I believe that learning is the process of exploring the unknown through what is already known, while teaching is the task of deepening the known through the unknown—awakening curiosity and insight along the way.
At the university level, learners are granted greater freedom to choose—and even to evaluate—knowledge itself. Yet with this expanded agency comes the risk of overlooking the structure and depth of their own knowledge systems, which may ultimately narrow the meaning of higher education. In response to this, I am committed to creating learning experiences that are perceptual, contextual, and methodological. Through courses in Chinese language and expression, diverse narrative practices, and cultural creativity, I hope to guide students in re-engaging with what they take for granted, and in discovering new perspectives on the seemingly self-evident.
In the spirit of general education—knowing broadly to cultivate elegance, and understanding deeply to advance together—I seek to explore with students the structures and principles underlying phenomena, technologies, and lived experience, walking toward reflection and growth with a spirit of pragmatism and honesty.

我認為「學習」是藉已知涉獵未知的歷程，「教學」是以未知深化已知、觸發啟蒙的任務。
大學階段，學習者獲得更多選擇甚至評價知識的位能，卻也容易忽略個人知識體系的檢視及深入，令大學學習的意義有所限縮。鑑此，個人致力於提供知覺化、場景化、方法化的學習體驗，透過國語文、多元敘事、文化創意等課程，協助學員有感於「想當然爾」的種種，找到看待「理所當然」的新視角。
希望能夠秉持「識博以致雅，廣知而合進」的通識教育精神，和大家一同探究「現象」、「技術」、「感受」背後的條件及理序，以務實、誠實的腳步邁向思辨與成長。