Teaching is a process of sharing knowledge and participating in knowledge about phenomena of interest. In an academic environment teaching is not only sharing knowledge but also producing knowledge. Education is an important side effect of teaching, but falls short of its genuine claim: Due to its institutional connection with research, academic teaching is a two-way process of exchanging and checking knowledge in order to deepen understanding.
Higher qualification and formal authority do not lead to a higher claim of observance of ideas but to an increased obligation and willingness to give response to questions and arguments and to seek answers: In the exchange of questions and answers, there is also a dimension of the responsibilty of the teacher: In Latin Language and in a narrow sense "responsibility" is linked with giving "response"!
The areas of experience in teaching are various: Discussions in courses and exams in the academic environment are seen as central places of teaching, but for me all other ways of disseminating knowledge and its review - especially every type of publication - are under the same claim of teaching: It is not the proclamation of apparently secure messages from a position of formal authority, but the deliberate and reasoned development of statements as the starting point for an argumentative review in the discursive process is the essential feature of teaching.
Outside of the academic field, all kinds of lectures, the work in non-university education and the mass media communication of a scientist as part of the teaching are important to me in order to live the relationship of the exchange between science and society in a lively and mutually fruitful way.