It is, in fact, nothing short of a miracle that the modern methods of instruction have not entirely strangled the holy curiosity [out] of inquiry.
– Albert Einstein (1879 – 1955) In Albert Einstein’s quote I come across a mirrored reflection that is embedded within my teaching philosophy – knowledge is constructed and not forcefully deposited into student’s minds. I believe the all too common instructive “banking method” approach, as defined by Paulo Freire and further expanded upon by Bell Hooks, strangles the natural curiosity out of student’s educational experiences. Students need the opportunity to reveal, relate, and test their personal experiences in a classroom. This approach encourages the construction of knowledge. Their lived human experiences are incorporated into the classroom, where they use it to exemplify the subject matter that is being taught. They then can use that insight to create new forms of knowledge based upon their personal experiences. Indeed, I believe that the lived experience is the foundation of knowledge. I steadfastly believe in a teaching philosophy and in pedagogical techniques that take the constructivist approach to learning. Dichotomous relations of the oppressed (students) and the oppressor (teacher) are not beneficial or effective for learning to occur. Therefore, breaking down conventional roles encourages a dialogue to open between students and faculty. These interactions facilitate the construction of knowledge and are where inquisitive learning begins. I believe student’s educational experiences that are motivated from natural curiosity and self-awareness can be, and should be, one of the most profound and life altering experiences students may ever have. I provide a curriculum that is logical and gradually builds upon concepts, therefore, I am able to catalyze students towards utilizing the fundamental building blocks of the discipline. The scaffolding that is provided from the different theoretical perspectives allows students to construct their knowledge (conceptual building blocks). I believe that their ability to relate their personal experiences to these concepts expands their way of knowing and understanding the world. Indeed, I approach teaching and learning via the constructivist method because it enables students the freedom to grapple with faulty paradigms in their thinking. Moreover, I believe this approach results in new perspectives, which develops critical thinking. Simply put, I question students about particular “social facts” that will cause cognitive dissonance. I will, however, allot the students the time and classroom interactions to resolve that dissonance. I believe the construction of knowledge occurs when students are engaged in a variety of interests. Learning does not occur by solely relying upon PowerPoint, but through open dialogue and the voices of everyone in the classroom. I use open question formats to facilitate a discussion where students can exchange experiences and ideas (reveal/relate/test). Students are able to test one another’s viewpoints. I am committed to providing students a nurturing and safe environment to share ideas, experiences, and group interactions. I have found that students become liberated when they find their agency in their ideas and voices. I believe that students appreciated this approach to learning because they are actively engaged in the process of knowledge construction. Student’s self-awareness about their values, beliefs, and norms is at the core of C. Wright Mills’ “sociological imagination” – the ability to see one’s personal life in terms of the larger socio-historical structure. Discussion-oriented classroom activities that begin with the foundational concepts of the discipline are applied to “hot topics.” I teach in a rich context of problems, issues, and questions. The overall aim of my courses is to introduce a new perspective – a sociological perspective – because it allows students to understand the social world in a much deeper way. In class, I use readings, film, art, music and other media sources so students can discuss and critically analyze the topics. Inequalities of race, gender, class, age, and ethnicity are at the spirit of my teaching philosophy. Readings that highlight the human experience in relation to inequalities are utilized throughout the course. Academic literature is utilized to demonstrate how a system of stratification produces inequalities that are supported by the “ism’s” (racism, sexism, ageism, classism). I believe that education is freedom. My pedagogical approaches enable students to share their ideas through dialogue, and this approach enables them to walk away from this experience with new insights about the world that they live in. Lastly, I feel strongly that every sociology course should be a transition into another course. I give the students tools which can be used in any class. Tools such as critical thinking skills, the ability to be open to new ideas, and the capacity to think sociologically will follow my students throughout their coursework. This foundation will give them a richer and more valuable educational and college experience. Moreover, the liberating knowledge that they acquire in my classes can be applied to their everyday lives. |
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