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.
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 Western 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.
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.
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.