Steve A. Wiggins, Ph.D.

Teaching Philosophy

My teaching philosophy may be summarized by the following quotation from Chaim Potok's novel, In the Beginning: "If the Torah cannot go out into your world of scholarship and return stronger, then we are all fools and charlatans. I have faith in the Torah. I am not afraid of truth." My teaching is an attempt to motivate students to seek the truth. I do this, in addition to teaching the content of the material, by demonstrating to them the right kinds of questions to ask of the text.

I teach because I love to teach and not out of economic necessity. My basic philosophy of teaching is that it is a vocation which is intended to improve people's lives. The main function of teaching is the improvement of society. I believe that this is best achieved by approaching students with respect and patience. I assume little prior knowledge of the subject when teaching introductory courses, but I do not use this to domineer students.

For myself I hold several standards:

• I am genuine and have a legitimate interest in what I teach. This makes interest in learning contagious. Students can discern the authentic interest of an instructor, and this generates excitement in the subject matter. I try to teach more than I lecture.
• I am honest. I admit when I do not know the answer to a question, but I follow up on it and provide the answer as soon as I am able.
• I am amiable. In the classroom students respond well to an instructor who is approachable and who has a positive demeanor: they should not be intimidated. I do not eschew using humor as a learning tool: it seems to aid the memory for many students.
• I am professional. I always prepare myself before entering the classroom. Personal struggles and difficulties never enter the classroom.

The standards which I apply to my classes are always intended to be fair and reasonable. I believe that making a class too difficult frustrates students. Good teaching stretches, but does not break, the student. On my part, I am willing to adjust my material and methods, and to learn from my own mistakes, as my teaching evaluations demonstrate.

My teaching method involves both lecture and seminar formats. I do not teach from the textbook. My lectures reflect my own understanding of the topic, and when I teach the same course multiple times, I update my notes as I continue to read in the area concerned.

My examination method involves take-home exams in non-language courses. This alleviates anxiety (which is counterproductive to learning) and, I have found, produces better results. I believe that my method makes an examination a learning tool rather than a grading tool.

Professional Seminars Attended

In addition to attending professional society meetings, I have undertaken the following professional training exercises:

• Academic Leadership in Theological Education: Concepts and Contexts. The seminar was presented by the Association of Theological Schools in the United States and Canada, Pittsburgh, 1999.
• Conflict Management. The Seminar was conducted by Conflict Management Incorporated, Chicago, IL, 1997. The purpose of the seminar was to make all members of my current institution aware of better interpersonal techniques.
• Prevention of Sexual Misconduct Seminar. The Seminar is required by for all seminary employees, and was conducted by the Church Pension Fund (Episcopal Church) 1995; my participation was certified.

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To contact me personally, send email to: stephwig@nashotah.edu.

This page was last updated on 2 July 1999.