With Wizdomkourse in the making, I aspire to teach in order to pass on the scrutinizing wisdom and intellectual capacities I have honed through years as a lifelong student in linguistics, humanities, political economy, and beyond. As a global language, English serves as a gateway to the world’s knowledge. Teaching it, therefore, offers a powerful opportunity to deepen perspectives and sharpen minds on matters of lasting significance.
In the short term, my goal is to cultivate my students’ critical thinking, reading comprehension, and cogent writing—skills essential not only for meaningful learning but also for shaping thoughtful individuals equipped to advance society. In the long term, I aim to foster a culture of wisdom through education and contribute to humanity’s intellectual evolution—guided by the principle of efficiency and fairness as the foundation for progressive societal development.
The Teaching Style | Communicatively Humanistic: Fostering Linguistic and Intellectual Engagement
To teach my Thinking–Reading–Writing course, which explores complex philosophical topics of contemporary relevance through English as a gateway to global knowledge, I intend to apply two complementary methodologies: the Communicative Approach and the Affective Humanistic Approach.
The Communicative Approach will serve as the foundation for active student interaction across all four language skills. Its integrative and dynamic use of English aligns with my goal of fostering proactive intellectual flair through language learning. Meanwhile, the Affective Humanistic Approach, with its emphasis on emotional resonance in education, will be innovatively adapted through the internalization of highly relevant philosophical issues. By encouraging students to take true ownership of their ideas in responding to such topics, this approach will deepen their connection to the material and cultivate a more thoughtful and intrinsically motivated learning experience.
As the course is intended for advanced-level students—from late adolescence through early adulthood—strategically combining these two approaches allows for the integration of both linguistic and intellectual development in a way that challenges with sophistication, yet without alienation.
Adaptation Notice: Originally submitted as part of the course Teach English Now IV: Capstone Project 1 offered by Arizona State University
