Today we introduce our second blogger in the Meet the Boggers series: Sean Hannan, Assistant Professor in the Humanities at MacEwan University. Find out what he thinks about radioactive angels below…
CoT: What was your area of focus and year of graduation (or expected graduation) at the Divinity School?
SH: History of Christianity; graduated 2016 (Summer Convocation — perhaps the last one ever?)
CoT: What do you most wish you had learned about teaching as a doctoral student? (and/or) What surprised you the most as a new faculty member?
SH: I found that attending the Craft of Teaching sessions and doing some teaching of my own (in the College Core, Graham School, and at St. Xavier on the Southwest Side) left me with a good deal of experience heading into my first actual day on the job. If anything, I suppose what I would have most benefitted from would have been more discussion of how to translate teaching material from a UChicago Core or liberal arts model into the more survey- and lecture-intensive atmosphere of most other post-secondary institutions. Ideally, the use of, say, digital tools in the classroom would not be the sole skill learned in one’s pedagogical training. But what if you wind up in a setting where the use of such learning tools is strongly encouraged? Are there ways to bring the best of Chicago-style academics to bear upon other kinds of learning environments? What kinds of specific strategies should we be testing out before we find ourselves in front of big classes full of students with their own unique sets of expectations?
CoT: Briefly describe a course you’ve never taught but would like to.
SH: I’d love to teach a survey or seminar on the history of different ideas about time. Even limiting ourselves to the ‘Western’ tradition, we could glean a lot from a march through the diverse definitions of time offered up by Plato, Aristotle, Augustine, Al-Razi, Hasdai Crescas, and so on and so on. “Time” is a word that gets thrown around in a lot in different academic contexts, but I seldom see many attempts to attack the topic directly. Doing so would hold interest not just for students of philosophy, history, and religion, but also for those who want to put intellectual history into conversation with contemporary questions. (How many pop-science articles about “what science tells us time really is” pop up on our Facebook feeds?) Luckily, it looks like my new institution might be giving me the chance to put together such a class for upper-level undergraduates next year. Fingers crossed!
CoT: Who was a teacher you had as an undergraduate who inspires how you teach today?
SH: Two of my undergraduate professors at the University of Alberta really made a meaningful impression on me and my academic trajectory so far. The first, Dr. Kitchen, taught me that you can look at ancient and medieval history in fresh and exciting ways, rather than sticking to the staid textbook line. The second, Dr. Gow, used to hold reading groups–sometimes extracurricular, sometimes for credit–that allowed students to push beyond the usual offerings found in the everyday curriculum. By letting us help design the reading list, no matter how ambitious it became, Dr. Gow gave us the chance to test out our own intellectual limit-cases, rather than sitting passively in the back row of some lecture hall. If I can leave any of my students with that sense of intellectual possibility and open-endedness, which I definitely received from Dr. Kitchen and Dr. Gow, I’ll be more than satisfied.
CoT: If you could co-teach a course with any person alive or dead, who would it be and why?
SH: I would team-teach a course on the philosophy of time and the use of historical narrative with Chicago’s own Paul Ricoeur. A close second place would be co-teaching a course on the relationship between religion and historical consciousness with Karl Löwith. Third place would be a course on Neoplatonic and Aristotelian theories of time in late antiquity (which become astoundingly complicated!) with the historian of philosophy Richard Sorabji. (I’m not sure if anyone would sign up for that one, but I’d love to do it all the same.) In any of these cases, I’d stand a much better chance of accomplishing my ‘dream course’ (as outlined in a response above) than I would trying to do it all on my own.
CoT: You’ve been bitten by a radioactive _____ and your new superpower of _____ has instantly made you a more effective teacher.
SH: I’ve been bitten by a radioactive angel and my new superpower of directly beholding the Word of God has instantly made me a more effective teacher, since I now have unmediated access to the rational causes underlying the vast architecture of the universe in its entirety. (Sorry, I’ve been reading a lot of Augustine lately…)