Since I wish nothing short of wonderful for my students, I strive to implement my principles into my everyday teaching. In order to do that, I stipulated a set of approaches, stances and goals that I intend to share with you in the following paragraphs. As a teacher of information systems, I am aware that my discipline lies in a fuzzy intersection of natural and social sciences. If students are to successfully navigate through that intersection, they should be comfortable to use critical thinking. Thus, fostering critical thinking skills is a crucial goal of my teaching. More specifically, I do not put critical thinking on a pedestal, and just for the sake of noting it. On the contrary, I am advocating for creative construction and critical deconstruction. In other words, I want to empower my students to be able to think about creative and diverse solutions to the problem and later to use their creativity to sketch solutions in, what Einstein called, a Gedankenexperiment3 – a comprehensive process of simulating inner works of a real world phenomena mentally. When that creative solution is finalized, I proceed to help my students to use their critical thinking to deconstruct their existing solutions to “stress test” its components. Thus, I hold that a broad base of knowledge in information systems, economics, management and computer science advances towards this end, but understanding alone is not sufficient to produce well rounded students. Yes, students should learn from all, but students should also be aware that knowledge is an amorphous and dynamic social construct. In order to truly master the intricacies of my discipline, I believe that students should adopt broad and tested base knowledge.