Good teaching, just as good research, both of which are core components of any university teaching career, is characterized by constant reflection and self-evaluation. When I reflect on my academic career, I realize that the pedagogical aspect has been largely shaped by my experiences in terms of interactions with my students, colleagues and mentors. I have achieved continuous enhancement in terms of intellectual development, analytical skills, and articulation of ideas through asking and answering questions, seeking and giving advice in class discussions and seminar presentations, interactions with my peers, and preparation and assessment of term papers and examinations. I have learnt to perceive the class as a family unit in which members support, rather than challenge, each other. A unit in which everybody—including the instructor—should strive both to learn and to facilitate learning. One aspect of my teaching philosophy therefore is the belief that the university teacher/instructor is not necessarily a provider of knowledge and skills but also a recipient. Thus I always strive to promote mutual respect between my students and me, just as my mentors did. I believe in building professional/academic relationships with others based on my respect for diversity of perspectives, capabilities, interpretations and ideas.

My background in sociology and social anthropology has opened my eyes to the variety of differences in students’ sociocultural, economic and political orientations, which affect their world views and hence their intellectual abilities and their interpersonal and analytical skills and abilities. One of my teaching goals, which forms the cornerstone of my teaching philosophy, is to promote and respect intellectual and human diversity. I am committed to striking a balance between inclusive learning and excellence in learning. I do this through welcoming and encouraging students to advance their own discourse, also believing that this can enhance their critical thinking skills, which are a vital resource in a broad spectrum of occupations in the contemporary society. This aspect of my pedagogical practice is influenced by my belief in equity and equality. Although I never openly play the role of activist for any academic discourse, when it comes to matters of equity and equality, I normally describe myself as one. I believe in the provision of equal treatment and opportunity to every student to present and defend their intellectual positions. I encourage every student to use logic and reason to develop their own positions and counter positions. I mentor them to appreciate diverse backgrounds, orientations and worldviews. I believe that we are living in a complex and rapidly changing world in which information received passively quickly expires. I therefore endeavour to involve my students in knowledge construction through classroom presentations and discussions. My aim is to enable students from underrepresented minority groups or who experience barriers of different kinds to benefit from my teaching as much as possible.

Another area of my teaching philosophy concerns my perception of the content that I use to teach. I strongly believe that the dynamism of the contemporary world requires people who work in a sustainable manner. I encourage students to read up-to-date literature and make their own interpretations of the same, in order for them to grasp the theoretical or practical contributions the knowledge offers society in the long run. My teaching philosophy involves belief in abundant room to learn, respect for diversity, equity and equality, and the necessity to prepare students to adjust to global dynamism.