THE PURPOSE-DRIVEN LIFE OF A FACULTY: MY JOURNEY TOWARD ETHICAL TEACHING AND STUDENT EMPOWERMENT

THE PURPOSE-DRIVEN LIFE OF A FACULTY: MY JOURNEY TOWARD ETHICAL TEACHING AND STUDENT EMPOWERMENT

 

In a time when education is often reduced to metrics and modules, I believe that living a purpose-driven academic life is more important than ever. For me, being a faculty member is not just about delivering lectures—it's about shaping character, nurturing curiosity, and guiding students toward meaningful futures.

 

Teaching as Dharma, Not Just a Job

Over the years, I’ve come to see a clear distinction between two kinds of educators: the Teaching Professional (Guru) and the Teaching Employee. I strive to be the former. To me, teaching is a dharma, a sacred duty. It’s not just about fulfilling hours or covering syllabi. It’s about mentoring with empathy, engaging with curiosity, and uplifting students beyond the classroom.

 

I’ve seen how a purely transactional approach to teaching can quietly erode the integrity of our institutions. It’s like termites in a wooden frame, unseen but deeply damaging.

 

Seeing Students as My Own

I’ve always tried to see my students as I would my own children. This shift in perspective has transformed the way I teach. It fosters patience, empathy, and a deeper sense of responsibility. When I teach with the heart of a parent, I’m not just delivering content, I’m shaping lives.

 

Cultivating Curiosity: The Habit of “How & Why”

I encourage my students to ask questions—not just “What is this?” but “How does it work?” and “Why does it matter?” I believe that true education begins when students stop memorizing and start questioning. My classroom is a space where intellectual courage is celebrated more than correct answers.

 

Career Stewardship: Beyond Placement

Helping students find meaningful employment is a responsibility I take seriously. I guide them not just toward jobs, but toward careers that align with their values and strengths. For students from underrepresented backgrounds, mentorship becomes a vehicle for dignity and mobility.

 

Character Building Through Visionary Messaging

I often share messages that I hope will stay with my students long after they graduate:

• Be the leader, not the follower
• Innovate or perish
• If others can achieve, why can’t we?

These aren’t just slogans, they’re principles I try to embed in every interaction.

 

Commitment to Society, Nation, and Humanity

I remind my students that their education isn’t just for personal gain, it’s a commitment to society. I link classroom content to real-world challenges and encourage community engagement. Technical excellence must serve the public good.

 

Adopting the “Giving Back” Mode

I believe in the ethic of gratitude and contribution. I encourage alumni to mentor juniors and celebrate student-led initiatives that serve local communities. Acts of service should be woven into the fabric of academic excellence.

 

Faculty as Flag Bearers of Ethics and Morality

I hold myself to the same standards I expect from my students. Upholding originality, fairness, and truth in academic practices is non-negotiable. I challenge traditions that conflict with integrity and speak truth to power, with humility and courage.

 

“A faculty member is not just a teacher, we are torchbearers of truth, sculptors of character, and stewards of possibility.”

 

Curriculum as Character Formation

Every subject I teach, whether welding metallurgy or cyber-physical design, is an opportunity to reflect on ethics, history, and societal impact. I tailor content to indigenous needs, resist the glamour of foreign textbooks, and celebrate Indian contributions to science and engineering.

 

“Curriculum must not mesmerize—it must awaken. It must not copy—it must create. It must not just inform, it must transform.”

 

Emotional Literacy and Mental Well-being

I recognize that students are not just minds to be trained, they are hearts to be understood. I try to create safe spaces for emotional growth and teach resilience in the face of failure.

 

Community Engagement and Public Advocacy

I encourage my students to apply their learning to real-world challenges and participate in national conversations on ethical engineering and sustainability. Education must ripple outward, into villages, industries, and public discourse.

 

Legacy Through Documentation and Sharing

I believe that our impact multiplies when we share our insights. I publish reflections, create open-access resources, and strive to leave behind not just data, but wisdom.

 

Final Reflection

To live a purpose-driven life as a faculty member is to be a bridge: Between knowledge and wisdom, Between students and society, Between today’s classroom and tomorrow’s conscience.

 

It means teaching with empathy, leading with integrity, and mentoring with vision. As I often remind myself:

 

“The nobility of teaching lies not in the syllabus we cover, but in the souls we uncover.”