Teaching
As a philosophy teacher, my overarching goal is to enable students to engage in philosophical conversations, especially when these conversations challenge them. As one student writes in a course evaluation, “through readings, writings, and discussions, I was forced to think differently... and had to challenge myself to think outside of the box." I achieve this goal by (1) putting different philosophical traditions into dialogue with each other and (2) creating an open classroom environment.
Comparative Approach
In a multicultural society like ours, it is important that students encounter diverse philosophical traditions. So, rather than focusing on a dialogue within one tradition, I foster dialogue between traditions, particularly between the two traditions I am most familiar with: Western and Asian philosophy.
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For example, when discussing ethical theories in my Introduction to Philosophy courses, I assign not only Mill, Kant, and Aristotle, but also Mencius. I explain how both Mencius and Aristotle can be classified as virtue ethicists while, at the same time, highlighting their differences. In my Aesthetics class, I discuss Yuriko Saito’s paper on everyday aesthetics, which challenges mainstream Western views by introducing elements of Japanese aesthetics. Similarly, in my Chinese Philosophy course, when teaching Zhuangzi’s philosophy, I contrast Zhuangzi’s critical attitude toward our special status as rational animals with Aristotle’s positive attitude toward the same. Through this comparative approach, students from non-Asian backgrounds engage with Asian philosophy as a living tradition that can challenge them, rather than viewing it as a distant or alien concept. For students from Asian backgrounds, my comparative approach offers a broader perspective on their cultural heritage. As one student noted in a course evaluation, "[t]his class called me to think beyond a euro-centric lens." Ultimately, I aim to promote an open mindset toward diverse cultures, extending beyond the traditions we cover in class.
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​The effectiveness of this comparative approach is evident in students’ interest in incorporating cross-cultural perspectives into their final projects. For instance, one student in my Introduction to Philosophy course explored a dialogue between capitalism and Xunzi. Another student from my Chinese Philosophy course incorporated ideas from Foucault into his criticism against Mencius. Regarding my Aesthetics course, Saito’s cross-cultural paper on aesthetics has become one of the most popular texts students choose to engage with in their final papers.
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Open Discussion
As for the pedagogical method, I aim to create an open environment in the classroom where students feel comfortable pushing their philosophical boundaries. I avoid revealing my own position in a debate, even if I have one. As a student noted in their evaluation, the class's "open environment made it comfortable to talk." Rather than feeding students definitive answers (such answers may be impossible to find in philosophy), I play the role of the students' best philosophical conversation partner—one who effectively clarifies and develops their nascent ideas, raises critical questions about their views, and points out future research directions.