INSTRUCTIONAL APPROACH


In small class settings, my approach leans towards a mixture of lectures, which present problems and ideas for discussion as well as clarify problems and issues, and interactive discussions. In a dialogical manner, somewhat mimicking the Socratic approach, I attempt to encourage the learning process by having students attempt to answer questions I forward. The small class environment allows me to present material in a variety of meaningful contexts but always through an interpersonal, friendly and open encounter between subjects willing to recognize each other. I endeavour to make my classes rather informal and flexible, but challenging and relevant, all the while creating a tolerant and open environment, as much as this is possible, for students to develop an individual grasp of the material without fear of political or academic reprisal or intimidation.

In larger classes, or even lecture theatres, I predominantly lecture on the course material, adding, where appropriate, variations and interpretations of the text and its issues or problems. I still like to give students the opportunity to ask questions as they engage in the material, but this is rather infrequent. Unfortunately, the delivery of learning materials in this setting inclines towards a basic presentation of the material, particularly if it is the Logic 100 course.