Non Scholae Sed Vitae Discimus
At the core of my pedagogical philosophy is the principle, “we learn not for school, but for life.” Education is a life-long process. Learning does not end on graduation day. Even while pursuing a course, learning for students does not need to stop when the class is over. As a student before and a teacher today, I’ve discovered that only when you inspire an audience they not only become overly attentive, but they are driven by an insatiable curiosity to know more, even after the class or course or program is over. It is often said that a good teacher teaches; a great teacher inspires. And, good is always an enemy of great. The desire to stimulate other people’s curiosity about the subject the teacher teaches revolves around engaging students to new knowledge, interpreting the knowledge shared, and applying the knowledge created. I have found that when students are taught with high rigor and when the knowledge is applied with high relevance, it adequately helps students to gain, retain, and use the knowledge imbibed. Students of today live in a well-informed world; they need inspiration - not teaching.
In closing, I’d like to underscore that to awaken students to the persuasive forces at work on their attitudes and behaviors is to awaken them to their responsibilities as citizens, friends, family members, and principled human beings. The experience of working with several hundred MBAs, however, has significantly altered my approach to communicating the value and importance of a heightened rhetorical consciousness. I have taught in a wide variety of settings—online, boardrooms, lecture halls, and large auditoriums. I have taught different audiences— undergraduate students, middle-level managers, full-time and executive-level MBA participants. I have taught courses across geographies and cultures—the US, Singapore, India, Middle East to mention a few. I have thereby experienced a multitude of cognitive styles presented by students in formal learning environment. It is when the students feel my passion for the subject I am teaching, and the sheer delight to share, I find success in empowering students to learn. It is my intention to continue along this pathway knowing that the journey is more important than the destination.
Read my article: Learn by Doing: Brand Battle in the Classroom