Glisczinski Teaching Philosophy

Good teaching allows the teacher to become progressively unnecessary. I learned this from at least two colleagues whom I admire.
Valuable learning is the kind that prepares us to respond meaningfully to any and all of tomorrow’s unexpected developments. I learned this from Abraham Maslow’s essays.
Lasting learning has cognitive, affective, and physical dimensions. I learned this from discussing ideas, praying for strength, and leaping toward both of the former.
Understanding allows us to keep much of what we grew up with. It also demands that we make room for equal and opposite traditions. I learned this from the few times I got it right, and the many memorable times I did not.
Our teachers are everywhere around us. We become increasingly aware of them when we allow ourselves to be students. I learn this from my children’s choices, from my wife’s suggestions, from my parents’ humble examples, and from my gracious mentors’ patience.

I spend a good deal of time attempting to build relationships of trust between classmates, so that together we can take responsible risks toward collaborative and constructive learning.
In an environment of high trust, I endeavor to scaffold topical cognitive dissonance within learners, by engaging essential questions that cannot be answered without acknowledging nuance and complexity.
I attempt to foster critically reflective pedagogies in order to problematize underexamined assumptions about learning.
I direct learners toward readings and resources that offer direction, and then I ask learners to examine, apply, and evaluate the extent to which new learning provides new understandings and insights about our curricular topics.
I attempt to support learners in using new understandings in advocacy of things that they suspect matter.