
子曰:"知之者不如好之者,好之者不如樂之者。"—論語
The Master said, "One who knows it is not equal of one who loves it, and one who loves it is not the equal of one who takes joy in it."—The Analects
TEACHING STATEMENT
My goal as a teacher is to help students take joy in learning and doing philosophy that transcends earning a good grade and building their credentials. I developed this goal through my teaching experiences at two very different institutions. I began my teaching career at Georgia State University, where many students were enrolled as “full-time” despite working forty-hour weeks. These students often struggled to keep up with the coursework because doing so was not their top priority. In contrast, students at Duke University, the second institution at which I taught, were more prepared and highly motivated to engage with course material. However, their focus on achieving A or A+ grades often prevented them from enjoying learning and doing philosophy. Since I have personally benefited and enjoyed philosophy, I am committed to conveying that experience to my students, without undermining their academic performance goals.
Learning and doing philosophy is inherently joyful, so my role as an instructor is to remove the obstacles. The first step is creating a welcoming and inclusive classroom environment in which all students feel comfortable sharing their ideas. A good classroom environment is essential because learning and doing philosophy is collaborative and sometimes requires students to share perspectives that reflect their deeply held personal values. To foster this environment, I dedicate one class session to helping students and myself get to know each other. I typically organize this session as an outdoor activity, and we introduce ourselves as new friends rather than as classmates who are going to sit in the same room once or twice a week. Throughout the semester, I occasionally hold classes outdoors to maintain this bond.
The lack of a narrative that articulates the relevance of the subject matter poses an obstacle for students’ enjoyment of philosophy. They may perceive what they are learning as isolated from everything else they know and disconnected from their daily lives. An important way to “sell” philosophy to students is by advertising the transferable skills it develops, such as writing, reading, and critical thinking. However, an excessive focus on these skills can sometimes obscure the distinctive value of philosophy itself. Learning philosophical ideas is intrinsically worthwhile, and we can help students appreciate them by situating them in the history of thought, including those ideas that are not directly applicable to students’ everyday lives. I build the narrative of Introduction to Logic around two themes: the history of logic and logic as an artificial language. We begin with Aristotelian categorical logic. Learning this outdated and cumbersome method immerses students in the historical development of logical theory. In this way, modern symbolic logic becomes an advancement rooted in earlier methods, rather than an unprecedented invention. Students also learn modern symbolic logic within the context of philosophy of language and logical positivism, so they come to understand proof in symbolic logic not as a mathematical puzzle, but as a tool for addressing philosophical questions, including those that are not relevant to their daily lives. Similarly, my Knowledge and Certainty course is structured as a critique of the traditional approach to epistemology. In the first half of the course, we explore the traditional approach that centered around analyzing knowledge as justified true belief, while the second half introduces alternative voices from various traditions.
As previously noted, the pressure to achieve good grades poses another challenge to enjoying philosophy, and I tackle this issue by encouraging students to develop a growth mindset. Course assessments are designed and described as opportunities to practice doing philosophy, rather than as mere measurements of performance. Weekly writing assignments are graded based on the total number of completions, but students are motivated to apply effort because I provide feedback to help them improve. For essay assignments, students are encouraged to submit drafts for feedback. They can also revise and resubmit the paper to achieve a better grade. This approach alleviates grade-related stress and allows students to focus on engaging with philosophical issues through writing. I also structure my courses incrementally to build students’ confidence and competence. My Introduction to Philosophy seminar starts with lecture-based sessions that focus on articulating the main arguments of the texts. For example, when discussing Descartes’ method of doubt, I guide students through the text paragraph by paragraph to reconstruct the multiple rounds of objections and responses, ensuring they understand the structure of the argument. As the semester progresses and students gain confidence, I reduce the amount of lecturing and encourage more open discussion initiated by the students themselves. Writing assignments follow a similar progression, beginning with argument summaries and gradually moving to critical reflections. The first term paper is restricted to discussing course materials, while the second encourages exploration beyond them.
Maintaining students’ engagement in class has become more difficult in the age of shorter attention spans and greater digital distractions. I find that it is effective to add varieties to the traditional reading-and-discussion approach. I diversify my “reading list” to include materials from different fields and traditions, from non-academic writings (e.g., a McKinsey report on AI bias), and from different media (e.g., a documentary on conspiracy theory). In my Introduction to Logic class, I use pop quizzes to keep students focused and engaged. In my Introduction to Philosophy class, I incorporate group exercises for analyzing arguments. The final exam of my Introduction to Philosophy course is structured as the “ethics bowl,” which is a collaborative and constructive debate. I am also considering including podcasts as class assignments.
Learning obstacles also arise outside the classroom, as each student brings unique backgrounds and circumstances. They may be first-generation students, international students, or from underrepresented minority groups. Some may be less academically prepared, while others may be stressed about not achieving an A+. Some may simply need a supportive listener as they navigate difficult times. There are boundaries between instructors and students, and sometimes we must refer students to professional resources. But within those limits, I do my best to support students as someone who genuinely cares about them. I also enjoy spending time with students outside official hours (e.g., the “faculty + lunch” program at Duke), engaging with their interesting ideas and sharing my own perspectives with them.
Becoming a good teacher is the top priority of my academic career. Since teaching is a skill, I am always eager to improve. Learning from my own mistakes is a crucial step in this process. In my Knowledge and Certainty course, I had to adjust the syllabus mid-semester after realizing students were overwhelmed by the volume of difficult readings. In response, I reduced the readings and replaced a couple of theoretical topics with more practical issues, such as conspiracy theories and epistemic challenges posed by emerging technologies. I actively seek feedback from students through customized course evaluation questions that ask them to identify weaknesses in my teaching and parts of the course they liked least. I am interested in learning and reflecting on pedagogies, as well as pursuing professional training. I have presented my thoughts on AI and education at the AAPT-APA Teaching Hub and am currently pursuing a Certificate in College Teaching. I was selected as a Preparing Future Faculty Fellow and had the privilege of being mentored by the Chair of the Humanities and Fine Arts at Durham Technical Community College this year. Through this experience, I aim to deepen my understanding of teaching and working in a community college setting, which will enhance my commitment to serving a diverse student population.