Jonathan Beverley, M.S.

“The function of education, therefore, is to teach one to think intensively and to think critically. But education which stops with efficiency may prove the greatest menace to society. The most dangerous criminal may be the man gifted with reason, but with no morals.”

– Rev. Dr. Martin Luther King, Jr. on “The Purpose of Education”

When I reflect on the breadth of education, my mind often wanders back to my formative years, when several of my community leaders, church leaders, and family members were educators. They provided a solid foundation for practicing critical thinking and testing my opinions about life, but with rigid guardrails that did not put me at odds with my morals or run afoul of the law of the land. Imagine leaving secondary school and engaging in intellectual discourse that insisted on greater analysis and pushed against those guardrails while learning to respect different perspectives. My core philosophy is firmly rooted in the belief that my students should have the freedom to think independently, yet always respect those differences without crossing their own moral boundaries.

Critical pedagogy has the power to transform students into societal change agents when thoughtfully applied. As educators, we should move beyond transmission and transactional knowledge. The content I share is not just information but a catalyst for positive action and societal transformation. My experiences outside of education have heightened my concern for our world’s increasing inequality and injustice. I firmly believe that these issues stem from a lack of moral and ethical foundation in the knowledge people obtain. In my daily intercourse with coworkers and our work, I actively ask, “How will this work impact the business and the people we serve?” I may not factor an answer into the rubric in an academic environment, but the subject would still be broached in every assignment. I may also discuss the topic within the student’s online discussion area, separate from participation grading. I encourage students to connect their experiences, explore new perspectives driven by research and classmates’ experiences, and potentially transform their understanding of the content and the world around them.

Learners differ in how they navigate the learning environment and express what they have learned, so I employ various methods to convey the content. I love whiteboarding and other visual representations. As a former pre-sales engineer, I spent significant time illustrating concepts via physical and digital whiteboards. I also appreciate audio recordings and traditional written means of presenting learning materials. Given the potential of English language learners or those with language impairments, I must ensure they can submit their work in ways that bridge the content and their natural communication abilities. The “sweet spot” of my learning design is leveraging multimodal resources so the learner can present their work and learn new ways throughout the course. This adaptation of universal learning design creates a more inclusive learning environment that accommodates and supports students who perceive and understand information differently.

While theory and research are hallmarks of learning, I am a practitioner by trade, so I offer opportunities for my students to bring their prior knowledge and experience to the classroom. My classrooms actively engage with the material through small group assignments, problem-based learning, and reflections to make learning relevant and meaningful. I also treat my Management and Information Systems experience as springboards to engender classroom engagement. I am a huge proponent of using real-world case studies to enhance comprehension. Most of my first Master’s degree revolved around constructivist approaches, and the overall sentiment from my cohort was that we retained more information when we could reference our current or past experiences. Even if a student has yet to experience the content, engaging in real-world scenarios or listening to me give “war stories” may spark some insight. I am a huge proponent of storytelling, especially when we use real-world examples, key figures in the domain practices, and even role-playing or simulations. I fondly remember my undergraduate management professor telling us about his days at AT&T and the way he tied his experiences to the content. I want that same impact on my students so they can stay active participants in their learning instead of reading and regurgitating content.

My teaching philosophy is rooted in a profound respect for the transformative power of education. I strive to cultivate an environment where critical thinking, ethical reasoning, and diverse perspectives are not just encouraged but are foundational to the learning experience. Through applying critical pedagogy, universal learning design, constructivism, and storytelling, I aim to impart knowledge, inspire action, and foster a sense of moral and social responsibility in my students. I aim to guide my students toward becoming skilled professionals, compassionate citizens, and change-makers in society. By embracing the complexity of the world and the diversity of its people, we can together build a future that values knowledge, respects difference, and champions justice. In this ever-evolving educational landscape, I commit to continuously reflecting on and refining my practices to meet the needs of all learners, ensuring that the education I provide is as inclusive, engaging, and impactful as possible.