Education Philosophy Statement:

This statement outlines my beliefs about what should be taught, why, and how, particularly in the context of preparatory high school history education. The focus of preparatory education has shifted from propaedeutic learning to previewing undergraduate education. For subjects like history or literature, this is not a waste of time. |||||||| HIDDEN IN PREVIEW MODE ||||||| Each generation must do history themselves. |||||||| HIDDEN IN PREVIEW MODE ||||||| They will travel, volunteer, work, and do business with people from different ethnicities and nations. |||||||| HIDDEN IN PREVIEW MODE ||||||| To understand modern Iran, we must study the history of the Persian empire, and to understand the Japanese, we must consider the history of the Tokugawa shogunate. |||||||| HIDDEN IN PREVIEW MODE ||||||| As a high school history teacher, the goal is to inspire students to seek answers to such questions. |||||||| HIDDEN IN PREVIEW MODE ||||||| While memorizing dates may not be important, rejecting facts altogether is regrettable, as facts are the building blocks for deeper thinking. |||||||| HIDDEN IN PREVIEW MODE ||||||| I propose a pass/fail homework assignment that requires students to obtain a specific number of points in the online quizzes, which are awarded for correct answers. This approach ensures that students become familiar with important factual material, without unfairly rewarding those with exceptional memory. |||||||| HIDDEN IN PREVIEW MODE ||||||| A well-composed lecture that considers students' cognitive abilities can present an argument effectively. |||||||| HIDDEN IN PREVIEW MODE ||||||| Developing logical arguments in writing is a vital life skill and an essential tool for studying history. |||||||| HIDDEN IN PREVIEW MODE |||||||

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