As a lifelong learner I have always believed in the value of teaching. Not only as a good in itself, a good thing to do for society, but also for personal development. What distinguishes us from other species is our ability to engage in symbolic exchange.

Context: In both my 1500 and Political Theory course I introduce students to the systematic analysis of primary sources. The 1500 course in particular demands that students unpack the attributes of any given source, checking for reliability & credibility, substance/content, and functions. Documents, particularly primary source materials, can tell us a lot about the people who both produced it and who consume it. We also consider elements like unwitting testimony, latent and articulated assumptions, definition of problems, worldview, normative perspective and more.

Rationale: It's essential for any professional to be able to apply systematic thinking to real world problems. Being critical of information provided by others is a crucial value added. Students who graduate with these skills are a bonus in any professional environment. Costly mistakes are often attributed to poor understanding, weak evaluation skills, and underdeveloped critical analysis.

Skill(s): Abstract reasoning, textual/qualitative data analysis, data evaluation and assessment.

Context: When considering any aspect of human centred inquiry we need to have an approach that allows us to see things that are not immediately obvious. Comparison is a basic method that has been used by thinkers since antiquity. The ability to evaluate something in light of something else is a simple but effective form of analogical reasoning. In other courses, I expose learners to qualitative data analysis techniques.

Rationale: Professionals in any context often have to make evaluations and decisions based on very little prior information, guidance, or established practices. The ability to undertake a fair comparative analysis of anything requires the ability to extract equivalent points of reference from often dissimilar objects of study.

Skill(s): comparative and critical analysis, qualitative data analysis, evaluation, logical reasoning, and comprehension of complex processes.

Context: In any human-centered inquiry, the question of power and decision-making inevitably arises. Such matters are not confined to headline news. They affect people everywhere - all the time. The phenomenon of social power has been the object of study from earliest writings and the reflections of philosophers. Why do we obey? Why don't we obey all the time? What is the proper role of government? What is the justification for rule over others?

Rationale: Understanding social conflict, when actors compete against each other, is about recognizing that conflict is ultimately a struggle for power. This can be an obvious struggle over limited resources, but increasingly, power struggles - conflicts - are clashes over ideals, values, and even identity. Why do these matter? Why can it lead to violence?

Skills: The ability to understand the mechanisms of power in social settings is a vital skillset, whether in the interpersonal sphere, the workplace, or the international level. Above all, the systematic analysis of power allows those with such a critical skillset to identify threats to their interests more quickly, and develop strategies to counter these.

Context: No matter the professional context, a vital foundation for success in career is success in life. That is only possible when individuals have a clear focus and a worthwhile and fulfilling life strategy. In both the Leadership and Meaning of Life courses, we explore the need for individuals to reflect and construct a definitive, meaningful, and properly fulfilling life purpose. So many of our 'goals' are actually derived from outside of ourselves, constructed for us by our societies. This can be limiting. We also have very poor examples from our social world about what it takes to lead, and what the true demands of leadership on a person actually are. There is a difference between a 'boss' and a 'leader'.

Rationale: Being a 'professional' is only part of being a person. As an individual first, within a social and cultural context, you need above all to remain authentic to yourself. Genuine, non ideological self-reflection is rarely given the attention - or the teaching - that it should be. These courses, in different ways, demand that you pay attention much more to yourself.

Skill(s): self-reflection, self-evaluation, personal development. 

Context: While the written and spoken word remains the bedrock of human communication, it is clear that they are now necessary but no longer sufficient. Audio-visual communication, both writing and speaking, also require additional skillsets. In my International Development course, students are challenged to compile a project proposal for a small scale development project, which would be pitched at a funding body. They are also tasked with the creation of a promotional video aimed at general audiences. Versatility, the ability to pivot and embrace new skills, is a crucial value added in any professional environment.

Rationale: The modern world demands that graduates from university be able to pivot and adapt to changing circumstances. Being able to communicate your ideas persuasively and effectively makes you a value added to any organization.

Skill(s): persuasive communication, audio-visual communication, proposal compilation.

Context: Human centered inquiry, and dealing with real world issues, means recognizing the human problems are never simple. As much as politicians and pundits would like it to be so, there are rarely any 'silver bullet' solutions. There are two major tasks in recognizing social problems. First, we have to ensure we understand the problem properly. Often, well-intentioned interventions are doomed to failure because intervening parties mis-understand the nature of the problem. Second, we have to admit to complexity, fluidity, and an absence of absolute certainty. We have to accept that there will be tradeoffs and different understandings by different actors.

Rationale: the 'Religion & Politics', 'Culture & Power', and 'Conflict Resolution' courses are grounded in the principles of proper analysis, empirical complexity, and the admission of the 'human' dimension. There are no easy answers. The human world does not lend itself easily to prediction. Problem solving in the human world is qualitatively different to technical problem solving. 

Skill(s): critical analysis, frame thinking, solution-orientation.

Context: Learn by doing. A wise mantra. In the Europe and the West course students learn about the functioning of the European Union in class, but towards the end of the term they also undergo a simulation. They are divided up into EU Commission, Council and Parliament and tasked with drafting and approving an EU Directive. They must work within their respective institutions, but also account for the views of others.

Rationale: Understanding complex processes of decision-making (and few are as complex as EU decision-making) is a valuable skillset. The simulation forces students to actualize what they've learned and undertake a process of creativity, formulation, negotiation and agreement.

Skills(s): practical implementation of abstract knowledge, creativity in policy creation, negotiation with diverse stakeholders.