I am happy that after all of these years of teaching, my craft has improved while my basic philosophy has not, as noted on my webpage and on this post.
It was my reading of Cornel West’s and W.E.B. Du Bois’s works as a high school, undergraduate, and graduate student that shaped my sense of intellectual and practical purpose. West’s synthesis of Christianity and pragmatism promulgated my construction of theodicy that finds its premise in the writings and thought processes of Ralph Waldo Emerson, Henry David Thoreau, and John Dewey. My courses look to inculcate the point of view of the oppressed and alienated class, as it is this class that has traditionally been neglected among the privileged and in the literature of study. I find the teachings of Christ and Karl Marx to be synonymous in that both look to eradicate social vice and poverty, racism and hate, as well as greed and materialism.
Through the teaching of history, it is my objective to first deconstruct a false knowledge of history by teaching students to build a new synthesis that challenges their prior knowledge. It is at this point in which a teacher and a student work collectively to reconstruct a new historical synthesis. Reconstructionism contends that society is in need of constant reconstruction and change, and such social change involves both a rebuilding of knowledge and how society uses that knowledge to transform the teaching and learning of materialism. Mortimer Adler, who reflects some of the qualities of the realist school of thought, proposed a Paideia method of instruction, which emphasizes a discussion/seminar style of teaching and learning. As opposed to lecture, I find the discussion/seminar method of instruction to be more liberal, hence invoking greater academic freedom of thought. Furthermore, it is here that students focus more on logic, process, synthesis, and analysis over rote memory and conclusion.