To Teach is Not to Reveal the Answer, But to Stimulate the Question

 

The revelation of living leads us courageously beyond our origins.

 

Receiving both religious and scientific instruction during my childhood, I often sensed the foundational disconnect of these closely coupled disciplines. As I progressed on my learning journey, I continued curiously pondering the possibility of a clear and explainable union of spiritual belief and scientific theory. I was certain that I would witness this merger in my lifetime, and with recent discoveries in quantum physics, this is happening before our very eyes. See, if anything, physics proves the existence of a Creator. It reveals there’s a structure to this reality; there are patterns, coding, rules, and limitations–evidence of intelligent design. Physics is now beginning to explain abstract concepts that were once only revealed to us in scripture. It’s quite an exciting time to be alive! If mathematics is to be considered the Language of God (Francis Collins, Robert Edward Grant), then physics–applied mathematics–is how storylines, timelines, or even worlds are created.

 

This is from where my passion derives. I have been given a gift of endless curiosity about the world in which we live, and it fills my heart to share this gift with others. My unique perspective and understanding of mathematics and physics led me to achieve perfect scores in math (which I attribute to my music instruction as a state-recognized concert pianist), and a 1st place finish in a state-wide academic physics competition my senior year in high school. High academic success continued during my university experience, and I graduated early with distinction. I trust I was endowed with this gift of effectively relating to the mechanics of the universe in order to bring clearer insight to other willing learners. 

 

So, how does this carry into the classroom? Well, one thing I’ve learned through my teaching experience is that captivating the audience is a necessary skill set. There’s a known relationship between information retention and humor. To be an effective teacher, one must first become an artful entertainer. We learn best when we follow our desire to expand understanding within an exciting framework of discovery. If the subject matter doesn’t initially interest the student, then the educator must elevate the value of content, utilizing creativity in making real-world personal connections. Passion and excitement are contagious. I must BE the energy I wish to SEE reflected in my students, leading by example. I commit to bringing radically positive, goofy, heart-centered relevance to the experience of attending my instruction. Whenever students eventually feel empowered to start injecting humor into their questions, that’s when flow states occur. This brings me to my next point: “Questions.”

 

The questioning mind is the mind postured for learning. In my classroom, questions are not only allowed at any time, but encouraged. It is not my intention to serve up a list of “right answers,” but rather to instill theoretical inquiry as a necessary tool for knowledge acquisition. Classroom experiences should be curated as problem-solving discussions over the traditional setting of the sage-on-the-stage. Demonstrating mastery, in my opinion, is being able to field questions at any time, from any angle, in any style, and to continue the discussion appropriately without getting off topic. Lectures imply monologue; a one-way knowledge vault, with the instructor holding definitive keys. Learners are not motivated toward discovery when the expectation is mere regurgitation. Encouraging students to unpack challenging concepts through appropriate questioning provides the structure of inquiry-based learning within the student-educator relationship, always keeping the learner in the driver’s seat for acquiring more. Having students piece together information themselves, rather than just being told, is critical to the development of their critical thinking skills, which is imperative in physics. Physics is “applied” mathematics, so simply memorizing formulas won’t prove effective. It’s about the students’ analysis of the situation presented to them through a problem-solving format. How does one develop this skill? Through lots of trial and error. How does one get comfortable with trial and error? Through guided questioning techniques.

 

I cannot stress enough the importance of developing actual wonderment in the learner through the strategic use of “guided questions.” The first step to confidently thinking independently and critically is to question. It’s pertinent to train students to develop their own sense of investigation. This is not only useful in physics, but in all aspects of life–knowing where to begin when faced with a challenge, and being able to adapt and recover through trial and error. 

 

In summary, my truest passion is developing consciousness, specifically cultivating critical thinkers. My premier tool for teaching success is to share my love of physics and this beautiful world in which we live.