Muhammad Muaz Rafique

Before teaching any topic, I ask the student a question about it in such a way that it seems even I don’t know much about the topic. From the student’s response, I get an idea of how much they know about the topic. This way, it becomes clear to me what level of understanding the student has — whether they understand it deeply or just on a surface level. In other words, do they know little, a lot, or just pretend to know a lot?

Further, I avoid making the student feel overwhelmed by my knowledge. In my class, I don't act like a “Mister Know-It-All.” I don’t hand out pre-made lectures like selling bread at a shop, nor do I show off my knowledge like an aircraft display. Instead, I move forward step by step with the student to help them understand the topic.

When I start teaching, I use First Principle Thinking. This means that if a student doesn’t know anything about a topic, I guide them by starting from the very basics — what is being said, why it’s being said, and what the intention behind it is. My goal is to build the entire structure of information in the student's mind, not just give them random facts.

Then I use the student’s own intuition as a tool. Intuition here means that understanding which comes from within — that part of human intelligence which makes someone say, “Ah, I get it!” without needing to force a conclusion. When you understand a topic this way, it becomes part of your intellect. This kind of understanding doesn’t require memorization — it becomes your own.

When the final conclusion is reached through this process, then I say the student has achieved true clarity. This kind of clarity is not like watching different episodes of a series and making a guess at the end. That kind of guess depends on your perception — it might be right, it might be wrong.

That’s why I tell my students: scientific understanding is not a collection of information. It’s a structured perception that begins with First Principles.