As a genre, the teaching philosophy is a strange, often excessively dry document. It encourages us to think mechanistically about teaching, with the result that it often sounds insincere or aloof.
The document below is deliberately a different sort of statement. I wrote the original draft in Autumn 2014 after a particularly engaging seminar; I’ve just updated it in Autumn 2017 to reflect on my last few years of teaching undergraduates and graduate students. (For more on how I approach teaching, see my May 2016 piece over at Sacred Matters.)