Teaching

I conceive of all the courses I teach as extended conversations. Although I play the lead role as the facilitator of these conversations I strive to treat students as equal partners in the dialogical process because I believe they all have something valuable to contribute to the discussion. The ultimate goal of these conversations is threefold. First, and perhaps most importantly, I recognize that I have the responsibility to ensure that the classroom discussion reflects the course material and fulfills the core goals of the course. The conversation, though open to improvisation and digression, must help the students critically engage the subject matter and prepare them for the next step in their respective academic journeys. Second, I view the classroom experience as an opportunity for students to develop skills of critical analysis that aid in the formation of an individual voice. This voice should be formed in writing and speech, where they may clearly formulate their ideas while also being respectful of others involved in the conversation. Third, I hope to help students gain a certain level of distance and perspective on their own limited sphere of existence. I encourage students to use the same methods applied to historical figures, events, and ideas, and allow those methods to enhance their perspective on their own culture, religion, or social norms. In the end, I see each of these goals contributing to my ultimate concern, which is not dictating what students think but instead encouraging them to think in a respectful, self-critical fashion.