In his Address to the Second International Congress on April 26, 1999, Federico Majoy

Zaragoza explained, education builds a culture of peaceit empowers human beings, both young
and adult, to be effective in their chosen sphere of activityeducation in its essence, opens doors to
both personal and social development. Throughout my lifetime, an extensive number of brilliant
and devoted educators not only opened doors of opportunity for me, but in effect, put the universe
at my feet. Equipped with the knowledge bequeathed, and motivated by the commitment
demonstrated, my teaching philosophy stems from the prodigious examples laid before me. Though
I do not subscribe to a one-size fits all approach to education, I do believe certain foundational
rubrics promote learning across all levels of scholarship. As such, the following philosophies guide
my teaching agenda:
1. The greater the investment, the higher the return.
I have learned that a key variable in student effort is self-efficacy. As an educator, I aim to promote
interest, confidence, and self-discovery through conscientious student assessment and evaluation. I
believe in the power of words, and am certain that constructive and involved feedback initiates a
rapport conducive for learning.
2. Success and enthusiasm go hand-in-hand.
Perhaps more so than in any other field, academia demands leaders to throw all ones heart and soul
into the game. Educators inspire greatness through unwavering commitment, involvement, and
devotion to the job. Honoring such undertakings, I enthusiastically show up with every given
opportunity, dedicating the best of myself to each student, lecture, and class discussion.
3. Learning is not bound by lectures.
Teaching occurs through both words and actions. Throughout my years as a student, I often
observed mentors from both inside and outside the classroom. I remain cognizant of such on-call
duties as I assume faculty membership, and enthusiastically embrace the responsibilities of an
educator, whether near or far from the classroom lectern.
4. Teachers should educate, not translate or regurgitate.
My role is not to render textbook readings, but rather, openly discuss that which is published and
promoted within our current understanding of knowledge. The academic milieu offers a constant
creative outlet, a forever expanding reign of artistic freedom, and the continual opportunity to
develop ones thinking. I embrace the latitude of my working environment, and encourage students
to challenge the known while also welcoming trials of the unknown.
5. Teaching is an art, not a science.
Each day presents new learning opportunities. I understand that with each student comes different
needs and I appreciate the flexibility such conditions demand. I always hope to make learning a bit
more enjoyable for those in my class, and am continually energized by the challenge of adopting
different teaching approaches to most effectively convey course material.
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