My early research centered on 19th/20th century thinkers and scientists: their classical training, philosophical-poetic worldviews, and discoveries. My quest to develop my teaching brought me to the networked learning of the 21st century, which makes use of technology while remaining committed to the reflexive dialogic values of both classical and critical pedagogy.
An important earlier paper includes: (2020) Pedagogy of Extraneity, DOI: 10.18485/bells90.2020.2.ch35 which considers the importance of the craft of a humanities education (invention as well as the importance of intellectual history) alongside the need for digital literacy.
In 2017-8, I translated Prof. Adrijana Marčetić’s After comparative literature, available as a free PDF through the academic publisher.
Other early papers include:
(2018) “A Methodology for the Pains of Universality at University” DOI: 10.18485/climb.2018.6.1.ch6 which addresses how university education can fail to live up to the promise inherent to its name, and explores solutions both new and old.
(2017). “Literary Lessons in Branislav Petronijević and Milutin Milanković” DOI: 10.18485/climb.2017.5.2.ch11 explores the cognitive scheme that these scientists gained through their deliberate extensive reading of literature.
(2016). “Profound Community: The Apposition of Anne Carson’s ‘The Life of Towns’ and Plato’s ‘Protagoras’” ISBN 978-86-6153-391-4 analyzes the pedagogical differences between teaching and literature that is simply ‘downloaded’ vs. the challenges of articulating the more complex, sometimes elusive nature of learning and communication.
This list is not complete.