Gerald J. Erion, Ph.D.
Associate Professor of Philosophy
Curriculum Vitae
education :: appointments :: AOS/AOC :: courses taught
publications :: presentations :: in progress :: varia
reviews of/articles about :: honors/awards
professional development :: editorial review :: administrative
committee service :: professional affiliations
Education
- Ph.D., University at Buffalo, State University of New York
- B.S. magna cum laude, State University of New York College at Geneseo
Academic Appointments
- Associate Professor of Philosophy, August 2008 - present
Medaille College - Assistant Professor of Philosophy, August 2002 - August 2008
Medaille College - Adjunct Professor of Philosophy, January 1998 - June 2002
Medaille College - Visiting Lecturer in Philosophy, August 1998 - December 1998
University at Buffalo, State University of New York - Teaching Assistant, August 1997 - June 1998
University at Buffalo, State University of New York - Presidential Fellow, August 1994 - June 1997
University at Buffalo, State University of New York
Academic Interests
- Philosophy: Metaphysics (esp. Ontology and Philosophy of Mind), Epistemology, Ethics and Moral Philosophy, Applied Ethics, Logic and Critical Thinking, selected History of Philosophy, Philosophical Pedagogy.
- General Education: First-Year Experience, World Civilization, American History and Culture, Capstone Senior Seminar and Thesis Direction.
Courses Taught and Developed
- Medaille College
- PHI 100 - Human Nature
- PHI 200 - Logic
course Web site: www.humanitiesdepartment.com/erion/phi200/ - PHI 300 - Ethics
course Web site: www.humanitiesdepartment.com/erion/phi300/ - GEN 110 - Ideas and Experiences: Introduction to Critical Thought and Expression (including linked honors and developmental sections)
course Web site: www.humanitiesdepartment.com/erion/gen110/ - GEN 220 - Colonial North America: A Case Study in Cultural Interaction (including linked developmental sections)
- GEN 220 - Concepts of American Culture: Early Foundations and Enduring Themes (including linked developmental sections)
- GEN 410 - Baccalaureate Capstone I (including linked honors sections)
course Web site: www.humanitiesdepartment.com/erion/gen410/ - GEN 411 - Baccalaureate Capstone II (including linked honors sections)
course Web site: www.humanitiesdepartment.com/erion/gen411/
- University at Buffalo, State University of New York
- PHI 101 - Introduction to Philosophy
- PHI 107 - Ethics
- PHI 115 - Critical Thinking
- PHI 215 - Deductive Logic
- UGC 111 - World Civilization I: Prehistory to 1500
- UGC 112 - World Civilization II: 1500 to Present
- PHI 101 - Introduction to Philosophy
Also conducted extensive learning community curriculum development
for linked honors and developmental courses in critical thinking and
writing; developed new service courses, including PHI 201 - Formal
Logic and philosophy units of SPM 340 - History and Philosophy of Sport;
served on committees that assessed and revised GEN 220 - Concepts of
American Culture and GEN 240 - Scientific Discovery.
Publications
- "Kolnai and the Interesting." In J. Abbarno (ed.) Inherent and Instrumental Value (Bethesda, MD: International Scholars Publications), forthcoming (MS 10 pp.).
A realist philosopher with commendable resolve, Aurel Kolnai argues in his paper "On the Concept of the Interesting" that the aesthetic quality of interestingness is a genuinely objective property. Unfortunately, though, Kolnai's demonstration fails, and his list of aspects of the interesting consists of characteristics that are best described as subjective. - "South Park and the Open Society" (with D. Curtis). In S. Maasik and J. Solomon (eds.) Signs of Life in the USA (Boston/ New York: Bedford/ St. Martin's, 2009), 296-303.
At first glance, the television program South Park may seem to offer little more than crude animation and tasteless jokes expressed with a juvenile and truly offensive vulgarity. However, we can also draw an oblique social criticism from South Park that illustrates fundamental principles of democratic political philosophy, including some of the insights of thinkers like Karl Popper and Thomas Jefferson (among others).
For instance, the show's merciless satire consistently targets threats to democracy (Popper's "enemies of the open society") originating from both ends of the political spectrum. Over-the-top caricatures such as Eric Cartman on the right and Mr. Mackey on the left thus find themselves in situations that illustrate the absurdity of dictatorial fascism, crass political hypocrisy, political correctness, etc. Of course, the strategy that South Park co-creators Trey Parker and Matt Stone employ is not so much thoughtful critique as vicious mockery, but nonetheless, we can understand this general project as a part of the free discussion of controversial issues that is essential to a healthy democracy. - "Jon Stewart, Neil Postman, and the Cable News Networks." In J. Holt (ed.) The Daily Show and Philosophy (Oxford, UK/ Malden, MA: Blackwell, 2007), 5-15.
While The Daily Show with Jon Stewart is undoubtedly funny, it also provides an intriguing study of our contemporary media environment. Indeed, Stewart's analysis of the present state of mass communication echoes that of the celebrated New York University media theorist Neil Postman. In his classic book Amusing Ourselves to Death: Public Discourse in the Age of Show Business, Postman offers a number of discerning insights that also serve to ground some of Stewart's sharpest comic bits.
For instance, consider Stewart's opening rundown of the news as reported by the major television networks. This recurring segment often illustrates Postman's critique of televised reporting, since Postman maintains that television news is rendered, almost inevitably, as superficial entertainment by the structure of television itself. Likewise, Stewart's October 2004 appearance on CNN's since-cancelled Crossfire program boldly broke format to engage the show's hosts in a vigorous exchange concerning the nature of authentic political discussion. This incident illustrated Postman's account of the difference between thoughtful conversation and the vapid punditry that too often passes for thoughtful conversation on television. Thus, the clever comedy of The Daily Show mirrors the philosophical reflection of Amusing Ourselves to Death in interesting and significant ways, although Postman would be quick to warn that the mere viewing of television is no substitute for serious, critical thinking. - "South Park and the Open Society" (with D. Curtis). In R. Arp (ed.) South Park and Philosophy (Oxford, UK/ Malden, MA: Blackwell, 2007), 112-120.
- "Engaging Student Relativism." Discourse: Learning and Teaching in Philosophical and Religious Studies 5:1 (2005), 120-133.
Recent scholarship of learning and teaching in philosophy offers contrasting strategies for addressing the naive relativism of our introductory students. Judith Andre, for instance, treats her students' relativism as a genuine philosophical position subject to rigorous logical analysis and evaluation. On the other hand, Stephen Satris sees student relativism as a non-philosophical defence mechanism, and thus advocates a very different approach emphasizing advocacy over argumentation.
So just what is student relativism, and how can philosophy instructors best address it in class? After a careful review of the leading contributions to this long-running discussion, I argue that an effective pedagogical response to student relativism must pull together insights from both sides of the debate. In short, a successful approach to naive relativism in the classroom must not only employ the powerful arguments often raised against philosophical relativism, but must also remain sensitive to the more subtle psychological appeals of student relativism. - "Descartes' Action Test." In J. Moor (ed.) The Turing Test: The Elusive Standard of Artificial Intelligence (Dordrecht/Boston: Kluwer, 2003), 241-251.
In Part V of his Discourse on the Method, Descartes introduces a test for distinguishing people from machines that is similar to the one proposed much later by Alan Turing. The Cartesian test combines two distinct elements that Keith Gunderson has labeled the language test and the action test. Though traditional interpretation holds that the action test attempts to determine whether an agent is acting upon principles, the action test is best understood as a test of common sense. This interpretation yields a stronger test than Turing's, and so contemporary artificial intelligence should consider using it as a guide for future research. - "Skepticism, Morality, and The Matrix" (with B. Smith). In W. Irwin (ed.) The Matrix and Philosophy (Chicago and La Salle, IL: Open Court, 2002), 16-27.
Translated into Japanese, Portuguese, Hungarian, Italian, Russian, Hebrew, and Turkish.
Philosophical skeptics claim that we cannot know that the world really exists in anything like the way in which it is given in appearance. Instead, we might be living in a dream, or in an artificial matrix. This type of skepticism has a long and distinguished history that begins with Descartes and includes more recent authors such as Peter Unger and Hilary Putnam. Ultimately, though, skepticism is mistaken; knowledge does not demand absolute certainty, and believing otherwise is both self-defeating and inconsistent with our possession of many different sorts of commonsensical and scientific knowledge. Cypher's decision to betray the Nebuchadnezzar's crew and to return to the matrix is accordingly a mistake. In addition, it rests on the erroneous hedonistic assumption that pleasure is the only thing that makes life worth living. - "Descartes' Action Test." Minds and Machines 11 (2001), 1-15.
- "Marge's Moral Motivation" (with J. Zeccardi). In W. Irwin, M. Conard, and A. Skoble (eds.) The Simpsons and Philosophy (Chicago and La Salle, IL: Open Court, 2001), 46-58.
Translated into Italian, Japanese, Korean, Turkish, German, Russian, Hebrew, and Portuguese.
In Springfield, moral extremes abound; Bart Simpson admits that he doesn't know the difference between right and wrong and bargains with the devil on a first name basis, while Ned Flanders consults divine commands ("even the stuff that contradicts the other stuff") to settle the moral dilemmas he faces. Amidst such extremes, Marge Simpson habitually allows reason to guide her conduct to a virtuous mean, making her moral motivation Aristotelian. - "Thinking Critically About College Writing: The Analogy Between Arguments and Essays." Teaching Philosophy 23 (2000), 53-61.
Instructors of logic and critical thinking courses can teach their students to write clearly and effectively by exploring an analogy between arguments and essays. The foundation of this analogy is the fact that a paper's body relates to its thesis as an argument's premises relate to its conclusion. Given this structural similarity, we find that the criteria for analyzing and evaluating essays resemble the criteria for analyzing and evaluating arguments in a number of interesting ways. - "Finding the Faults of No-Fault Naturalism." Behavior and Philosophy 25 (1997), 29-41.
In his Freedom Without Responsibility, Bruce Waller proposes a bold new solution to the free will problem with his theory of no-fault naturalism, claiming that our deterministic world "is quite compatible with free will but is fundamentally incompatible with moral responsibility." Though there is much to recommend about Waller's approach, his use of the principle of fairness to justify his rejection of moral responsibility and just desert is unwarranted.
Presentations
- "Jon Stewart's Media Ecology." National Popular Culture Association and American Culture Association Conference, New Orleans, LA, April 8-11, 2009.
- "McLuhan, Postman, and Media Ecology." United Nations World Philosophy Day, St. John Fisher College, November 20, 2008.
- "Visual Propositions." Institute of General Semantics Symposium, Fordham University, November 15, 2008.
- "Neil Postman and Jon Stewart: Thinking Critically About Television News." Guest presentation in Deborah Ceppaglia's Introduction to Critical Thought and Expression first-year seminar, Medaille College, November 7, 2008.
- "Philosophy and Public Discourse" (panelist). Election Reflection public forum, Medaille College, November 3, 2008.
- "Tracking Student Relativism: An Interdisciplinary Survey Project." International Society for the Scholarship of Teaching and Learning Conference, Edmonton, AB, October 18, 2008.
- "City as 'Text,' City and Texts: A Community Conversation." Family Weekend Lecture, Medaille College, September 26, 2008.
- "Recent Work on Student Relativism: For Prof. Ken Barber." Department of Philosophy Alumni Conference, University at Buffalo, State University of New York, July 19, 2008.
- "Postman, Pictures, and Propositions." Media Ecology Association Annual Convention, Santa Clara University, June 22, 2008.
- "Fleming on Pictures and Arguments." West Virginia Philosophical Society, Westminster College, October 5, 2007.
- "What Philosophy Might Be." Long Island Philosophical Society, Suffolk County Community College, May 5, 2007.
- "Groundwork for Common-Sense Ethics." Northwest Philosophy Conference, University of Portland, November 4, 2006.
(NB: Travel to Portland supported by a Medaille College Category I Faculty Development Grant.) - "On Common-Sense Epistemological Ethics" (commentary). Northwest Philosophy Conference, University of Portland, November 4, 2006.
- "Relativism and the Teaching of Value Inquiry." 33rd Conference on Value Inquiry, Molloy College, April 6, 2006.
(NB: Travel to New York supported by a Medaille College Category III Faculty Development Grant.) - "Change and Value" (session chair). 33rd Conference on Value Inquiry, Molloy College, April 6, 2006.
- "The Philosopher Takes on The Simpsons." Genesee-Orleans Regional Arts Council Salon, Batavia, NY, November 15, 2005.
- "'Everything is Relative?' Cross-Disciplinary Lessons From the Scholarship of Philosophical Pedagogy." International Society for the Scholarship of Teaching and Learning Conference, Vancouver, BC, October 15, 2005.
(NB: Travel to Vancouver supported by Medaille College Category I and Category III Faculty Development Grants.) - "New Directions in the Scholarship of Teaching and Learning" (session chair). International Society for the Scholarship of Teaching and Learning Conference, Vancouver, BC, October 15, 2005.
- "Student Relativism." Future Discourse: Learning and Teaching in Philosophy Conference, University of Leeds, July 1, 2005.
(NB: Travel to Leeds supported by a Medaille College Contributor's Stipend Faculty Development Grant.) - "Fundamentals of Common-Sense Ethics." 32nd Conference on Value Inquiry, Louisiana State University, April 8, 2005.
- "Marriage and Sexuality" (session chair). 32nd Conference on Value Inquiry, Louisiana State University, April 8, 2005.
- "Reason, Divine Commands, and Morality." Darwin Day Morgantown Celebration, Morgantown, WV, February 12, 2005.
- "Philosophy and Philosophy of Sport." Guest presentation in Richard Jacob's History and Philosophy of Sport undergraduate seminar, Medaille College, February 3, 2005.
- "Philosophical Analysis and Analytical Pedagogy." Northwest Philosophy Conference, Bellevue Community College, October 8, 2004.
- "Learning Communities for Student Learning and Faculty Vitality" (panelist). Faculty Workshop, Office of Academic Affairs, Medaille College, August 23, 2004.
- "Engaging Student Relativism." Mid-South Philosophy Conference, University of Memphis, February 20, 2004.
- "Analyzing Student Relativism." West Virginia Philosophical Society Conference, West Virginia Wesleyan College, October 17, 2003.
- "Intro. to Intro." Mid-South Philosophy Conference, University of Memphis, February 22, 2003.
- "Learning and the Socratic Elenchus" (commentary). Mid-South Philosophy Conference, University of Memphis, February 22, 2003.
- "Direct Marketing and E-Commerce: Sociological and Ethical Ramifications" (with David Curtis). International Academy of Linguistics, Behavioral, and Social Sciences Conference, Las Vegas, NV, November 23, 2002.
- "What We Are Doing in This Class." West Virginia Philosophical Society Conference, West Virginia Wesleyan College, October 12, 2001.
- "Student Life in the Theodore Roosevelt School." Guest presentation in David Curtis' Advertising Campaign Planning undergraduate seminar, Medaille College, March 29, 2001.
- "Moral Philosophy and Common Sense." West Virginia Philosophical Society Conference, Wheeling Jesuit University, October 20, 2000.
- "Philosophical Antidotes to Student Subjectivism and Relativism." Theodore Roosevelt School faculty symposium, Medaille College, February 25, 2000.
- "Descartes' Action Test." Dartmouth Conference on The Future of the Turing Test: The Next 50 Years, Dartmouth College, January 29, 2000.
- "Common Sense." Guest presentation in Barry Smith and Roberto Casati's Introduction to Cognitive Science graduate seminar, University at Buffalo, State University of New York, November 18, 1999.
- "Using Logic to Teach Composition." West Virginia Philosophical Society Conference, West Virginia Wesleyan College, October 8, 1999.
- "Two Tests for Personhood." Syracuse University Graduate Philosophy Conference, Syracuse University, March 26, 1999.
- "Logic and the Undergraduate Term Paper." Marquette Conference on Teaching Philosophy, Marquette University, February 27, 1999.
- "How to Make Descartes Think You Are a Person." West Virginia Philosophical Society Conference, Wheeling Jesuit University, October 10, 1998.
- "Aristotle and the Principle of Non-Contradiction." West Virginia Philosophical Society Conference, University of Charleston, October 18, 1997.
- "Is Anything Possible?" Marshall University, October 16, 1997.
- "Kolnai and the Interesting." 24th Conference on Value Inquiry, D'Youville College, April 19, 1996.
- "Is There An Ethical Psychosurgeon in the House? The Ethics of Brain Manipulation." Humanities Undergraduate Paper Symposium, State University of New York College at Geneseo, April 14, 1994.
Work in Progress
- "Moral Common Sense."
Common-sense ethics is the fundamental knowledge of morality that governs our ordinary, everyday behavior, especially our social behavior. This important component of common sense is a prerequisite for more sophisticated moral philosophy. It is also a crucial component of common-sense psychology, since we presuppose it when describing, explaining, and predicting the behavior of others. Though many of the principles of common-sense ethics have been captured by the classic moral philosophies, they are seldom recognized as parts of a comprehensive system of common-sense ethics. Thus, a systematic attempt to establish the content of common-sense ethics would be a valuable contribution to moral philosophy. - "Defining Philosophy With Novice Undergraduates."
Though undergraduate students are often confused about the nature of philosophy as their first courses in the discipline begin, this paper proposes a philosophical exercise in definition to help introduce them to the field. Just as most academic disciplines have a unique subject matter, philosophy's distinct content concerns fundamental ideas and questions. Philosophy also has a unique methodology: rigorous, logical argumentation aimed at uncovering the truth about fundamental ideas. When combined with a detailed discussion of what these terms mean in a philosophical context, the development of this definition can offer students a meaningful preview of their introductory philosophy courses. It can also help them to see the important role that philosophy serves in the academic world.
Varia
- "Everybody's Column: SUNY Liberal Arts Core Does Students Well." The Buffalo News, July 27, 1997, p. B3.
Reviews of/ Articles About
- "Homer's Odyssey." Neal Justin. The Minneapolis-St. Paul Star Tribune, May 20, 2007, p. 1F.
- "Responding to 'Student Relativism.'" James Rhem. The National Teaching and Learning Forum 15:4, May 2006, pp. 1-4.
- "Faculty Profile: Dr. Gerald J. Erion." Medaille College Magazine, Winter 2005, p. 18.
- "Medaille Professors Finding Philosophy In 'Matrix' Characters." Stephen Watson. The Buffalo News, June 8, 2003, p. C6.
- "Off Main Street: A Close Encounter With Blair." Stephen Watson. The Buffalo News, May 25, 2003, p. B1.
- "D'Oh! Philosophy Simpsons-Style." Medaille College Horizon, Spring 2003, p. 32.
- "Faith Treated With Respect Amid Simpsons' Satire." Peter T. Chattaway. BC Christian News, October 8, 2002.
- "Deconstructing the Simpsons: Millions of Teen Viewers Know the Cartoon Is About More Than Just Typical Sitcom Laughs, But Is It Art on the Level of Aristotle and Shakespeare?" Jayson Blair. The New York Times Upfront, November 12, 2001, pp. 26-27.
- "Deconstructing the Simpsons: The Aristotelian Logic of Bart and Homer. Or is it Platonic?" Jayson Blair. The New York Times, September 9, 2001, p. 4.7.
- "Don't Have a Sacred Cow, Man." Lingua Franca, April 2001, p. 7.
Honors and Awards
- Student Government Association Professor of the Year nominee (2008, 2005, 2004, 2003)
Medaille College - Category II Faculty Research and Creative Work Award (2008)
Medaille College - Student Government Association Professor of the Year (2007)
Medaille College - Category I and Category III Faculty Development Grants (2007, 2006, 2005)
Medaille College - Contributor's Stipend Faculty Development Grant (2005)
Medaille College - Student Government Association Administrator of the Year nominee (2001)
Medaille College - Student Government Association New Employee of the Year nominee (2000)
Medaille College - Presidential Fellowship for Graduate Studies (1994 - 1997)
University at Buffalo, State University of New York - Phi Sigma Tau International Honor Society in Philosophy (1994)
State University of New York College at Geneseo - Knoche Senior Philosophy Award (1994)
State University of New York College at Geneseo - Newmark Award for Entrepreneurial Promise (1994)
State University of New York College at Geneseo - Delta Mu Delta National Business Honor Society (1994)
State University of New York College at Geneseo
Professional Development
- "Developing in Honors," October 2005
National Collegiate Honors Council, New Orleans, LA
A full-day workshop that offers experienced guidance to honors faculty members and administrators on a wide range of what the NCHC calls "nuts and bolts" issues, including admission procedures, student mentoring, faculty selection and development, curriculum development, etc. - "Pedagogies of Engagement," April 2005
Association of American Colleges and Universities, Bethesda, MD
A three-day conference focused on the design, implementation, assessment, and ongoing development of pedagogies that engage students in both on- and off-campus learning experiences. - "Beginning in Honors," November 2004
National Collegiate Honors Council, New Orleans, LA
A workshop designed for faculty members and administrators starting new collegiate honors programs or recently assuming leadership in existing collegiate honors programs; topics discussed include honors administration, curriculum, faculty, students, etc. - "The Nuts and Bolts of Classroom Management," July 2003
National Sciences Foundation Chautauqua Short Courses for College Teachers, University of Washington, Seattle, WA
A three-day workshop covering some of the most common classroom management issues encountered by faculty members just beginning their careers, including course and syllabus design, lecture and discussion technique, cooperative learning, assessment, etc. - "Teaching Strategies and Techniques for the World Wide Web," January 1998
Dean of the Faculty of Social Sciences, University at Buffalo, State University of New York, Buffalo, NY
A three-day, hands-on workshop that developed numerous skills and strategies for integrating World Wide Web technologies with undergraduate teaching.
Editorial Review Work
- Editorial Board, Explorations in Media Ecology {EME} (Fall 2007-present)
- Blackwell Publishing (Summer 2007, Spring 2006)
- Oxford University Press (Spring 2003)
- Rowman & Littlefield Publishers (Fall 2002)
Administrative and Other Related Experience
- Honors Director, August 2004 - January 2008
Medaille College
Duties: Leading the ongoing development of a new, expanded undergraduate honors program, the Medaille College Scholars Program; tasks include the continued construction of an integrated honors-level General Education Core curriculum as well as the creation of new admissions criteria, administrative policies, and mentoring activities (including a leadership development component co-produced with Student Affairs personnel). - Honors Coordinator, August 2001 - August 2002
Medaille College
Duties: Worked closely with the Director, the Academic Dean, and other Medaille College faculty and administrators to develop integrated courses, admissions criteria, administrative policies, and mentoring activities for a new General Education-based honors program, the Theodore Roosevelt Scholars Program. - Academic Advisement Counselor, February 2000 - August 2002
Medaille College
Duties: General academic advisement for more than 200 traditional and non-traditional undergraduate students. Nominated by the Student Government Association for New Employee of the Year (2000) and Administrator of the Year (2001) awards. - Research Assistant, January 1994 - June 1994
Department of Philosophy, State University of New York College at Geneseo
Duties: Completed a variety of research tasks for Dr. Stacey Edgar during preparation of her Morality and Machines (Sudbury, MA: Jones and Bartlett, 2002/ 1997). - Research Assistant, January 1993 - June 1993
Department of Philosophy, State University of New York College at Geneseo
Duties: Assisted Dr. Elias Savellos with the grant-supported development of multimedia presentations for use in undergraduate Humanities courses.
Committee Service
- Learning Community Steering Group, August 2008 - present
Medaille College - Critical Thinking Faculty Work Group, January 2007 - present
Medaille College - College Scholars Program Academic Affairs Committee, August 2004 - present
Medaille College - Sabbatical Committee, August 2004 - present and August 2002 - August 2003
Medaille College - Academic Alternatives Committee, August 2003 - August 2005
Medaille College - Theodore Roosevelt Academic Affairs Steering Committee, January 2001 - June 2004
Medaille College - Technology Committee, August 2002 - June 2003
Medaille College - Theodore Roosevelt School Academic Affairs Steering Committee, January 1999 - January 2001
Medaille College
Professional Affiliations
- American Philosophical Association (Eastern Division)
- American Association of Philosophy Teachers
- International Society for the Scholarship of Teaching and Learning
- West Virginia Philosophical Society
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