Philosophy of Teaching

My philosophy and practice of teaching embodies several basic tenets:

  1. Learning does not occur in a vacuum but is an integrative experience between the students and the teacher, and material being taught. It is a collaborating and shared experience.
  2. My role is to be a resource, guide, and facilitator in the learning process. Questions are encouraged at all times in the learning process. Dialogue clarifies ideas and learning is best retrieved when it is interactively obtained.
  3. My approach to teaching is from a biblical worldview and emphasizes the integration of faith and learning in teaching the discipline of psychology. This Christ-centered approach looks at all learning in light of biblical truth and involves more than educating a mind but also transforming the heart.
  4. The learner’s responsibility is to come to each class prepared with material read in advance, to engage with a questioning mind, and to be willing to take risks in the learning process.
  5. I promise to be passionate and enthusiastic about all I do in the classroom. You have permission at any time to ask me if I am having fun in the teaching process. I will come prepared for class and attempt to make connections between ideas, concepts, and various class sessions to give you a broad perspective in the learning process.
  6. Classroom activities will include the discrimination of information through “lecturettes,” discussion of concepts, and integrative learning experiences. The use of various forms of media will be used to stimulate discussion, create examples, and illustrate various concepts. Students are encouraged to be discerning consumers of various media mediums.
  7. Learning is a lifelong endeavor. If we stop learning, we stop growing and maturing as a person. Knowledge for knowledge’s sake puffs up. However knowledge that leads to a greater awareness of God’s sovereignty and humbles the learner to be more God-dependent can be used in the process of spiritual transformation.


Steve P. Bradshaw

Spring 2004