Teaching
Educational Philosophy
Long ago, Socrates — through Plato — revealed the enduring truth that “The unexamined life is not worth living for a human being.” As such, philosophical thinking ought to always engage with those perennial questions and concerns that matter to us. To recognize such questions and concerns, we must first reflect on our condition, and reflection, in turn, begins from a place of wonder. The cornerstone of my educational philosophy rests on the cultivation of the spirit of wonder. I take wonder to be awe at and reflective engagement with the mysteries of life; at least, this is the case for my educational philosophy. To evoke wonder in students, I foster an optimal, supportive, and safe learning environment that centers on student needs. I prioritize student-centered learning by tailoring my instruction to accommodate diverse learning styles, abilities, and interests. Thus helping the student to take ownership of their learning, helping to develop autonomy and self-motivation.
My curriculum also emphasizes the development of critical thinking and a synthetic, integrative cast of mind, enabling students to draw connections across disciplines. I frequently employ the Socratic method to stimulate student engagement and deeper dialogue, promoting an active learning environment where students critically engage with ideas and reflect on their own thinking.
Central to my teaching philosophy is a strong commitment to inclusivity and equity. I strive to cultivate an environment where all students — regardless of background, ability, or perspective — feel valued and supported. This involves being mindful of systemic inequities and actively working to ensure that every student has equitable access to learning opportunities. A key aspect of fostering this inclusivity is encouraging collaborative learning, where students engage with and learn from one another's diverse perspectives. I believe that fostering a diverse and inclusive classroom encourages richer discussions and promotes a deeper understanding of the world and each other.
In terms of assessment, I prioritize formative assessments to provide continuous feedback and foster student growth, while also utilizing summative assessments to ensure a comprehensive evaluation of student learning. My assessments are designed to not only gauge content mastery but also to promote self-reflection and growth, ensuring that students remain engaged in their journey of wonder — a journey of a lifetime. For a life of wonder — in other words, a life examined — is a life well-lived.