My philosophy of education is rooted in the Capabilities Approach. This framework of entitlements is focused on human dignity and flourishing. Each student has unique abilities; the right to develop those abilities is an important aspect of education. This school of thought follows the Cosmopolitan and Critical Pedagogical traditions that see education as something global and transformative. Rather than just a transfer of knowledge; education should be about learning to think for oneself. Art teachers should facilitate opportunities to develop critical thinking, creativity, and individual potential.
Autonomy should be the aim of education, so students should be given the resources upon which to build knowledge and skill; the educator’s focus should be on empowering them and sparking an interest and curiosity from within. Education should inspire internal motivation through the use of formative assessments. Self and peer-critique should be a regular part of each art project. Relating assignments to topics that are relevant to them makes them more interesting and meaningful. Learning is a social endeavor that requires input and feedback. I envision a space where there is teacher-student equality, and mutual respect and trust.  
The classroom environment, therefore, should also enforce these ideals. The learning environment should provide a foundation in aesthetic awareness. Everything from the seating arrangement to the way finished works are displayed should be deliberate. Since an art studio has many tools and materials, technical skills and safe practice must be routinely reinforced. Equal treatment and responsibility for tools and materials builds self-confidence and promotes a high standard of morale in the classroom.