Dr Michael H. of Orlando FL USA Tutor Profile
Tutor Personal Information
Tutoring Style and/or Experience
Before going into greater detail below, I am committed to a student's success and understanding. Faculty and student assessments of my teaching are available upon request. In somewhat more philosophical depth, the following describes my teaching.
I describe my teaching as both Socratic and Freirean. It is Socratic because I tend to ask questions that promote introspection and the seeking of knowledge from within, primarily through a focus on one’s concrete life experience. It is Freirean because I tend to implement Socratic discourse inclusively, without imposing conceptual constraints, preemptively or otherwise. In keeping with the latter, I remain attentive to how students define the content of the course. As this process unfolds, I incorporate central themes, conceptual frameworks, and theories in response to their contributions. In short, I employ a collaborative and emancipatory pedagogy that respects those involved by focusing on the insights they bring to our coursework.
This method is informed by my understanding of praxis as described by particular Latin American thinkers including Ada María Isasi-Díaz.
Teaching in the manner described above necessitates the engagement of my own critical consciousness. I attempt to remain vigilant to instances when issues of gender, culture, race, religion, economic experience or sexual orientation begin to lessen the emancipatory environment I hope to promote. This includes the ongoing reassessment of my own practices. Toward this end, I rely on all involved to reveal to me these problems. By listening to and considering the experiences of others, I attempt to remain aware of the influence of my own social location and how my experience as a ‘white,’ middle income, heterosexually oriented, male Christian person has shaped my thinking. I strongly believe that one’s awareness of their own subjectivity and limitations lends itself to openness when considering the real experiences and insights of others.
With the help of all involved, I recognize that my efforts to create a fully open and emancipatory teaching environment are not completely successful. I can however claim an unwavering and passionate interest in realizing such an environment. Hence, my efforts in this regard must necessarily be continuous.
Hearing students’ critiques of my teaching and their assessments of the course is critical. On one or two occasions during the term, I often make time for student dialogue about both without my being present. One student is elected to report anonymously the findings and consensus of the group. Their participation in this critical endeavor allows for modifications in the course and my own practices, in and beyond the classroom. Their insights promote necessary refinements in the syllabus for use in later terms. This process also becomes an occasion when we can add to our collective understandings of social justice. Realizing the teaching environment I hope to experience would not be possible without their contributions.
Attentiveness to diversity in social terms is complemented by an awareness of differing learning styles. I therefore incorporate various methods for approaching class discussions. These include the use of video, internet resources, art/literature, practical/interactive workshop type experiences and the press. Correspondingly, I have used both written and oral examinations in concert with differing types of writing assignments including final papers. My aim is to allow for meaningful assessments of both the attainment by students of specific learning outcomes as well as the suitability of the course itself, measured in terms of those same outcomes.
Finally, I endeavor to prepare students not only for future academic work, but also to provide a context for their own personal growth as well as my own.
 See her text, written with Yolanda Tarango, Hispanic Women, Prophetic Voice in the Church (Minneapolis, MN.: Fortress, 1992). See also her text En la Lucha/In the Struggle ( Minneapolis , MN.: Fortress, 2004), particularly chapter 5, a discussion of “Conscience, Conscientization, and Moral Agency in Mujerista Theology.” Isasi-Díaz’s work, while relating most directly to religious studies, informs nonetheless my pedagogy more generally.
 I am aware of issues regarding social power. For this reason, my presence during these sessions would truncate the process.
 I incorporate Iris Marion Young’s definition of specific, systematic injustices including marginalization, cultural imperialism, exploitation, systematic violence and powerlessness. Most frequently, this experience becomes an occasion when all involved can discuss or reinforce understandings of marginalization and/or cultural imperialism. See her text, Justice and the Politics of Difference (Princeton: Princeton University Press, 1990).
Tutoring Fee and Tutors Availability
|Monday, Tuesday, Wednesday, Thursday, Friday
|Long Term or Open-Ended Tutoring Commitments.
|$25.00 to $50.00
|This tutor offers a sliding scale for students with economic hardships.
|Social ethics (philosophy)
|Drew University, Madison NJ
|Graduated with the Ph.D., with distinction.
Qualified with distinction on the following four examinations:
Environmental Ethics - Questions of Justice.
Natural Law and the Environment.
A Feminist Examination of Paul Ricoeur's Philosophy.