JOHNLOLL.COM

Teaching Philosophy

I believe in lifelong learning, vibrant communication, and relationships based on trust. I have learned that listening is more important than speaking and that multi-directional communication is much more rewarding than lecture–listen. Consistent ethical and respectful behavior is also fundamental for maintaining healthy and productive relationships. My values guide all my professional pursuits, including my approach to teaching.

My approach for teaching history and sociology involves a focus on reading, critical thinking, active discussion, and academic writing. These are essential life skills that everyone should master, and the study of humanity provides a perfect platform for teaching them.

READING: I want to guide students to read sources critically and to interpret frames of reference, author intentions, and broader contexts. I select textbooks for general reference, but I mainly employ short-format primary and secondary historical and sociological texts that will engage students and inspire discussion. Quality of reading is much more important than quantity.

THINKING: Sociology and history are exercises in understanding humanity, and I want students to focus on people and their worldviews in a comparative context. My teaching focuses first upon the social and cultural dimensions, and then later builds into political, economic, and technological directions. I underpin my compare–contrast framework with encouragement toward empathy and appreciation of human diversity.

DISCUSSION: Students must test and refine their thinking by regularly engaging in peer discussions. My role as a professor is not to lecture but rather identify topics that foster student interaction. The historical and sociological professions are crafted around academic argumentation, and I want to empower students to add their voices to this ongoing discussion.

WRITING: Discussion and analysis culminate in the academic writing of historical and sociological arguments. My duty as a teacher is to provide feedback and guidance to improve students’ writing. Focusing again on quality rather than quantity, my courses include peer-generated writer feedback and seek to improve proofreading and manuscript-polishing skills.

College is a place for developing, assessing, and sharing ideas, but it should also connect to vocational life experience. I will introduce students to the work of practicing sociologists and historians, incorporating my ongoing professional scholarship as well. I will also use my business experience to set class expectations and to model professional work habits. I want to encourage students to relate academics to their experiences and aspirations, and to foster a trusting classroom environment that welcomes students to share their unique perspectives.

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