My teaching philosophy centers on the fundamental principle that "Teaching is about Learning." I believe that to enhance the quality of teaching, it is imperative to focus on the evolving learning needs of the future, which are shaped by the students of today. Learning, in my perspective, is a dynamic and unstructured process, and although it cannot be rigidly defined as a procedure, it can be effectively integrated into structures and processes.
As we forge new connections among familiar concepts, incorporate new strategies, and link these novel ideas to pre-existing ones, the process of learning unfolds, expanding our body of knowledge. In essence, knowledge forms a web of interconnected concepts, with a vast repository of information residing between them.
In the context of high schools and universities, I firmly assert that the primary objective should be teaching rather than the preparation of professional athletes. To ensure that the brightest students opt for science majors and careers, there must be a resolute commitment to prioritizing quality undergraduate education. My teaching philosophy is founded on the principle of individual inquiry by the student, transforming education into a learner-centered process rather than one that is teacher-centered. While individual inquiry may not exclusively involve undergraduate research, it certainly could. The central aim of this pedagogy is to empower students in their educational journey by creating dynamic learning environments and offering compelling research opportunities.
