Teaching as a Process, Relations and Vocation of Learning

Photo by: Duane Schoon 

I just wrote a one-page 'Teaching Statement', and am sharing it here entitled 'Teaching as a Process, Relations, and Vocation' where I highlighted in bold the key concepts of my current teaching philosophy which, I believe, evolves through time and experience....

* * *

I regard teaching as a process, relations, and vocation whose foremost objective is learning.

Teaching entails a process of learning between interacting learners (i.e., both the teacher and student) through the sharing, reflection, acquisition, and generation of ideas. In this process, the student gains knowledge through ‘learning by studying’ and the teacher also comes to a self-realization, as well as generates and (re)produces knowledge, through ‘learning by teaching’. While research-based teaching is increasingly becoming the norm in the academia, I also believe in teaching-based research where the topics and courses taught in classrooms become a stimulating and significant basis for an academic’s future research endeavor.

Teaching thus implies a learning relationship between a teacher and student. Both are considered learned and learner. A teacher is both learned and learner, and a (university) student is not only a learner but must also be viewed as learned with the faculties for learning at the level of higher education. In this relationship, both have duties and responsibilities. Key to maintaining a healthy and meaningful relationship between the learners is mutual respect by upholding one of learning’s virtues: the giving and receiving of feedback.

But the teacher must take the leading role in mentoring and facilitating the learning process and relationship, challenged and inspired by the initial conditions, capacity, and aspiration of students towards particular learning objectives. It is the task of teachers to excite students with ideas. This includes the importance of preparation in teaching—i.e., never enter the classroom ‘cold’ when giving lectures and never show up in consultation meetings without having read students’ drafts. Unprepared teachers are most likely to spoil students’ enthusiasm in learning.

Having been a student myself from grade school to the postgraduate and doctoral schools and having had the teaching experience and exposure in different pedagogical methods in a number of systems—i.e., particular features of Asian, American, British, Baltic, European, Nordic and Scandinavian teaching styles—, I can say that there are advantages and disadvantages in their respective learning approaches. Thus far, however, I shun top-down model of learning; and I have come to believe in learner-centred, or student-centred, pedagogical method. Thus, teaching has to be considered an ‘art’ that requires from teachers the skill of creativity and the virtue of empathy. Central to this is a teacher’s reflection on the preparation and conduct of a course on the issue: How do students learn best? Or, what are the teaching techniques and approaches that could effectively help students learn best?

Finally, teaching is a vocation that requires passion, commitment and dedication. It is professionalism with ethics and a good sense of meaning and purpose. I am continuously inspired by mentors who have taught and shown me a seemingly old-fashioned academic culture that is generous, critical yet liberal, erudite yet humble, and purpose-driven. I have been lucky to have experienced this kind of generous academic culture from great mentors who are generous in time, advice, exchange of ideas, and resources. I wish to share this cherished gift and professional inspiration to my colleagues and students in the conduct of my teaching vocation.