Dr. Sylvia visiting The School of Athens painting in 2024.
Real learning occurs when a person is able to connect ideas to their real, everyday life and interests through a holistic, student-centered educational experience. Modern technology makes it easier than ever to access a wealth of information with a few simple clicks and swipes; yet, as I think about teaching, Raphael’s fresco, The School of Athens is the image that comes to mind. Originally labeled Causarum Cognitio, it emphasizes the philosophical tradition of seeking to know “why” rather than simply knowing “that,” and I strive to help my students move beyond merely accessing and memorizing information and instead focus on truly understanding the why of such information. One of the most effective ways I have found to do this is through the dialectic process of discussion, whether it is face-to-face in the classroom, via email, on a Google Meet or Zoom call, in online discussion forums, annotating texts together, or through public discussions at a local cafe.
As a scholar, I have worked in the intersection between philosophy and communication, and my passion for these two fields shows in my teaching strategies. One of my main goals is to share my enthusiasm for philosophy and communication by demonstrating their importance and tangible impacts on life. While teaching, I strive to show critical thinking as the exciting activity that it is. For example, in my Communication Law and Ethics course, I draw attention to the ethical values that are inherently part of each student’s concentration and future career, helping them sort through their own values and beliefs to better understand and address the challenges that they will inevitably face. Evaluations of this activity reveal that many students believe this type of application can make otherwise abstract ethical principles come alive.
I believe that both philosophy and communication are extremely valuable because the skills one learns can be applied in any career and in all areas of life. Developing critical thinking skills prepares one to become a global citizen and to face the many challenges of this world. Global problems are often far more complex than local ones; therefore, contemporary problems require understanding, critical thinking, and the ability to communicate clearly more than ever. This endeavor is challenging, but I believe that being challenged appropriately inspires students to strive to do their best. Although I have high expectations, I am there to guide my students by asking insightful questions about issues that help them arrive at their own conclusions. This process emphasizes the incorporation of hands-on learning through critical making, civic engagement, and client projects to help create an engaging and dynamic classroom.
It is a priority to me that students and colleagues have access to a judgment-free learning community to explore their ideas and promote learning without fear or intimidation. I have found that when empathy is taught and experienced, students feel empowered and supported in the expression of their opinions, thoughts, and growth. My research takes a feminist approach that seeks to promote positive change while celebrating diverse perspectives. My personal sense of empathy has increased through my international work and research (occurring in Mexico, Kenya, Jamaica, Japan, India, Brazil, and throughout Europe), as well as through my service to communities in my home state of Mississippi in the wake of the devastation caused by Hurricane Katrina and the Deepwater Horizon oil spill. For all of these reasons, I welcome and encourage diverse perspectives. I enact these practices by, among other things, assigning readings from diverse authors, asking for and respecting student’s preferred pronouns, and including and enacting diversity statements in my syllabi and in my classes.
In all of my research I attempt to show how the topic at hand can relate back to one’s everyday life, often with an emphasis on emerging media and technology, such as critical making tools (Arduino, 3D printing, augmented reality), podcasting, and other multimedia approaches. I bring these tools into my classroom and we learn, invent, and solve tough challenges together. I find that this emphasis on the effects of theory translates well in the classroom and has helped me discover how to convey sometimes complex and esoteric ideas in ways that are more accessible for students who have never before encountered these concepts. Inspired by Aristotle in The School of Athens painting, I challenge my students to look outward at the world around them, as they both pursue and grow their interests through the educational process.
