Teaching Philosophy
European History Development Committee
It was my reading of Cornel West and W.E.B. Du Bois’s works as a high school, undergraduate, and graduate student that shaped my sense of intellectual and practical purpose. West’s synthesis of Christianity and pragmatism promulgated my construction of theodicy that finds its premise in the writings and thought processes of Ralph Waldo Emerson, Henry David Thoreau, and John Dewey. My courses look to inculcate the point of view of the oppressed and alienated class, as it is this class that has traditionally been neglected among the privileged and in the literature of study. I find the teachings of Christ and Karl Marx to be synonymous in that both look to eradicate social vice and poverty, racism and hate, as well as greed and materialism. I believe love is Radical.
Through the teaching of history, my objective is to first deconstruct a false knowledge of history by teaching students to build a new synthesis that challenges their prior knowledge. It is at this point at which a teacher and a student work collectively to reconstruct a new historical synthesis. Reconstructionism contends that society is in need of constant reconstruction and change, and such social change involves both a rebuilding of knowledge and how society uses that knowledge to transform the teaching and learning of materialism. Mortimer Adler, who reflects some of the qualities of the realist school of thought, proposed a Paideia method of instruction, which emphasizes a discussion/seminar style of teaching and learning. As opposed to lecture, I find the discussion/seminar method of instruction to be more liberal, hence invoking greater academic freedom of thought. Furthermore, it is here that students focus more on logic, process, synthesis, and analysis over rote memory and conclusion.
Research, Writings, and Conferences
Through the teaching of history, my objective is to first deconstruct a false knowledge of history by teaching students to build a new synthesis that challenges their prior knowledge. It is at this point at which a teacher and a student work collectively to reconstruct a new historical synthesis. Reconstructionism contends that society is in need of constant reconstruction and change, and such social change involves both a rebuilding of knowledge and how society uses that knowledge to transform the teaching and learning of materialism. Mortimer Adler, who reflects some of the qualities of the realist school of thought, proposed a Paideia method of instruction, which emphasizes a discussion/seminar style of teaching and learning. As opposed to lecture, I find the discussion/seminar method of instruction to be more liberal, hence invoking greater academic freedom of thought. Furthermore, it is here that students focus more on logic, process, synthesis, and analysis over rote memory and conclusion.
Research, Writings, and Conferences
In the spring of 2016, John Irish and I published a historical thinking skills text as a means to enhance the engagement of both students and teachers with the skills needed for students to operate like historians.This text is designed to supplement content heavy works with exercises in historical thinking.
Currently my research and working manuscript, W.E.B. Du Bois's Editorial Influence on Black Migration looks at the extent to which Du Bois takes aim at the nature of Negroes and western phenomena; his publishing of art, ads, and articles in the Crisis reflect not only the concerns of black America, but also how Du Bois influenced readers to think about their plight via his response to the West. I am responding to the gap concerning Du Bois’s editorial reflection of western states and its impending impact on the Negro plight. A careful review of articles published in the Crisis from 1911 until Du Bois’s resignation in 1934 and upon his return are being explored.
Avon Old Farms hosted a conference on Rethinking Race & Slavery at 400 years that allowed me to give a paper on Du Bois, Marxism, Socialism, and Black Reconstruction.
A recent paper I delivered at the African American Intellectual History Society delved into exploring a Victorian Du Bois, an aspect of W.E.B. Du Bois often written about, but not wholly explored regarding his sense of what Black morality should look like, and how it should be shaped. Scholars have not offered a harsh critique of Du Bois, on matters related to his own morality, guided by his Victorian compass, which he worked to define over a lifetime. In looking at his writings and language (correspondence, publications, lectures, and tone), topics of interest and concern, as well as what often felt like accusatorial claims toward Black people, my research seeks to deconstruct Du Bois. His consciousness of the race problem propagated an unfolding alienation within him, often aimed at African Americans. Du Bois famously articulated the identity of Black people in terms of “two-ness—an American, a Negro; two souls, two thoughts, two unreconciled strivings.”
The two aspects of this dual identity were construed in mutually exclusive terms, through social structures determined by white supremacy. Du Bois himself, concerned about Negro appeal to whites responded to such measures in contradictory ways. This essay identifies and offers an analysis of a Du Bois who struggled with predicaments found in the African-American community, during his early and later years, such as LGBTQ matters, the consumption of alcohol, interracial sex, Negro engagement in premarital sex, and the Black family. Du Bois’s desire at crafting a perception of the Negro race is an aim often not explored in his Victorian sense.
In 2013, I drafted and presented a conference paper titled, Revisiting the Problem of the Twentieth Century: Will Evangelical and Faith-Based Schools Mend the Color Line in the Twenty-First Century? The initial point of this work explored Du Bois and his construction as it relates to race, faith, and education. It transitions into the late 20th and early 21st century as an attempt to analyze the question of the color line. My paper will be of most interest in that it highlights the concept of racial identity; it will addressed matters of multi-ethnicity as more than a modern phenomenon and a novel condition. Drawing from the age of Du Bois to the 1960’s origin that defined black as beautiful, black Americans sought a sense of pride and unity in their hair and cultural make-up. Thus, with a rising number of blacks attending college, a bourgeois attitude toward race, faith, and culture became cemented. However, the following 40 years witnessed a shift in which black American’s “sense” of self declined due to the values assigned by various member in society. Much like in the age of Du Bois, black thinkers and members of the black community have witnessed a shift in religious beliefs, class expectations, and behavioral norms.
The question of community and self brings back to light the notion of the color line in the 21st century. Students and faculty members of color have often been predicated on the notion of self-worth. This is noted in popular culture and is systematic in independent schools in which mainstream values are defined for them: language, dress, faith, and ideology. These latter components create newly minted historical questions of historical phenomena that should be debated among scholars and within the environment of independent schools. Hence, the challenges faced by Du Bois are still present. The question of evangelical and faith-based schools mending those challenges are explored in this work.
In 2015 I participated on a panel at the Christian Scholars' Conference at Lipscomb University. This panel focused on the theme Invitation to the Voiceless Minority. Our panel addressed matters of faculty and student autonomy, academic voice, tenure, promotion, and expressions of faith, which have long been a topic of concern within faith-based institutions. Thus, the question of defining campus leadership in the 21st century lends itself to discussing the role of the voiceless minority – students and faculty members who possess a unique viewpoint due to their race, gender, ideology, or sexual orientation. The success of an institution can be measured by the intellectual freedom and voice permitted on its campus. The failure to invite this voice to the table creates a sense of isolation and works against a democratic construct of inclusiveness, inhibiting the advancement of thought in a safe community for all groups. Each panelist delivered individual papers relating to the theme of the voiceless minority within faith-based institutions.
My paper, Racial Reflection and Sexual Identity: The Challenges of Silence in Conservative Institutions, discussed how black integration via political rights shaped twentieth century black studies circa 1970. Such studies, however, never fully materialized among faith-based institutions. Thus, with the advent of the twenty-first century, black faculty members and students have often been silenced by the notion of whiteness, in which one believes the world is colorblind. This is further exasperated by the identity issues in which gays and lesbians wrestle with in faith-based environments. My paper delved into the various change agents that predominately white faith-based institutions must embrace in order to cultivate a true appreciation for diversity. Research for this paper looked at the historical literature and anthropological arguments of race and sexuality, as well as scripture.
Further, I served on a second panel chaired by Jeff Baker of Pepperdine University School of Law. The panel discussed How to be an Ally: Hearing and Receiving Voices from the Margins of the Church and the Academy.
Avon Old Farms hosted a conference on Rethinking Race & Slavery at 400 years that allowed me to give a paper on Du Bois, Marxism, Socialism, and Black Reconstruction.
A recent paper I delivered at the African American Intellectual History Society delved into exploring a Victorian Du Bois, an aspect of W.E.B. Du Bois often written about, but not wholly explored regarding his sense of what Black morality should look like, and how it should be shaped. Scholars have not offered a harsh critique of Du Bois, on matters related to his own morality, guided by his Victorian compass, which he worked to define over a lifetime. In looking at his writings and language (correspondence, publications, lectures, and tone), topics of interest and concern, as well as what often felt like accusatorial claims toward Black people, my research seeks to deconstruct Du Bois. His consciousness of the race problem propagated an unfolding alienation within him, often aimed at African Americans. Du Bois famously articulated the identity of Black people in terms of “two-ness—an American, a Negro; two souls, two thoughts, two unreconciled strivings.”
The two aspects of this dual identity were construed in mutually exclusive terms, through social structures determined by white supremacy. Du Bois himself, concerned about Negro appeal to whites responded to such measures in contradictory ways. This essay identifies and offers an analysis of a Du Bois who struggled with predicaments found in the African-American community, during his early and later years, such as LGBTQ matters, the consumption of alcohol, interracial sex, Negro engagement in premarital sex, and the Black family. Du Bois’s desire at crafting a perception of the Negro race is an aim often not explored in his Victorian sense.
In 2013, I drafted and presented a conference paper titled, Revisiting the Problem of the Twentieth Century: Will Evangelical and Faith-Based Schools Mend the Color Line in the Twenty-First Century? The initial point of this work explored Du Bois and his construction as it relates to race, faith, and education. It transitions into the late 20th and early 21st century as an attempt to analyze the question of the color line. My paper will be of most interest in that it highlights the concept of racial identity; it will addressed matters of multi-ethnicity as more than a modern phenomenon and a novel condition. Drawing from the age of Du Bois to the 1960’s origin that defined black as beautiful, black Americans sought a sense of pride and unity in their hair and cultural make-up. Thus, with a rising number of blacks attending college, a bourgeois attitude toward race, faith, and culture became cemented. However, the following 40 years witnessed a shift in which black American’s “sense” of self declined due to the values assigned by various member in society. Much like in the age of Du Bois, black thinkers and members of the black community have witnessed a shift in religious beliefs, class expectations, and behavioral norms.
The question of community and self brings back to light the notion of the color line in the 21st century. Students and faculty members of color have often been predicated on the notion of self-worth. This is noted in popular culture and is systematic in independent schools in which mainstream values are defined for them: language, dress, faith, and ideology. These latter components create newly minted historical questions of historical phenomena that should be debated among scholars and within the environment of independent schools. Hence, the challenges faced by Du Bois are still present. The question of evangelical and faith-based schools mending those challenges are explored in this work.
In 2015 I participated on a panel at the Christian Scholars' Conference at Lipscomb University. This panel focused on the theme Invitation to the Voiceless Minority. Our panel addressed matters of faculty and student autonomy, academic voice, tenure, promotion, and expressions of faith, which have long been a topic of concern within faith-based institutions. Thus, the question of defining campus leadership in the 21st century lends itself to discussing the role of the voiceless minority – students and faculty members who possess a unique viewpoint due to their race, gender, ideology, or sexual orientation. The success of an institution can be measured by the intellectual freedom and voice permitted on its campus. The failure to invite this voice to the table creates a sense of isolation and works against a democratic construct of inclusiveness, inhibiting the advancement of thought in a safe community for all groups. Each panelist delivered individual papers relating to the theme of the voiceless minority within faith-based institutions.
My paper, Racial Reflection and Sexual Identity: The Challenges of Silence in Conservative Institutions, discussed how black integration via political rights shaped twentieth century black studies circa 1970. Such studies, however, never fully materialized among faith-based institutions. Thus, with the advent of the twenty-first century, black faculty members and students have often been silenced by the notion of whiteness, in which one believes the world is colorblind. This is further exasperated by the identity issues in which gays and lesbians wrestle with in faith-based environments. My paper delved into the various change agents that predominately white faith-based institutions must embrace in order to cultivate a true appreciation for diversity. Research for this paper looked at the historical literature and anthropological arguments of race and sexuality, as well as scripture.
Further, I served on a second panel chaired by Jeff Baker of Pepperdine University School of Law. The panel discussed How to be an Ally: Hearing and Receiving Voices from the Margins of the Church and the Academy.
