My experience as a Teaching Assistant and Instructor at Penn State has taught me that the understanding of philosophical concepts is not beyond anyone’s grasp. Ideally, philosophy should not be taught as a class where students only take notes, answer cliché questions about traditional problems, and memorize material for an exam. Though I use such approaches for learning, I believe that philosophy should really be a discussion, a dialogue about concepts, ideas, and especially difficulties. There are no easy solutions to philosophical questions; and by focusing on the dialogical aspect of philosophizing, I seek to encourage students to build their confidence and intuition in thinking through the complexity of issues. In my experience, students find this approach both challenging and liberating. Challenging because it contrasts starkly with the way other university courses are taught; liberating because it encourages them to not take their intellectual horizon for granted.  

When I teach philosophy at the undergraduate level, I focus on individual fulfillment, critical thinking, other-directed learning through dialogue, and content mastery. Typically, my classes demonstrate to students the relevance of abstract philosophical concepts to their own life. Whether it be existentialist authors, inaccessible avant-garde aesthetics, or difficult metaphysical problems, I strive to show how they force us to re-think common sense assumptions. My preferred method of examination for philosophy classes are discussion participation and short essays. Students learn valuable skills regarding articulating their own basic beliefs about difficult subjects, and, confronted with challenging material, are forced to clarify and assess views advanced by others. From private conversations, I have gathered that students value my efforts in providing comments on their writing. In fact, some have pointed out that they have been able to transfer the writing strategies learnt in my class in other contexts. Unfortunately, the complexity of philosophical material frequently requires me to take up the position of a lecturer. But in practice I aim to take up the role of a facilitator of learning far more often. I want students to feel that they are themselves integral to the learning process, rather than passive observers. 

I have always believed that higher education provides the opportunity to step away from what we’ve always known to be true, in order to see the world through someone’s else’s eyes. Having taught introductory classes to philosophy and an introduction to aesthetics, I confront my students with writings, views, and cultural artefacts that give expression to cultural diversity. I thereby put into practice my belief that philosophy plays a crucial role in fostering an open attitude towards the world, and—where the subject matter demands it—a critical one. In my experience, each student brings their own unique perspective to class. The group as a whole benefits from this diversity. Nothing stimulates a lively philosophical discussion more than actual disagreements about people’s basic attitudes towards the world. I have only been teaching for a brief time, but I am impressed by many conversations I have had with students. My impression is that students do not very often talk openly about matters such as gender, race, national identity, religion, and politics. For many, philosophy enters their life as a strange thing. It does not teach them many scientific facts or technical formulae, but gives them the freedom to explore the basis and limits of their belief systems. Diversity in the classroom should therefore be openly discussed, and I strive to create an open, safe space in which students feel free to express different ideas, opinions, and worldviews—provided that this is done so respectfully.  

I recognize the barriers faced by women and other minorities in engaging in philosophy—academic or otherwise. In my teaching and advising capacities, I encourage my students to ponder the roles that they might play in the alleviation of the vast inequalities that continue to shape our world. I usually include in my philosophy lessons, no matter how abstract, a sketch of the social situation of the thinker, and the role their views might may play in our current world. Philosophy does not happen in a social vacuum, and my students are forced to come to terms with the fact that many of their own beliefs are very much rooted in the society they inhabit. However, respecting diversity in the classroom is more than being aware of where other people are born, their politics, their religion, their gender, or their race; it concerns an awareness of differences in the way people think, learn, and communicate. What may work for some students may not work for all. As a teacher, I am always open to hearing what engages my students, and I try out new approaches to meet their interests.