My teaching philosophy has been shaped profoundly by my lived experiences. For me, learning is a personal quest—an ongoing effort to understand how the world works. This view of learning as an experiential process strongly guides my approach to teaching. I strive to create a classroom environment where students are encouraged to express their ideas, think critically, and actively engage in their own learning. In this setting, I see myself primarily as a facilitator—guiding students through the learning process, directing them toward resources and opportunities for exploration, and helping them make meaning from their experiences—rather than as an authority who simply transmits information. The following reflections illustrate how my personal journey has shaped this philosophy.

The Formative Years

I come from a developing country where, despite the promise of free public education, the hidden costs of schooling—transportation, uniforms, shoes, and supplies—often make education feel like a privilege rather than a guarantee. I began working as early as Grade 1 to support my schooling. As a working student, I quickly learned that balancing work and study is extremely challenging; more often than not, survival took precedence over formal learning.

Yet I also discovered that learning is not confined to the classroom. Much of my early education came from the world outside school, where I spent more time working and observing life than sitting in class. Through this, I came to understand that poverty does not necessarily prevent learning; instead, it often shifts where and how learning takes place.

Outside the classroom, my natural curiosity flourished. I spent countless hours along stream banks, exploring caves, and observing rocks, plants, insects, crabs, and other forms of life I encountered. Even through high school and college, I remained drawn to outdoor exploration and hiking, where the environment itself became my classroom. These experiences made abstract scientific concepts more tangible, as I could connect theories discussed in class with real-world observations. I also learned early that science is not merely a body of knowledge, but a process of inquiry—of asking questions and discovering answers through experience. These formative experiences laid the foundation for my understanding of teaching and learning.

Years of Higher Learning

My fascination with the natural world led me to pursue a degree in Biology, followed by graduate studies in Natural Environmental Studies at a university abroad. After completing my postdoctoral training, I chose to return to my home country to teach Biology at the university level.

These experiences have been instrumental in shaping my teaching practice. I have found that when students are able to directly experience what is discussed in lectures, learning becomes more concrete and meaningful. Over the years, I have embraced an experiential and inquiry-based approach—what I often describe as “boots-in-the-field” learning—where students engage directly with the subject matter rather than passively receiving information.

I also find that sharing personal field experiences helps students connect more deeply with the content. Biology, in this sense, becomes not just a collection of facts in a textbook, but a dynamic and evolving way of understanding life.

Experiential Learning: Biology and Ecology in Practice

I currently teach Ecology to undergraduate BS Biology students. In this course, the field truly becomes our classroom. Fortunately, our university is located near diverse ecosystems—forests, streams, lakes, grasslands, and caves—allowing students to engage in direct ecological observation. Coastal and intertidal environments are also accessible within a short distance, further enriching their learning experiences.

In this setting, students are actively engaged in the learning process as they observe, ask questions, and conduct field-based investigations. I guide them in developing scientific thinking by encouraging them to formulate meaningful questions, design and implement research projects, and communicate their findings effectively. This experiential approach helps students see biology as an active process of discovery rather than a static body of knowledge.

Other Teaching and Learning Experiences

While I believe that learning is ultimately the responsibility of the student, the teacher plays a crucial role in facilitating that process. I support student learning by providing clear explanations, structured guidance, and engaging instructional materials such as visual aids and other resources that capture their interest.

I also incorporate both individual and group activities that require students to analyze information, share ideas, and synthesize their understanding. My goal is to help students come prepared for class, engage deeply with the material, and enjoy the intellectual challenge of learning.

A respectful and supportive classroom environment is essential for meaningful participation. Students are more willing to engage when they feel safe, valued, and encouraged to express their ideas. I therefore work to create a space where students can confidently contribute, develop their thinking, and take intellectual risks. I also promote student autonomy by assigning presentations and discussions that build confidence and communication skills.

Equally important is accessibility. Many students benefit from informal conversations and personal encouragement, so I make myself available for consultation and guidance beyond formal class sessions.

In Conclusion

Teaching science is both challenging and dynamic. Unlike many disciplines, scientific knowledge is continually evolving. What we understand today may be refined or redefined tomorrow. For this reason, teaching must be coupled with continuous learning and active engagement in research.

Ultimately, I believe education should empower students not only to acquire knowledge but to learn how to learn. By grounding instruction in real-world experiences and modeling inquiry through research and practice, I hope to inspire students to find their own paths as lifelong learners.

"The teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind."

- Khalil Gibran, 1883-1931