Teaching Philosophy
Text: Liu Chang
“我们的大脑是可塑的，而我们对此一无所知。同时，可塑性直接对立于 rigidity。它是 rigidité 的确切反义词。在日常用语中，它意味着柔韧、适应的能力、进化的可能。”
——卡特琳娜·马拉布，《我们该如何对待我们的大脑》
我的教学处于平面设计、纯艺术与设计技术的跨学科交汇处。新兴媒介让我得以在复杂的全球化文化语境中，以前沿的方法论表达思想。在我看来，艺术与科技的融合是一个以开放性、民主化与协作精神为内核的学科。因此，我的教学法根植于对当代社会的回应，以批判性思维、以人为本的设计价值与跨学科研究为驱动。
我在艺术创作与教学环境之间维持一种共生关系——我将教学本身视为一种艺术形式。如同创作过程，它包含着：
- 研究 = 课堂素材
- 设计图 = 教学大纲
- 结构 = 课程体系
- 编织 = 学习过程
- 表演 = 课堂讲授
- 工作室 = 教室空间
- 艺术作品 = 课程作业
- 展览 = 学习成果
- 艺术家宣言 = 教学理念
为此，我致力于创造一个平等、安全的学习空间。我充当知识探索旅程的引导者，在激发灵感的环境中培育共情、激发创造。我的目标是帮助学生生成有意义的想法，鼓励他们大胆思考，创造新的可能。
“一个好的老师永远是学习者多于教导者……必须拥有生长的原则；如同学生一样，拥有正义感与承受沮丧的强大能力。”
——黑山学院，招生简章，1952
“Our brain is plastic, and we do not know it. Meanwhile, plasticity directly contradicts rigidity. It is its exact antonym. In ordinary speech, it designates suppleness, a faculty for adaptation, the ability to evolve.”
—Catherine Malabou, What Should We Do with Our Brains
I teach at the interdisciplinary nexus of Graphic Design, Fine Art, and Design Technology. Emerging media empowers me to express ideas through cutting-edge methodologies within a complex, global cultural context. I view the convergence of art and technology as a discipline defined by openness, democratization, and a collaborative spirit. Consequently, my pedagogy is grounded in responding to contemporary society, driven by critical thinking, human-centric design values, and interdisciplinary research. I maintain a symbiotic relationship between my artistic practice and the educational environment; I approach teaching as an art form in its own right. Akin to the creative process, it encompasses:
● Research = Class Material
● Blueprint = Syllabus
● Architecture = Curriculum
● Weaving = Learning
● Performance = Lecture
● Studio = Classroom
● Artwork = Assignments
● Exhibition = Learning Outcome
● Artist Manifesto = Teaching Philosophy
To facilitate this, I prioritize creating an equal and safe space for learning. I act as a guide for the journey of knowledge exploration, striving to cultivate empathy and stimulate creativity within an inspiring environment. My goal is to help students produce meaningful ideas, encouraging them to think boldly and create new possibilities.
"A good teacher is always more a learner than teacher...must have the principle of growth; like the student, a sense of justice and a great capacity for dejection."
- Black Mountain College, Prospectus, 1952