How earth, fire, water, and air shape my teaching philosophy

Ancient Greek philosophy describes four basic elements of the universe: earth, fire, water, air. Although we no longer subscribe to this idea, there is wisdom in reducing the complex nature of the universe down to simple everyday substances. Knowledge becomes more accessible, memorable, and transferable. Eventually, this can translate to the formation of new ideas and innovative problem-solving.

As a student, my mindset about learning and teaching continues to evolve. During my undergraduate education, I mostly learned through “traditional” methods—Instructors assigned textbook readings and presented lectures, and we were graded on written exams. My peers and I struggled within this framework, as it rarely incited creativity, critical-thinking, or an intrinsic motivation to learn. However, graduate school has exposed me to new ways of learning. These approaches require different skill-sets, but the results are more stimulating and meaningful. I plan to use these strategies to spur enthusiasm, curiosity, and critical-thinking in my students.

My teaching philosophy hinges on four core elements:
‍Going out on a limb, stoking the flames, navigating uncharted seas, and bending with the wind.

Going out on a limb is about encouraging my students to branch out from the highly structured framework and into the realm of the uncomfortable. This comes with a risk of failing, but also a greater life-long payoff. To facilitate risk-taking, I will construct a safe and inclusive class environment. When students take chances or make mistakes, I will praise their efforts and give constructive feedback. I want to be approachable to my students and set a positive tone for our classroom.

My learning objectives will concentrate on the higher cognitive dimensions of Bloom’s Taxonomy (evaluating and creating) through team projects, discussions, and case studies. This approach will challenge students to grapple with ambiguity and the possibility of failure. However, it will also yield more memorable learning experiences and facilitate critical-thinking throughout their education and future careers.

To stoke the flames of creativity, I will design projects that motivate students to think outside the box. I hope to show them the value in taking creative risks. As an additional strategy, I can evoke emotion and spark conversation by using real-life scenarios that they can relate to. I am excited to share my own passion for nutritional science with my students, just as my favorite instructors did when I was an undergraduate student.

I will also embolden my students to navigate uncharted seas and embrace the unknown. There is joy in discovering new things, and I can guide them through these unexplored territories through my teaching. For example, I can probe their knowledge via questioning strategies and challenge them to consider scientific “known unknowns” and “unknown unknowns.” This could help them find value in the learning process and prompt them to set goals. I foresee activities where students are able to apply their knowledge to formulate new research questions and present how they would find the solutions.

Finally, I want to enable my students to bend with the wind. To this end, my course objectives will emphasize evaluation and self-reflection. Students will have opportunities to identify their strengths and weaknesses and adjust their approach for future assignments. Developing these metacognitive skills will benefit their learning abilities long after they leave my classroom.

Earth, fire, water, and air serve distinct roles in Greek philosophy, but the functional universe relies on the combination of all four elements. Similarly, my students will learn most effectively when I integrate all four elements of my teaching philosophy. I can challenge my students to embrace ambiguity and creativity, while they develop life-long skills. Just as our view of the universe has evolved over time, so too has my view of how to teach and learn. Importantly, I will continue refining my own teaching approach in the coming years as I learn to support my students’ learning needs.

Version: March 29, 2020