My Teaching Philosophy

Aristotle said: ‘All men by nature desire to know.” Although I would certainly add women as well, this quote captures the foundation of my teaching philosophy. From astronauts who soar through space to philosophers who ponder big questions, people are inherently curious. They want to make sense of their world: to know not only the who, what, when and where, but the why, how, and what-if.

I see learning as a journey of discovery where my students and I explore critical questions together. My role is akin to that of a tour guide. Since I know the terrain better, I can plan the itinerary with rich activities, point out important features and help them steer clear of traps. But I cannot take the journey for them. They must explore, reflect and actively engage with the critical questions.

A good tour guide, avoids the “expert blind spot” and is able to remember what it was like to take this journey for the first time. I am careful not to presume background knowledge that they may not have. People gain understanding by integrating the new information into their prior knowledge. In the children’s story Fish is Fish, the frog tries to explain to the fish about birds, but the fish imagines a fish with wings because the concept of a bird is too far removed from the fish’s experience. Similarly, people can only integrate new information in the context of prior knowledge. If I am teaching material that is far removed from their experience, I may need to scaffold the lesson so it connects to their existing knowledge while also challenging them to, as Jerome Bruner famously said, “go beyond the information given.”

A good tour guide understands that traveling is usually not a solitary activity. Similarly, education is a social endeavor for most people. If I want my students to learn, I need to create a community of learners so we can explore and discover together. Some of my favorite moments in college were discussing and even arguing with friends about something we learned in class. I would never have learned as much sitting alone in a room with a book.

Every journey involves risk. What will I find when I get there? Will people there like me? Learning also involves risk. What if other people disagree with me? What if I learn something that challenges my beliefs or makes me rethink my assumptions? If I want my students to be willing to take risks, I must create an environment that feels safe. I want my students to feel challenged but never attacked.

I know I have done my job well as a tour guide if my students express delight and wonder, but also feel challenged. When they complete their journey they have not only acquired new knowledge, but have grown and changed as people.