TEACHING

As a teaching assistant at Kadir Has University, Istanbul at the Department of Economics, between 2017-2021, I have assisted the following undergraduate courses offered by the Department of Economics: Introduction to Economics 1, Introduction to Economics 2, Mathematics 1, Mathematics 2, Intermediate Microeconomics, Intermediate Macroeconomics, Public Finance, Monetary Economics, Econometrics 1, Econometrics 2, Industrial Economics, Applied Economics, Growth and Development, Turkish Economy and Macroeconomic Policy. Depending on the requirements of each class, I was responsible for conducting problem solving sessions as guided by the class instructor, as well as holding regular weekly office hours for students to consult regarding these classes. 

Apart from teaching for the university students, I have also experience in teaching high school students university-level economics and statistics courses (AP Microeconomics, AP Macroeconomics, AP Statistics).

The 5-year teaching experience with wide range of student groups flourish my teaching philosophy, which I would like to express in the following dynamic and evolving elements:

• Having influenced by post-critical, feminist and inclusive pedagogies, Socratic method has been the core concept of my teaching philosophy. For me, as a basis of dialectical methodology, Socratic method is the most effective method to stimulate cooperative argumentative dialogue between parties and to challenge underlying presuppositions and existing thought-forms, which hinders students from seeing the subject of interest in an unstructured and creative perspective.
• I believe that critical thinking should be driven mainly by action and discussion in the classroom, through dialectical methodologies. Apart from that, my conceptualization of teaching is mostly affirmative. My pedagogy is influenced by the book “Towards an Ontology of Teaching: Thing-centred Pedagogy, Affirmation and Love for the World (Vlieghe & Zamojski, 2019)”, arguing that the teaching consists mainly of transference of one’s love for the world to a new generation. As an unconditional gift for all— at least in the borders of the classroom—, education links experience with ethos, and it needs not to be either teacher-centered nor student-centered: It is thing-centered (and the thing is broadly the subject-matter of the inquiry, that is the World).
• Encouraging students for the revival of their power of imagination (all kinds of imagination: sociological, political, ecological, psychological…) has been always a priority for me, I would like my students to realize how their use of existing theories, methodologies, knowledge; as well as their own presuppositions regarding the World, reciprocate with the values and visions they have. I would like this realization to entrench my students’ power to change the World.