Pedagogical Practice, Philosophies & Knowledge

Discover my approach to education, which weaves together multidisciplinary perspectives and a dedication to nurturing the complex interplay of developmental, epistemological, and societal context.

Pedagogical Views

With a foundation in Psychology, my pedagogical approach initially drew heavily from Behaviorism. I valued its empirical lens on learning—shaped by pioneers like B.F. Skinner, John B. Watson, and Ivan Pavlov. However, my perspective has evolved. I now advocate for an interdisciplinary strategy that merges insights from multiple educational theories.

I acknowledge that a singular viewpoint cannot encapsulate the complexities of learning. Hence, my philosophy has matured to incorporate elements from Cognitive Development, Social Constructivism, and Humanistic approaches. This shift reflects my belief in the importance of recognizing each child as an active, self-determining agent in their educational journey.

The figure beside this text reflects a broader scope of modern childhood theories. In line with 'The Authentic Child' concept, I support educational practices that champion self-actualization and personal growth within our learners. My aim is to curate pedagogical methods that are inclusive, rooted in empirical evidence, and adaptable to diverse learning needs.

By melding various educational philosophies, I strive to craft learning experiences that are both innovative and empathetic, ultimately nurturing the inherent potential within every student.

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Directive & Non-Directive Teaching

With over five years of experience in the educational field, I have developed a versatile toolkit of strategies for effective instruction and student engagement. I have discovered that integrating both directive and non-directive approaches is pivotal in facilitating meaningful educational experiences.

I honor the prior knowledge each student brings to the table, tailoring my educational style to their unique learning journey. This tailored approach enables me to provide the right balance of guidance and autonomy, aligning with each student's zone of proximal development. It is through this adaptive interaction that I can foster their growth in the most effective manner.

My commitment to this dynamic approach has enabled me to effectively educate a diverse array of learners, from grade school students grappling with mathematics to university students refining their writing skills. I always prioritize the enhancement of the student's existing knowledge base, adapting to their readiness to learn. This commitment ensures that I provide an empowering and transformative educational experience.

My Belief On The Future Of Education

In upcoming research paper, I delve into the alarming trend of cultural hegemony and its impact on the humanities within higher education, echoing concerns similar to those Nietzsche expressed about the liberal arts in his time — an intentional dullness and a decline in cultural vitality. This present-day waning in humanities enrollment is a multifaceted issue that extends beyond academia, reflecting shifts in societal values and priorities (Bod et al., 2016).

Historical analyses by Eskildsen and Bod (2019) trace the evolution of humanities education from its celebrated place during the Enlightenment to its current marginalized status, where utilitarian outcomes overshadow intrinsic scholarly value. This transition, as Gustafsson (2018) argues, is influenced by socio-political forces that favor economic and technological progress over the broader educational imperative. Yet, Bordelon (2011) champions the humanities as the bedrock of democracy, essential for instilling moral reasoning and empathetic understanding.

The critical inquiry and epistemological depth that humanities education fosters are central to my educational philosophy. I believe that challenging the hegemonic forces described by Foucault and Gramsci, which shape our understanding and knowledge systems, is paramount (Foucault, 1980; Gramsci, 1971). These disciplines encourage a robust exploration of ideas and ideologies, nurturing the type of critical thinking and analysis that I consider crucial for student development.

Bod (2022) poses a vital question regarding the lag in the historical study of the humanities compared to the sciences, pointing to a long-standing undervaluation of these disciplines. This perspective is essential for understanding the contemporary state of humanities and advocating for their revival in our education systems.

The significance of this information is that I stand for an education that pushes the boundaries of epistemology, valuing the humanities not just as academic pursuits but as vital instruments for cultivating analytical minds. It is in the humanities that we find the tools to question, to analyze, and to understand — the essence of true learning and the cornerstone of informed, enlightened societies.

Academic Contributions

Department of English, French, and Writing

King’s University College at Western University

WRITING1032F/G : Introduction to Writing for Childhood and Youth Studies
WRITING 2101F/G : Introduction to Expository Writing
WRITING 2230F/G : Writing and the Discourses of Childhood
WRITING 3700F/G : Special Topic in Writing: Writing and Climate Justice for Humans and Animals

Research Areas

Digital Literacy and Communication:

Critical Digital Literacies
Language and Literacy

Educational Technology and Psychology:

Impact of Technology on Child and Youth Development
Mental Health in Digital Environments
AI in Educational Contexts

Pedagogical Innovations:

Anti-Racist and Empowerment-Based Pedagogies
Problem-Based and Inquiry-Based Learning Strategies
Online Learning and Curriculum Development

Equity and Ethics in Education:

Authentic Assessment Practices
Equitable Access to Higher Education
Ethical Implications of Surveillance Capitalism

Cultural and Societal Impacts:

Cultural Hegemony in Higher Education
The Societal Implications of Neoliberal Policies