Hendrik Theine

I believe it is a central task of academic staff at universities to create space for students to foster and develop their own ideas, interests and passions. I am deeply convinced that creative, non-discriminatory and constructive spaces are necessary for students to critically reflect on and rethink current social, ecological, economic, political and communicative processes and to learn how to change them.

My teaching philosophy is guided by three pedagogical learning goals:

Pedagogical Learning Goal 1: Create Active Learning Situations

Active learning is at the heart of my teaching philosophy. Research in education consistently shows that when students actively engage with course materials, they not only retain information better but also develop practical skills that are directly applicable in real-world contexts. Active learning enhances students‘ personal motivation, reduces surface-level learning, and fosters a deeper understanding of the material. By actively participating in their own education, students not only acquire knowledge but also learn how to apply it in practical settings.

Teaching Strategy: To create active learning situations, I design activities that encourage students to immerse themselves in the subject matter. Drawing on real-worl examples, I try to bring hands-on experience into the classroom.

Pedagogical Learning Goal 2: Foster Critical Thinking

In today’s diverse and complex world, fostering critical thinking is a priority. I believe that the classroom should be a space where students can engage with diverse perspectives, question established knowledge, and critically analyze the implications of what they are learning. Fostering critical thinking helps students become active participants in their own learning process. They learn to analyze issues from multiple angles, consider social justice implications, and develop the skills necessary to challenge established norms and assumptions.

Teaching Strategy: My approach involves incorporating readings from a wide range of scholars, representing different backgrounds and viewpoints. By exposing students to diverse perspectives, I encourage them to think critically about the subject matter and consider how multiple viewpoints shape knowledge. I also acknowledge my own positionality, recognize my own privilege and my role as a lecturer in the classroom setting.

Pedagogical Learning Goal 3: Encourage Action for Social Change

Universities play a pivotal role in analyzing, reflecting on, and addressing societal challenges. Therefore, I believe that higher education should extend beyond the mere transmission of knowledge and encompass critical questioning and deconstruction of that knowledge. Encouraging action for social change equips students with the skills and mindset needed to address real-world problems. By challenging established knowledge and critically examining societal processes, students become better prepared to contribute positively to their communities and advocate for social justice.

Teaching Strategy: My approach to teaching emphasizes not only academic knowledge but also its practical application in addressing societal issues. This is particularly relevant in today’s context of multiple societal, social, and economic crises. I encourage students to engage with course content by reflecting on and actively discussing issues, thus preparing them to navigate complex societal challenges.