Chris Korte and Ares Kalandides are lecturers at NYU Berlin. In this blog post they share their thoughts on the constantly evolving generations of students and on what it means to teach at NYU Berlin.
Ares: I was still a student when I started teaching and I recently realized, not without a certain shock, that this was 40 years ago! At first, I thought that my sole purpose was to transfer knowledge – from me to the students. However, I realized early on that knowledge is not something that you transmit from A to B, but that teaching is a two way process with many bypasses and diversions. You develop a relationship with the students and through that you support them in their own learning experience. In the past few years, that relationship has become even more important. Today I feel that a big part of our teaching resides in our capacity to forge relationships with our students. Of course, students may choose to imitate or reject you, follow your steps or take a completely different path, but it is that connection that defines how they will learn what they will learn. I am not saying that being knowledgeable as an educator is not important, not at all. But beside knowledge it is that personal connection that makes all the difference.
Chris: I too have gradually shifted my approach to teaching from, as you say Ares, “believing that my sole purpose was to transfer knowledge,” to a concept of facilitating (rather than teaching). This is to say that I try to create a space for student-centered learning and exploration, guided by student interests. Each student brings invaluable knowledge, passion and interest into the classroom space and I try to use this as a starting point for the engagement with the material we work with. My objective is to create a framework for students to get the most out of the material, which means that I have to adapt my approach to who is in the class as each student is unique. I have abandoned the idea of one ideal outcome for students or our class. Everyone’s learning journey is unique. We encounter our students at a particular point in their lives that impacts their relationship with the material. I love to imagine scenarios with my students about how the material may be of use in 2, 5 or 10 years down the road. In sum, I would say my experience has taught me that students are motivated by what interests them at this juncture, and to attune to that.
Each student brings invaluable knowledge, passion and interest into the classroom space and I try to use this as a starting point
Ares: Indeed, we encounter our students at a particular point in their lives and there is something special about this generation. There are vast fields of knowledge out there, available at our fingertips. Artificial Intelligence is an integral part of our lives, where algorithms make decisions for us, even if we don’t know it. This definitely changes the way we teach.
A global generation
Chris:What is amazing about this generation is that they have a strong sense of social justice and sense of urgency about the stakes of education in relation to the current global situation. Because this is a generation that has lived through a pandemic and seen radical momentum around social justice, they have a strong sense that education truly matters and want the classroom to reflect their values. Students intuit immediately what the shortcomings are of certain thinkers’ approaches or of certain entrenched traditions. They also recognize structural inequalities. They are interested in work that asks challenging questions and ways of approaching material that asks critical questions. These students have a whole archive of knowledge at their disposal and so can draw on very broad frameworks and histories that other generations could not.
Students intuit immediately what the shortcomings are of certain thinkers’ approaches or of certain entrenched traditions
Ares: I do see however how the image – static or moving, real or virtual – has become the main “archive of knowledge” – to use your words – for this generation. It is a tendency that I think is more pronounced today than it used to be. I wonder whether being locked down during the pandemic exacerbated it. If you can’t experience places and people with your body, with all your senses, if you are limited to visual communication, I am sure this does something to you and the way you experience the world.
Chris: Remember that this generation of students is truly global. They think globally and have global connections and experiences. Responding to this generation means recognizing and responding. These students are highly creative, demanding, and ready to act, intervene and create inspired by the big questions of their times. If education doesn’t respond adequately we lose the tremendous possibilities of this unique generation to create genuine change.
I believe that kindness is something that has become something of a life goal, in and out of the classroom
Ares: Then how do we respond adequately as educators, Chris? I think that our own personal value system plays an important role here. You said that this generation of students has a very strong sense of social justice and I agree. For me fairness is probably a very important guiding principle, which makes me very sensitive to all forms of injustice. Actually, the idea of social justice is something that permeates both the classes I teach and it is explicitly addressed in the syllabus. Then there is a principle that I would like to call “no student left behind”, i.e. the responsibility of the educator to find ways to engage students based on their personal skills and capabilities. This is of course easier said than done, but the small size of classes at NYU Berlin helps enormously. And then finally, I believe that kindness is something that has become something of a life goal, in and out of the classroom. Be kind – to yourself, to your students, to your colleagues.
I think of the classroom as a kind of “third space” – a kind of utopia in the sense that we can foster an atmosphere of respect, dignity, inclusion
Teaching values and challenges
Chris: For me, it’s honoring each individual student by showing a radical degree of respect. Everyone is bringing their own life experience into the classroom. How can the classroom be a space where each student feels seen, heard and recognized? How can we facilitate learning in a way that supports students as unique individuals? I want my classroom to be a space where each student feels empowered to speak and inspired to learn and this begins with recognition and respect. I want to create a classroom that acknowledges where people are coming from and where they want to go as a way to maximize each student’s experience of the course and engagement with the material. If we maximize the potential of each student we can genuinely transform lives and the state of the world. This is why I think of the classroom as a kind of “third space” – a kind of utopia in the sense that we can foster an atmosphere of respect, dignity, inclusion and, as you say, Ares, justice and fairness. I am an idealist and believe the classroom should anticipate the future we want to see. This said, I’m human and hence make mistakes, and certainly have my blind spots.
Ares: Of course we make mistakes, we all have our blind spots and we need to acknowledge this. That is why I should probably add humility to my teaching principles above. But as I said, we need to be kind to ourselves too, not only to others.
Chris: I think it’s the pace of student life, which often poses a challenge. We instructors here at NYU Berlin try to illuminate what makes our course here relevant in a site-specific way. We want our students to be excited about the connection between the classroom and the streets of Berlin. But our students have such busy schedules, I often feel like some of the most exciting connections and possibilities are lost because students simply don’t have enough time for exploration. Another challenge is finding ways to support students that are anxious, over-extended or exhausted. The latter are very real and I want to find ways to support students struggling with any of the aforementioned or with other pressures that impact learning.
This semester abroad in Berlin is a moment when students feel empowered to explore and manifest aspects of themselves they perhaps haven’t before
Ares: For me distraction and exhaustion are challenges that we all face. We are constantly overwhelmed, be it by sensory overload, by taking on too much or by trying to juggle too many different desires at the same time. Added to that is the constant siren call of gadgets, screens and fragments of communication with others, where at the end you are both here and not here, one person and a thousand pieces. The consequence is that we need to reduce distractions in the teaching environment. Concentration is a skill that needs to be learned, but so is not overburdening yourself with goals: “I want to study and I want to experience Berlin nightlife and I want to travel around Europe” – possibly all of that in just a few months. It may be possible, but at what cost?
Chris: For me our role is to recognize, support, and inspire our students. Because we get to work so closely with our students in small classes and meet them at a unique juncture in their lives–namely, this incredible study abroad experience in Berlin–I think we can play a crucial role in supporting them as different paths and perspectives open to our students. This semester abroad in Berlin is a moment when students feel empowered to explore and manifest aspects of themselves they perhaps haven’t before, and our job is to support them in this special period of transformation and growth. Students will have experiences here, both good and bad, that will inevitably shape their future trajectories. How can we recognize and support them in this? I see our role as engaging with our students in meaningful ways that show them that they are seen, recognized, and that they have instructors that want to see them flourish.
Ares: If I can somehow convey the three principles that frame my teaching – fairness, inclusion, kindness – then I think that I already give a lot. And then I realized over the years that I “care” – I really care about their well-being, their safety, their disappointments, their dreams. It is an interesting realization and not what they prepare you for when you go into teaching. However I would not like to underestimate knowledge. Of course over the years, we all accumulate knowledge. But how much of that should we convey and how? Is it structured enough in our heads that we can weave it into a story that makes sense to our students? Story-telling is something that we need to learn.
I love theaters like the Maxim Gorki that not only have a strong Turkish-German presence, but also an ensemble of actors who are refugees
Studying in Berlin
Chris: I teach German Theater History of the 20th Century where my objective is to give the students the tools (theories and histories) required to navigate the current theater landscape in Berlin. The course title suggests it’s focused on the 20th century and indeed, this is where we spend most of our time. But we also start with the idealistic aims of German theater in the late 18th century and look at the revolutionary developments of German theater of the 19th century. I argue that German theater’s radicalism and revolutionary zeal is due to the unique role it played as a replacement for a revolution that never happened. Thus, German theater has carte blanche to challenge the status quo, indict the powerful, criticize and contest institutions–a tradition that goes all the way back to Friedrich Schiller and the idea of theater as a “moral institution.”. At present, German theater is undergoing a structural transformation to more authentically reflect the diversity of German society and the stories that have been excluded. There are decades or even centuries of radical theater that can be leveraged to support the urgent work of making German theater more inclusive and diverse. For this reason, I love theaters like the Maxim Gorki that not only have a strong Turkish-German presence, but also an ensemble of actors who are refugees. The Gorki has done amazing work with the Roma and Sinti and other diverse cultures whose presence had hitherto been excluded from the German stage. I love that theater reflects the urgent issues facing German society today, and also that is so accessible cost-wise. Again, I try to facilitate an understanding of why this is the case, because the reasons are political.
I try to create a space for student-centered learning and exploration, guided by student interests.
Ares: Both my courses at NYU Berlin reflect urgent issues facing Germany today, and like you, I try to facilitate an understanding for them. The first course, called “Transnational Migration, Identity and Citizenship” is a multidisciplinary course that draws from history, geography, political science, sociology and anthropology and focuses on the interconnections between migration, identity and citizenship. We go deeper into questions of collective identities and their transformations, but also try to understand the political processes of belonging, exclusion and discrimination. The second and older course is called “Global Connections; Berlin Spaces” and is an introduction to urban studies that uses Berlin as a case study to talk about the challenges facing cities today. We talk about things such as the housing issue, urban social movements, citizen participation, urban tourism, quality of life, etc. I always find that working off a case study that you learn well, and then move to other cases or abstractions works best. And since we are in Berlin, what better case study than the city itself? But I wonder what your take on Berlin is like?
Berlin empowers people to experiment, take risks, and imagine and live out alternatives
Chris: I believe what Peter Schneider writes about Cinderella Berlin and often quote him at the start of my course. The gist of it is that Berlin is perhaps not the prettiest city in Europe, but it’s a city where creativity and alternative lifestyle-possibilities can flourish. There are social and political histories for why this is and why I strongly believe that Berlin will stay committed to being hospitable for diverse communities. This is not to paint a uniformly rosy picture. There are problems: racism, rising costs of living, etc. But in my experience, Berlin empowers people to experiment, take risks, and imagine and live out alternatives. For me, the clubs are a manifestation of this–a kind of utopian space where folks from all walks of life come together in the most unlikely and exciting constellations. Moreover, you can see art and theater at a fraction of the cost. The city makes culture and nightlife accessible and emboldens young people to experiment and transgress. It’s amazing what kinds of transformations take place as students are changed by the city, but also change it in kind. They impact the city too! It’s always exciting to hear about the connections they forge, adventures they have, and the transformations they undertake.
Ares: Berlin is a city that attracts young people from all over the world – it attracted me, too when I was 20. As we know from student responses most people come because of the level of academic offerings at NYU Berlin, but of course experiencing Berlin nightlife and traveling to other European destinations is part of Berlin’s attraction. This can of course become a challenge – as we said above, the hardest part, when you have such a range of possibilities, is to prioritize and focus. I am still in touch with many of my former students and most of them say that Berlin changed their lives. Do you have any recommendations for students coming to Berlin to study?
while Berlin is open, it is not free from discrimination and racism even if these are very opposed to what Berlin stands for
Chris: I would embrace what the city has to offer in terms of culture and nightlife. To see lots of live theater, dance and performance because it is extraordinary (the theater landscape was nominated to become a UNESCO world heritage site!). Going to the theater in Berlin is more like a concert or a club night – it’s often wild, archaic and very experimental. Cinema is also extraordinary in this city and I would encourage students to check out the small independent cinemas located all around the city. Perhaps above all, I would encourage students to study history here. Berlin has amazing museums and memorial sites that do an excellent job of showcasing Germany’s fraught past. I would also encourage students to be open to meeting and talking with locals. Berliners tend to be very open and happy to share their stories (and in some cases, experiences of big events like the fall of the Berlin wall). But I would also say that while Berlin is open, it is not free from discrimination and racism even if these are very opposed to what Berlin stands for. Recognizing that this exists and navigating accordingly, feeling empowered and having a community through NYU Berlin should help students facing these challenges.
Ares: Berlin offers an amazing quality of life, one that I have yet to encounter in other places. As an urbanist, I recommend that students immerse themselves into the city and understand the elements that make up its quality: whether it is a general relaxed pace, good public transport, walkability and green spaces, relative safety and cosmopolitanism. That said, let’s not forget that Berlin is a large city with many different people from all over the world, so it is possible that you will experience discriminatory practices related to your identities. However, learning to navigate Berlin you learn to navigate such issues too and you learn to take care of yourself. This in a way, is the path to full adulthood.