A Philosophy (Ecology) of Teaching 

Teaching is for me like tending the fields of education, composition, social justice, critical thinking and integral ecology. In particular, I hope to share the beauty inherent in the ecology of healing, which we have the capacity to experience through the process of learning. I see my role as a teacher to create a fulcrum between the inner wisdom of a student – the seed of their creation, the movement that follows original movement – and the wisdom of the world around them. 

I appreciate the quote above by the way it illustrates the simplicity of the lilies’ expression as the manifestation of their essential nature, a nature that is unique to a lily – analogous to the uniqueness of each student – and still growing. It also communicates that they are lilies of a field, or lilies of a larger community. Their place within an ecosystem is considerable, natural, in process, and worth listening to. 

The fact that they neither toil nor spin means not that they do without the energy of work required to be a lily, but that they are in alignment with the forces of Nature that nourish them. The rain showers, and sun lightly beckons appropriately during days. In relation, the lily’s role is to be fully a lily. 

As a fulcrum of learning, my classes invite students into awareness and consideration of these natural and metaphorical forces in their lives, so that they may each feel self- empowered, and sufficiently comfortable with the learning process to be fully a student. 

Recognizing that I, too, am a student who is growing, my philosophy as a teacher is to support my students in finding, accepting and ultimately celebrating a dynamic stillness within them – a stillness that resonates and communes naturally with the world around us. Practical application of this philosophy is through integral discussion of great texts, involved engagement within the craft of revision, the encouragement of regular presentations, and contemplative reflection, both internally and interpersonally. 

Ultimately, the study of ecology, in my view, is a journey home, where home (eco-) exists on many levels beginning with an inner truth and joy, then rippling out into a co- creative and rhythmic balance with the whole environment. Our health as a community is dependent upon our health as individuals. The reverse is also true, and still we have the greatest influence on the whole through our own emergent individuality. 

My teaching philosophy could also be expressed as a fulcrum between the lily, the field and a growing consideration for our place in the world. In other words, my classes are dynamic, integrative and fun.