I’ve received a few emails asking about my approach to pedagogy. These are mostly in response to my “Dear Liberal Professor” essay published at Vitae, in which I call for empathy in the classroom and take down the silly suggestion that students are the center of all that ails higher ed. I haven’t written about pedagogy in awhile because I’ve been out of the classroom for two years now, so I’m posting my teaching philosophy statement from 2012. I still stand by most of what I say here.
“The human capacity to injure other people has always been greater than its ability to imagine other people”—Elaine Scarry
“We need to know where we live in order to imagine living elsewhere. We need to imagine living elsewhere before we can live there.”—Avery Gordon
Teaching is as much art as it is embodied practice, engagement, and content knowledge. This craft is flexible and variant, and it shifts from class to class, student to student, evolving not only from worn lecture notes and expected PowerPoint slides but also to our shared performance as students and teacher. Pedagogy feels like some sort of happening that appears as experimental and meaningful as it is multi-variant and chaotic. No classroom experience is ever the same as I describe, redescribe, and recreate my content, my expertise, to mesh with the interest, the varying levels of student expertise, and the classroom atmosphere.
Yet, my courses, no matter what the content, share a common emphasis on empathy and critical thinking. To imagine what life is like for other people is the first step for engaging their lives, and I would argue it is first step toward critical thinking and close analysis. If we cannot imagine what their lives might be like, we cannot begin to comprehend the historical and cultural forces that place them and us where we happen to be.
If we cannot imagine, we cannot analyze. (more…)