Teaching Philosophy Paul MacAry My teaching philosophy can be summarized by the Confucian proverb learning without thought is labour lost, thought without learning is perilous (Confucius 551BC-479BC, The Confucian Analects). In my opinion, this beautifully encapsulates the limitation of rote learning, particularly when applied to training scientists (learning without thought). It also encapsulates the requirement for a deep understanding of the basic concepts of a subject to inform the thought processes that underlie formulation of relevant questions (thought without learning) and to conceptualize new hypotheses to explain observable phenomena. In developing my own teaching philosophy, Ive focused on teaching practices and methodologies that were most effective in engaging my interest in Science when I was a student. Invariably, these involved lecturers who would foster an atmosphere of enquiry in their classes and encourage learning through stimulating conversation about the concepts they present. This was in contrast to lecturers who presented in a didactic format that simply regurgitated information that was already available in the associated text books. In practice, I currently coordinate two courses (one for third year science students and another for science post-graduates) and teach Immunology to Science, Medical and Nursing undergraduates/post-graduates. I structure my lectures, tutorials and laboratory practical sessions in accessible formats that present immune concepts as interconnected with other biological processes including physiology, anatomy, cell and molecular biology. I try to give the students a human perspective when presenting a new immune cell or mechanism by describing the scientists who made the discoveries, combined with a historical overview of the obstacles they overcame and prevailing dogma that they often had to fight against for their ideas to become accepted. I try to expose the students to scientific methodology combined with creative thought processes through problem solving tutorials and by using novel non-analogous examples such as linking the defenses of the human body to the design of town or city defenses (see Paul A. MacAry Application of a novel non-analogous scenario for introducing human immunology in NUS CDTL practicum report-supplementary dossier). My key objective is to encourage the students to think deeply about the immune system and how this forms part of an integrated defense network that is hard-wired into the basic biology of most organisms. The ability to articulate ideas effectively is of fundamental importance for scientists and hence my tutorials include group discussions on immunological questions where students are required to discuss their ideas then present them to the class. I also establish online discussion forums where students are encouraged to suggest answers to their peers on questions that have arisen during my lectures. I then augment or clarify the answers given as part of an iterative process that keeps me informed of how effectively Ive communicated the relevant concepts. Finally, the 3rd year Immunology course (LSM3223) that I currently coordinate has a strong practical element. This is geared towards exposing students to the technical elements of science. These practicals are composed of real experiments where students employ up-to-date techniques including Flow cytometry, Immunomagnetic selection, ELISPOT and other contemporary methodologies. We currently hold four 6 hour practical sessions as part of a 50 hour Immunology module. During these sessions, I circulate amongst the students and help with their experiments. This also gives me an opportunity to answer any questions that they have about the technology theyre employing, the module, their career prospects and any other issues they deem important. In summary, my teaching philosophy is geared towards creating a stimulating learning environment where the students are exposed to science as a way of thinking rather than a simple collection of theories and facts. It is my belief that this will enrich and benefit them regardless of their chosen career path for many years after their graduation from NUS.