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My teaching philosophy stresses active learning. Putting this philosophy into practice gives students a daunting responsibility: thinking for themselves. I task them with arguing their own positions on controversial issues and with proposing their own solutions to complex puzzles. By fulfilling this task, students confront “inconvenient facts” in the form of counterarguments that undercut their positions or practical constraints that stymie their policy proposals. In this way, they discover, defend, and refine their value-commitments.