Statement of Teaching Philosophy (Dec 07)

Statement of Teaching Philosophy:

The word teaching means nothing without the word learning. The two are symbiotically related and inseparable without perishing.

The agitation of mindful activity is paramount where learning is concerned. In order for mindful activity to be ignited there must be outside stimulus that elicits a reaction. Meaning, the ‘teacher’ (stimulus provider) must deliver/convey/excite the ‘learner/student’ (stimulus receptor) with enough of the ‘right kind’ of motivation/catalyst to spur the mind into and out of sedation. Now, to be clear this is a first order event, regarding the binary balance of teacher and learner/student. For when the dialogue (a valuable tool of learning/teaching) is invoked the process is uplifted to a second and higher order functioning. It is within the realm of dialogue and discussion that teaching and learning become even more blurred. Blurred because the static and often routine division of teacher and learner becomes a manifestation of a cultivation of knowledge. Meaning that, information does not simply travel between transmitter and receptor, but rather – a rhizomatic situation is free to evolve (if those within the transversal arrangement supersede their own egos).

In plain English, the roles of teacher and student are just that: roles. My personal teaching philosophy is such that it allows for and encourages; constant change, self-evaluation/reflexivity and an active participation and commitment to engaging in learning.

Additionally and perhaps unnecessarily I would like to mention that learning/teaching must be highly attuned to sensitivities and frequencies of any given group. Leaning styles may vary greatly and consideration needs to be made to reflect a flexibility regarding the variation in cognitive function. Human rights and equity must be carefully observed so as to consider the issues as important, relevant and as open topics that require discussion, while creating a safe space within a group so as to not undermine any persons own credibility or self-esteem. Difference needs to be discussed so as to illuminate subjects (topics) that may otherwise occupy the territories of misunderstanding.

Teaching and learning ought to be held in high regard – both represent many challenges and difficulties. However, a flexible mind capable of critical thought is an invaluable resource that will serve an individual as they face a lifetime of choices and decisions. The ability to carefully make decisions based on critical thought reflects a commitment to learning that may mark the advent of an entire critical culture – maybe one day.