teaching philosophy

“We are what we repeatedly do. Excellence, then, is not an act but a habit” -Aristotle

I am convinced that the essence of teaching lives not in the singular, fleeting moment, in a lesson, demonstration, or dialogue, but in the continuous evolving process that affects both the student and educator. What I mean by this, is that the educational pursuit of excellence is not reserved for a privileged group of naturally talented people, but is an obtainable way of being through a series of deliberate actions that are nurtured and practiced daily. These actions are woven into the fabric of the students' everyday life. My philosophy on teaching is built on my belief that learning must be holistic, engaging not merely the intellect(logos) of the student, but must engage them in their purpose(telos), their emotions(pathos), their principles(ethos), and ultimately their relevance(kairos). 

While instruction is normally confined to the classroom, the students' learning comes through the cultivation of the habit of repetition of foundational tasks, common language, and processes. Whether in writing an artist statement or formal critique, solving process problems, working within creative cycles or engaging in discourse, I encourage students to seek enjoyment in these activities, not as a means to an end, but as a means to creating new means. These means are habits of persistence, curiosity, resilience, and rest. Each moment in the students' learning can be an opportunity for growth.

I encourage students to give proper weight to the journey of the process and not just the end product. The struggles, the setbacks, and the growth that comes from pushing through difficulty elevates the experience of the final or polished product at the end. It is easy to become fixated merely on outcomes, such as grades or perfect results, but I aim to redirect my students’ focus toward the creative process itself , primarily teaching them to fall in love with the act of learning and creating. By embracing their struggles, students can discover not just solutions, but themselves. The moments of difficulty are the crucible where true learning happens, where habits of perseverance and excellence are forged.

Practically it looks like a classroom focus on foundational processes, tool familiarity, and equipment and chemical knowledge. Next is familiarization with public workspaces, and the dance that takes place while multiple artists are utilizing shared equipment. Courteousness, respect, and proper time management are all key in learning and growing to become a better artist and colleague. These foci lead to an understanding of pacing, work, and rest; so students can create a sustainable artistic practice, not only for their time in class, but for their whole lives. 

Lastly the incorporation of diversity in art historical record, along with historical and contemporary aesthetic philosophies drives the purpose of making, and gives a sense of places for the student to fulfill. Encouraging the students to understand where they fit in history, what has been thought through the ages, was is thought now, and what can be done now. The work has meaning, the student has purpose, and no matter the vocation the student enters, the knowledge and habits learned will have influenced their way of life and thought forever.

Thus my philosophy and practice of teaching can be summed up as such: Practiced excellence, whole human learning, love for the process, growth through adversity, deep investment in skill repertoires, sustainable artistic practice, and purposeful and personal connection to art history.