Teaching Philosophy

In the aftermath of a devastating global pandemic, rising anti-intellectualist movements, constant online demonstrations of international violence, and ever-expanding AI technologies, it is imperative that teaching remains a main priority for me. The unprecedented conditions in which we find ourselves are why my approach to teaching is inspired by critical pedagogists such as Paulo Freire and bell hooks. For them, education is a practice of freedom that enables students from all backgrounds to commit themselves meaningfully in the world and in their communities. Likewise, my teaching is dedicated to the excellence and well-being of my students, empowering them to be independent and critical thinkers with the resources necessary to engage meaningfully with the world in safe, collaborative, and groundbreaking ways. In my classroom, I invite students to think critically about their education in the face of a climate that seeks to undermine and replace it, a familiar circumstance that has historically affected various marginalized groups. This invitation extends to my students not just as individuals with unique backgrounds, interests, and projects, but also as members of a larger, diverse, and interconnected community.  In doing so, my pedagogical practices focus on three key areas.  

 

Community and Collaboration: “Engaged Pedagogy” 

My classes are structured around what bell hooks calls “engaged pedagogy,” a collaborative and participatory method that emphasizes mutual respect, self-actualization, and collective inquiry, where students become active participants rather than passive recipients of knowledge. Education, to me, is a communal and mutual process in which everyone’s presence and influence are acknowledged as valuable resources. Hence, my pedagogy emphasizes learning not solely from the authoritative figure in the room but through the shared process of exploration alongside peers, texts, and lived experience. My activities transformed the classroom into a living laboratory of philosophical engagement, where students learned to collaborate, challenge one another respectfully, and test philosophical theories against real-world lived realities. 

Through this shared collaboration, I have found that students develop stronger social, intellectual, and philosophical skills. They become genuinely excited when confronted with contradictions, eager to hear one another’s perspectives, and invested in collective discovery. I’ve observed that this sense of belonging and co-ownership over their learning not only deepens comprehension but also has a positive impact on their well-being. My student evaluations consistently highlight this sense of community as one of the most meaningful aspects of their philosophical education, with many students pursuing philosophy majors or minors after experiencing this engaged, dialogical approach. 

 

Creativity & Innovation in Critical and Analytical Thought 

This pillar of my pedagogy extends to both my students and my ongoing development as an educator. On the one hand, I continually strive to enhance my pedagogy and explore innovative ways to make philosophy engaging, interdisciplinary, and reflective of contemporary concerns. On the other hand, I encourage my students to approach philosophical problems with creativity and imagination, both independently and collaboratively, through art, film, and other media. 

 

Intellectual Diversity, Accessibility, and Inclusivity 

An inclusive and diverse pedagogy is at the heart of my teaching practice, which recognizes how philosophy expands the plurality of human experience and invites dialogue across difference. In my courses, I pair canonical figures with thinkers who challenge, expand, and reimagine the philosophical tradition. My pedagogy encourages students to see that philosophy is not confined to a single geography, gender, or tradition, but rather expands across cultures and lived realities, making philosophy more accessible, practical, inclusive, and personally relevant to students. Through reflective writing and guided Socratic dialogue, students examined how philosophy speaks to—and emerges from—their own lived experiences. This not only deepens understanding but also opens up fruitful opportunities for them to develop techniques and approaches for discussing and respectfully engaging with challenging material and navigating complex moral and social questions with empathy and precision. 

 

I aim to prepare students not just to interpret philosophical ideas but to live them. My hope for every student is that they leave my courses with sharpened analytical skills, a richer understanding of diverse traditions, and a sense of their own agency as thinkers and citizens. Philosophy, for me, is not only something to study—it is something to practice, to share, and to live.