The More Things Change, the More They Stay the Same: Teaching Philosophy Statements and the State of Student Learning

Abstract

In association with the republishing of our 2009 papers, we revisit the core ideas about teaching philosophy papers, considering how the ideas have evolved and offering possible questions for future research on teaching philosophy statements. We note that the role and importance of teaching philosophy statements endures and describe some of the changes that have enriched the learning contexts of today such as the expansion of teaching technology. The rapid changes initiated by the COVID-19 pandemic offer a timely opportunity to revisit and reflect upon one’s teaching philosophy statement, since some of the improvisations faculty develop are likely to stimulate new teaching practices.