Philosophies
& Influences

Cognitive Science

“People are naturally curious, but we are not naturally good thinkers; unless the cognitive conditions are right, we will avoid thinking.”

-Daniel T. Willingham

Learning is the act of meaning-making. Our brains don’t just absorb information— they organize, filter, and store it based on who we are, what we’ve experienced, and what we already know. Every learner brings a unique lens to the table, and that lens shapes how they make sense of the world.

When I work with a student, my focus is on how their brain is processing information. Together, we explore how they think, how they learn, and how they can use that knowledge to their advantage. I explicitly teach students about their own brains. The better they understand how they think, the better they can set themselves up for success.

Students practice the skill of “zooming in” to focus on details, and “zooming out” to reflect and use metacognitive strategies. This balance between depth and perspective helps them become more confident, independent learners.

Influential Figures: Daniel Willingham, Carol Dweck

Constructivism

“As we observe children, we see the vitality of their spirit, the maximum effort put forth in all they do, the intuition, attention and focus they bring to all life’s events, and the sheer joy they experience in living.”

-Maria Montessori

Constructivism is the idea that learners build their own understanding. Instead of simply receiving information, they actively construct knowledge through interaction with their environment. Simply put: we learn by doing.

Students need to be active participants, not passive listeners, for learning to truly stick. When learners are engaged in hands-on, meaningful experiences, they’re more likely to retain information, transfer it to new situations, and apply it with confidence.

My role is to design and facilitate those experiences, creating a space where students are at the center of the action, not just observing it.

Influential Figures: John Dewey, Maria Montessori

Applied Learning

“I am no longer accepting the things I cannot change…I’m changing the things I cannot accept.”

-Angela Davis

It’s important for kids to understand the world before they’re expected to navigate it. In ways that are developmentally appropriate, I introduce real-world topics by centering the child’s questions and curiosity.

For instance, if a student is curious about climate change, we might start by discussing the science behind it, then explore different perspectives in news articles and evaluate their reliability. We talk about how to find trustworthy sources, how to weigh evidence, and how to recognize when information seems biased or misleading. If a news story contradicts something we learned earlier, we discuss why that might be and how to evaluate the new information.

Along the way, students develop essential 21st-century information literacy skills: how to find reliable sources, evaluate evidence, spot red flags in questionable news, and make sense of conflicting information. Just as importantly, we talk about how to connect new information with what they already know. For example, a student learning about social justice issues might connect their understanding of fairness from personal experiences with global movements, helping them make sense of larger societal changes.

Rather than feeling overwhelmed by the world around them, students learn to become thoughtful advocates and change-makers—equipped with the tools to process, question, and engage with big issues that matter to them.

Some (of many) Influential Figures: Malala Yousafzai, Greta Thunberg, Angela Davis, Malcolm X, Muhammad Ali, Ibram X. Kendi, Rachel Cargle, Edward T Hall

Humanistic Psychology

“Growth occurs when individuals confront problems, struggle to master them, and through that struggle develop new aspects of their skills, capacities, views about life.”
— Carl Rogers

We are always human, before any role— including “student.” That humanity should be at the center of every learning experience.

In a typical school day, students encounter countless obstacles: waiting to use the bathroom, dealing with distractions, being unable to eat when hungry, holding back questions until it’s their “turn.” Over time, these small moments add up. It’s not uncommon for a once-curious learner to declare, “I don’t like school.”

That’s where I come in. I work with the person first. Before academics, before skills— I focus on building a personal, trusting relationship. True learning is vulnerable. Many students have experienced shame in the learning process (being called on and having to admit, “I don’t know,” is one of the most common and painful moments in a classroom).

Together, we explore that vulnerability. We talk about why learning can feel scary or frustrating. And then— we celebrate. We celebrate every risk they take, every question they ask, every moment they choose to keep going. That’s where growth lives.

Influential Figures: Carl Rogers, Brené Brown

Zen

After all, all knowledge simply means self-knowledge.

- Bruce Lee

I began studying Zen Buddhism in 2011 during a summer spent as a student-practitioner at the San Francisco Zen Center. Since then, Buddhist perspectives on mindfulness have deeply influenced the way I approach teaching and learning.

Mindful awareness encourages curiosity and helps students tune in to their own experiences. It supports the development of self-reflection and metacognitive skills— key tools for meaningful, independent learning. Through mindfulness, students can begin to notice what’s working for them, what’s getting in the way, and where they may need to set boundaries or advocate for themselves.

Most importantly, mindfulness teaches self-acceptance. It invites learners to be present with what is, without judgment—and from that place of awareness, real growth can begin.

Influential Figures: Shunryū Suzuki, Alan Watts, Thich Nhat Hanh