Teaching Philosophy

I am passionate about teaching and it is important for me to provide students with an educational environment where they can explore the philosophy and science of the studied subject in unique way. I am particularly interested in promoting methods that allow transferring knowledge from diverse areas of expertise; I strive to bridge the gap between non-technical audience and experts as well as the gap between exact science or technology experts and social science thinkers.

Background in physics and philosophy, experience with Information Technology, photography and film, along with my science, technology and environment teaching experience in both formal and informal settings provides the foundation of my holistic approach to teaching.

In my classes I involve variety of methods supporting an active engagement of students in the studied subject, be it place-based learning, learning in simulated environments or problem-based learning. Immersing students in active filmmaking during my doctoral research, I illuminated the possible benefits of film as an active medium for exploring various contexts within understanding science, technology, society and environment.

My teaching philosophy reflects my interests in collaborative work. Even in large lectures (over 120 students) I focus on learner-centred teaching that encourages learning by both students and teachers and cultivates student strengths in reasoning, independent thinking, and clear, precise articulation of ideas. By encouraging critical thinking, I help students to learn and discover their hidden assumptions, which may then be challenged. I favour classroom dynamics that permit dialogue and foster a degree of student input as to curricula and grading criteria.

Supporting students to think about the class as a community, I encourage discussions of their own views so they can form their understanding in a manner that reflects everyday life situations and problems. This means that in both classes and assignments, I have students spend a fair amount of time in smaller groups, in which they not only discuss and think collaboratively, but also write and produce together.

To guide my students, I combine well organised and visually structured information with a variety of viewpoints some developed through class discussions or independent additional research. The inclusion of art oriented exploration of the studied subject by using photography, film, or digital media enhances my multi-modal approach and allows me to enable my students to explore complex topics with joy, excitement and fun.