studies—such as climate change, gene editing, and artificial intelligence—to see how these dynamics play out in pressing real-world contexts.