Teaching Statement

Teaching Objectives

I have taught different groups of students from different backgrounds. My main aim is to train my students in developing the analytical, conceptual, dialectic and hermeneutic skills that define philosophy and that make philosophy such an important discipline even outside academia. I try to share my enthusiasm for philosophy with my students in an interactive, inclusive, and collaborative learning environment. I try to challenge my students intellectually so that they may reach their full potential. I also strongly believe that teaching and learning is an interactive process from which not only my students but I too benefit.

Teaching Method

Learning is not always easy and does not always come naturally. In my past teaching, the following method or approaches have proven efficient to achieve the learning goals of my courses. In introductory courses, I carefully develop the topic of the course and show why it is relevant. I explain to students what is expected from them and what they, in turn, can expect. Introducing the topic, the structure of the course, the learning outcomes and assessments (including the grading scheme) lead to greater clarity, raise interest in the student body, and help avoid misunderstandings. In addition, I ask students about their interests and needs. More individual questions and concerns can be discussed during office hours. I have worked in different academic contexts, and I am very much aware of how diverse a student body can be. Not all students have the same intellectual, socio-cultural background. I welcome them all to take my classes and I encourage them all to reach their full potential.

          My courses are structured according to four or five sub-themes. Each of these represents a salient philosophical debate in philosophy. Reading questions are helpful to direct students’ attention to important issues in the reading material and help structure their preparation for class. To first- or second-year students, I recommend relevant philosophical encyclopaediae and relevant secondary literature to deepen their understanding of the texts. The course itself is geared towards critically reflecting upon philosophical debates and the main arguments, identifying key philosophical concepts, interpreting philosophical texts, writing well-structured essays, articulating individual responses to philosophical views, and collaborating with fellow students. I use both black- or white board schemes and power-point presentations as visual aids.

What is important to me is a collaborative, inclusive, and constructive learning environment. To create this environment, I make sure that students engage with one another in a respectful and friendly manner, and that they get to know one another through group work and discussions in small groups. I strongly encourage discourse among students without losing sight of the learning outcomes. I do not like it when overly self-confident students try to take over the discussion as this may shy away less confident students. I try to constrain this respectfully and lead the discussion back to the main topic. I specifically encourage shier students to participate in classroom discussions by pointing out that philosophical debates are never easy, that final answers hardly if ever occur. A culture of mutual respect and intellectual humility is important to me. At the end of every class, I not only summarise the main results, but I also outline the next session in order not to lose sight of the bigger picture. Students are asked to think about the last session at home, revise their classroom notes aided by my power-point slides. Any open questions will be addressed at the beginning of the next class. When it comes to written work (mainly mid-term and final essays), I teach my students analytical clarity, stringency, and adequate historical contextualisation.

More advanced BA or MA students should formulate reading questions individually and prepare for the seminars more independently. Questions about the reading material will be answered either in class or in small groups fostering teamwork. I also expect students to write small summaries or participate in online blog post discussions for example using Blackboard or Brightspace. In their written work, advanced students pick their topics more independently in consultation with me. The goal is for them to develop their own reading skills, formulate arguments including suitable secondary sources. In all my courses, I expect students to abide by the rules of academic integrity and to cite and reference correctly and in a complete fashion. I realise that more and more students use AI to create their assignments. I try as much as possible to disincentivise the use of AI by making clear that it will not only be punished in terms of a lower grade, but that it significantly diminishes their learning experience and their intellectual growth.

Feedback is important for students’ development. I believe that it is beneficial for students to receive feedback both from their peers as part of my courses and from me. This will make it clear to them whether their work is understood by their peers or needs revision. Students can also send me drafts or revised versions of essays and receive feedback during office hours.