Teaching Philosophy

As a social scientist, I believe our ultimate goal is to make the world a better place. Classroom offers an ideal platform to disseminate information and initiate changes that can impact the world. My cross-cultural background and familiarity with both American and Chinese cultures render me a distinctive perspective to understand communicative messages and behaviors in diverse cultural settings. This distinctive perspective improves my scholarly sensitivity helpful for theoretical innovation and development. Therefore, in classrooms, I always expose students to newer and alternative ways to understand life to sharpen their critical thinking skills. I coach students to challenge what is usually taken-for-granted and accepted as the norm. Students, as a result, are always inspired to participate in the outside world with a fresher and more curious and critical mindset beyond the classroom settings. For example, in my communication theory class, I ask students to apply communication theories to everyday life and to examine critically of the applicability of these theories. Students demonstrate a great interest in noticing the relevance between communication theories and their everyday lives outside the classroom.

My understanding of being a teacher is also influenced by Confucius, a renowned sage and educator in the East. Confucius has taught us, “For the men[sic] of perfect virtue, in wanting to establish themselves they establish others; in wanting to succeed themselves they help others to succeed” (Analects 6.30). This Confucian teaching has been serving as the guidance on coaching me to be a good teacher, social scientist, and ultimately human being. I believe in the co-creation of knowledge between students and teachers. In trying to help students succeed, I become successful myself; and in trying to help students become established, I establish myself.

Following the above philosophy, I believe the best way to teach is through conversational dialogue and active participation. I take the responsibility to facilitate constructive learning in the classroom. Even in large lectures, I take the priority concern to create a participatory environment, in which students feel comfortable to ask questions, engage in discussions, share examples, and most importantly, contribute to the co-creation of knowledge. To facilitate such a participatory environment, I become a concerned teacher. My cross-cultural background and extensive mentoring time outside the classroom help me realize the importance in tailoring pedagogical styles to students’ needs, interests, and abilities. I have learned that this is an effective way to transform students’ classroom knowledge into their own understandings and practices of communication in everyday life, which will ultimately contribute to the Common Good.

For example, in my interpersonal communication class, I ask students to work in groups of five or six on a multi-week project. The project asks students to shoot a 10-minute video about a particular interpersonal relationship issue that is of great interest to them. Students are the playwright and actors for the video. They are also required to write a research paper by applying theoretical principles or concepts to creatively and critically analyze the relationship dynamics and tensions implicit in the play including their own roles. This hands-on experience has significantly sparked students’ interest in conducting academic research.

Finally, for my innovations in teaching, I have brought self-reflexive learning into the classroom. My pedagogy focuses on cultivating students’ internal learning. I believe education is more than a mere dissemination of information but an ongoing journey of engaging students in an internalization of knowledge. Without this introspective process of internalization, learning will unfortunately become a mere memorization of facts and information. Students need to engage in their mind, body, and soul to cultivate and experience holistic learning by utilizing their whole senses. True mastery of knowledge relies on such a reflexive journey. Reflexive learning also helps students cultivate desirable virtues and traits within themselves. Such characters are much needed by contemporary society. Self-reflection helps lay a solid ground for self transformation and external transformation of society. Ultimately, a collective effort is undertaken starting in the classroom and then expanding to the family, society, and the world. Although this road is not without difficulties, with a peaceful determination, I am unwaveringly dedicated to this pursuit of making the world a better place through the power of education. After all, students are the hope for the next generation and teachers hold the beacon to enlighten that hope.