Teaching

Teaching is another cornerstone of my academic mission. Over the years, I have gained substantial college-level experience as a lead instructor, mentor, teaching assistant, and guest lecturer.

​

I am deeply convinced that philosophy is inherently exciting and does not require filters or rhetorical tricks to capture students’ interest. Guided by this conviction, my primary goal as an instructor is to communicate philosophical reasoning with clarity and passion, allowing students to appreciate its depth and rigor in its purest form. To create an environment that supports this aim, I ground my teaching practice in four core values such as autonomy, care, fairness, and transparency.

​

(1) Autonomy

Cultivating my students’ autonomy is the overarching goal of my teaching. Philosophy offers a unique opportunity to equip younger generations with the tools and skills needed to analyze and critique reality, whatever paths they may pursue in the future. All of my teaching methods are designed to foster independent and critical thinking before the transmission of knowledge. My lectures, for instance, are highly dialogical: I actively encourage class discussions by inviting students to participate, share their opinions, and challenge the philosophical arguments presented. My tests always include open-ended questions that require students to develop and justify their own solutions.

​

(2) Care

Treating students with genuine care is a central part of my teaching mission. Each student is unique, with their own background, personality, and expectations. Effective teaching, therefore, requires seeing students as individuals rather than mere names or numbers. To foster this personal connection, I actively encourage students to visit me during office hours. These meetings allow me to better understand their needs, gather feedback on my teaching methods, and identify any difficulties they may be facing with the material. This personalized approach enables me to adapt my teaching both to the class as a whole and to individual students.

​

(3) Fairness

I strive to balance genuine care for my students with a commitment to absolute fairness in evaluating their academic performance. When grading tests and papers, I focus exclusively on the quality of their work, making sure that personal characteristics never influence my judgment. Before and after grading, I emphasize to students that their grades reflect only their academic performance—not my assessment of their character or potential. I also place great importance on ensuring fair learning conditions for students with certified disabilities.

​

(4) Transparency

I believe that transparency regarding learning objectives, teaching methods, classroom policies, and evaluation criteria significantly enhances the learning experience. To support this belief, I prepare a comprehensive syllabus for each course, clearly outlining what I expect from students and what they can expect from me. I also make extensive use of the technological resources provided by my institution to ensure that students always have access to clear, up-to-date information.