Educational philosophy, revised

Educational Philosophy

My educational philosophy can be organized around five values: (1) Independence/Interdependence; (2) Anchoring knowledge; (3) Modeling; (4) Social Diversity; and (5) Economic Mobility.

1. Independence/Interdependence

The teacher’s goal ought to be to promote independence from the teacher and interdependence among the students. A teacher must fight the desire to be the center of attention and be prepared to cede the spotlight in order to develop students’ abilities. This does not mean a hands-off approach, especially in the early stages of learning. But it does mean structuring the class to provide greater opportunities for teamwork.

2. Anchoring knowledge

New knowledge must be anchored in old knowledge, both within and across subjects. My subject expertise, broad educational background and varied personal interests mean that I can generally come up with surprisingly apt analogies and tie-ins that relate to their world. By putting in the work to anchor new knowledge in their existing world, I’ve reduced the sense of inaccessibility and irrelevance that plagues science classes. Once that initial bridge has been made, anchoring occurs within a subject; this is especially true for physics, which depends upon earlier mastery in order to understand and solve progressively more complicated problems.

3. Modeling

Although the ultimate goal is to have students become collaborators and the teacher to become less a provider of information and more a facilitator of learning, students need to have a clear idea of what is expected and the accepted, proper ways of organizing and communicating information and understanding. Experience means nothing in itself; it is only experience paired with proper technique, process, and understanding that will take students toward greater mastery, both in the classroom and outside it. To this end, I make certain students see, clearly, how to solve problems in an organized, clear way, and emphasize process more than product (the right answer). The right answer matters, of course, but getting the right answer (or even asking the right questions) can happen reliably only if students have a solid, reliable understanding of the process of scientific inquiry and scientific problem-solving.

4. Social Diversity

Better decisions are reached when there is a combination of a diversity of backgrounds and a common purpose. An educational setting, and especially a community college, is built for that confluence of factors. I have had the challenge and opportunity to work across a wide variety of cultural, economics, and social lines, and one thing has become clear: there is an opportunity for every person to develop their awareness and appreciation of the universe. In so doing, the language of physics and astronomy provides a common experience and set of knowledge, one tied to the historical traditions of many cultures and peoples. Everyone, regardless of gender, sexual orientation, country of origin, ethnicity, economic means, or disability, can and should participate in the learning and doing of science.

5. Economic mobility

Scientific education isn't just about nurturing the soul. It’s about nourishing the body. I know that many of my students will be immigrants and refugees. Most will be near or in poverty. Historically, STEM training has been, and continue to be, a critical step in entering into higher-skilled, higher-wage jobs. I don’t expect, or even wish, that my students pursue academic research science careers. Instead, what they need, and what I hope to provide, are the fundamentals of problem-solving, technical knowledge, abstract reasoning, and deductive logic that will be fundamental to their success, whether they pursue a STEM career or not. To that end, I will make certain that, in every aspect, my course accommodates students of limited means without limiting their ambitions for a better life.