Matthew Madruga

About

I am a philosopher whose work spans ethics, philosophy of law, philosophy of education, philosophy of artificial intelligence, and Chinese philosophy. I approach philosophy as a broadly dialogical practice, one that treats argument, interpretation, and inquiry as shared intellectual activities rather than purely adversarial exercises. I am interested in how normative reasoning operates within institutions, and in how moral responsibility is shaped by epistemic risk, uncertainty, and power. I care deeply about teaching philosophy and about the distinctive role it plays in students’ intellectual lives. What I find most rewarding is helping students come to see philosophy not as an abstract or distant subject, but as a practice that sharpens how they think, argue, and understand themselves and the world around them. I especially enjoy the moment when students recognize that philosophical questions are not merely academic exercises, but live problems that bear on their moral commitments, civic responsibilities, and everyday reasoning.

Research

My work in philosophy of law focuses on punishment, moral responsibility, and the ethics of epistemic risk in legal and institutional decision-making. I am especially interested in questions about when the imposition of risk is morally permissible, how evidentiary standards shape responsibility, and how punishment can be justified under conditions of imperfect knowledge. I also work in philosophy of artificial intelligence and applied ethics, where I examine responsibility, authority, bias, and justification in algorithmic decision-making; particularly in domains such as criminal justice, education, and public governance.

Teaching

I teach philosophy as a practice aimed at cultivating intellectual agency: the ability to reason carefully, articulate commitments clearly, and revise one’s views in light of argument and evidence. I take this aim to be especially important in contemporary educational contexts, where students are often asked to take positions without being given adequate tools for evaluating reasons, evidence, and counterarguments. In my courses, philosophy functions as a space in which students learn how to slow down their thinking, examine underlying assumptions, and develop the confidence to engage disagreement thoughtfully rather than defensively. To support this goal, my courses emphasize structured discussion, transparent expectations, and iterative feedback on writing and argument. I design classroom discussions with clear prompts and norms that encourage participation while maintaining intellectual rigor, and I use scaffolded assignments to help students practice philosophical skills incrementally. Regular low-stakes writing, guided revision, and detailed feedback allow students to see philosophical reasoning as a skill that can be developed through practice rather than as a talent one either has or lacks. What I find most rewarding about teaching philosophy is witnessing students come to recognize themselves as capable reasoners; able to defend their views, respond to criticism, and carry these habits of inquiry beyond the classroom.

Curriculum Vitae

Download CV (PDF)

Links

• PhilPeople