Clint began teaching philosophy in 2005 and joined the History and Philosophy department at Kennesaw State University in 2007. He received his M.A. in philosophy from Tulane University, his M.B.A. from Florida State University and a B.A. in philosophy and B.S. in mathematics from Mississippi State University. He is presently working toward a Ph.D. in philosophy at the University of Georgia. His areas of research interest are the philosophy of social science (comparative mythology, philosophy of anthropology) and late medieval Neoplatonism. Each area is an inflection of his primary focus on the ways in which the mind is susceptible to perspective and worldview change as a response to exposure to philosophy, religion, and the arts. Clint has published in journals and presented on this subject in relation to learning in mathematics and modeling mental processes in psychology. He is also interested in the way in which perspective shifts can be conceptualized and modeled in the field of artificial intelligence and has published and presented in that area as well.
He contends that the human mind exhibits aesthetic susceptibilities to ideas and perspectives that are within a certain proximity of its current worldview. This implies that perspectival movement – authentic learning – can take place when the incoming ideas are within this window of intelligibility and by way of stimuli which are sufficiently compatible with our values. By recognizing these susceptibilities, we can better understand why and how we learn, how our beliefs change, and what kinds of experiences lead to shifts in worldview. While this approach has relevance for social theory the transmission of ideas, perspectives and values, it also raises important issues for artificially intelligent systems since it points to ways in which we think and understand without having to consider all combinations and possibilities. Though Clint thrives in the traditional classroom environment, he has also been actively involved in online teaching since 2009. His interest in online learning as a viable platform is a complement to his general interest in the philosophy of perspective change. He believes that not being able to rely on traditional face-to-face classroom interaction pushes us to reevaluate and better understand why our traditional pedagogical methods work and how we might translate them into a different medium.
Recent publications: o Johnson, D.C. “Evolutionary Computing without Rules” (currently under review) o Johnson, D.C., & Johnson, L.B. (2010) “Reinventing the Stress Concept.” Ethical Human Psychiatry and Psychology, 12(3), 218-231.