Rana Haseeb Naazir

My experience as a lecturer has made me learnt a single lesson: a teacher cannot teach a subject, he can only teach students how to learn a subject. My pedagogical standards conform to this uncontested maxim. I believe in critical and transformative pedagogy that encourages critical thinking, fact-based inquiry and cultivates inquisitive learning, not transmission-based pedagogy that is premised on just delivering course content in a monotonous way. Furthermore, I have always ensured and will continue to ensure that my students focus not just on intellect but also intelligence and creativity. This way, they are able to take unorthodox stances on established disciplines and strands of education in a creative fashion.

More importantly, I have always wanted my students to question what I teach them, in a way which deepens their critical thinking and enhances their analytical skills. I also ensure that students do not take a lot of stress or feel my courses to be burdensome. Moreover, I also believe that class-rooms (virtual or in-person) are the best platforms for learning; so most of our courses content would, therefore, be completed during classes. However, it does not mean that students will get no assignments, readings or home works. Instead, the real purpose is maximisation of constructive learning during classes.