Teaching

My teaching is guided by the conviction that philosophy is not the exclusive domain of "innate brilliance" or natural-born geniuses, but a discipline in which all students can cultivate expertise through practice, curiosity, and engagement. Research in cognitive and social psychology has shown that expectations matter for academic achievements. For example, Leslie et al. (2015) propose the field-specific ability beliefs hypothesis, where the more a discipline is perceived and expected as requiring innate genius, the lower the participation of women in that field. 

Philosophy, long stereotyped as the pursuit of rare brilliance, exemplifies this problem. But such perceptions or expectations shape outcomes rather than reflect genuine and intrinsic truth. The expectation we set for students matters, and I strive to foster the belief that ALL students can grow as philosophers. 

I also hold that, in a sense, everyone is already doing philosophy! When we deliberate about certain problems, critique inadequate answers, and search for better paths forward, we are practicing philosophy. My role is to help students recognize and refine these practices already present in their own lives. 

In every course, I ask students to connect philosophical or sometimes abstract questions to their personal and social contexts. Classroom discussion ensures that each student leads at least once, and many semesters conclude with a debate tournament-complete with playful prizes like the "golden duck trophy," that highlights both rigor and the joy of doing philosophy together.