The humanities, including language, literature, film and art history, must adapt to the twenty-first century way of life.
These disciplines can no longer be isolated and or hesitant embrace collaboration on an interdisciplinary scale.
More seriously, many humanities courses fail to incorporate relevant and up to date media forms and reading materials.
As a result, teachers become less able to engage with a new generation of students that intuitively understands these forms already.
Ingrained assumptions and constructed controversy plague even the most current accounts and pedagogical approaches to teaching language, literature, and film.
My teaching approach developed out of my fundamental concern with current materials available to students—and others looking for new approaches.
I worried that my students would feel alienated (like I did) by unintuitive accounts that are far removed from everyday experience.
One might ask:
Why should we care whether or not we are able to catch the attention of our students? After all, they never look up from their iPhones anyway.
Here is why: if scholars continue to alienate potential supporters, they risk destabilizing and destructing an already vulnerable field. The act of questioning one’s own analysis, at every turn, is both an ethical act and a means of self-preservation.
Ideally, contrary to current practice, scholars would write and speak clearly in the interest of communicating truths. The scholar or critic has greater obligations to the truth than the filmmaker, the author, or the artist.
The humanities are in transition.
The aim of my current ongoing work is to create a starting point; to begin a conversation between students, scholars, and anyone else with a curious mind.
We need to create a climate in which humanists from a variety of disciplines can learn from one another while prizing both rigor and curiosity.
I teach with a broad vision. I aim to help students write with clarity about the films, TV shows, Podcasts, music videos, etc., that they love.
I aim to provide a unique learning experience that is relevant and interesting for each student. My style is non-intimidating but substantive.
Students working with me need to be willing to try new things and maintain open minds.
I look forward to working with you.