KCC Faculty on Teaching
KCC Faculty on Teaching
Q&A with Bruno Gullì| Philosophy
How did you get into teaching?
It was a kind of natural process, given what I had been studying both institutionally
and on my own. My main passion in life has always been writing. I soon realized that,
for me, teaching was an essential complement to writing. Today, I see teaching and
writing as equally important in my intellectual development and professional career.
But it was in 1993 when, thanks to the help of my twin brother, I started teaching
English as a Second Language at Long Island University Brooklyn, that I decided that
teaching was absolutely what I wanted to do. I taught ESL for about eight years. Then,
in 2001, I started teaching philosophy.
What career did you imagine for yourself when you were in college?
Teaching was the career I mainly imagined for myself when I was in college, both in
Italy and in the U.S. I could have started my teaching career in my mid-20s in Italy,
but I wanted to travel, and so I took a long detour. For many years, I worked in restaurants
and did various other jobs while continuing to study and write before I got back to
the idea of teaching.
What do you love about teaching?
Teaching is transformative. It is not about imparting anything to anyone. As I often
tell my students at the outset of a new semester, we are going to undertake a journey
together, a journey I have already taken other times, though every time that journey
is singularly different. Teaching and learning—the two always go together—entails
undergoing an experience with the power to do things individually and collectively.
It is precisely this transformative practice that I love about teaching.
What’s your favorite teaching experience?
It is difficult for me to single out one favorite teaching experience. After 30 years
of teaching, I can rather think of a succession of favorite experiences, as I have
mostly had a very rewarding time in the classroom, both in person and online. For
instance, I always enjoy the beginning of a new semester, when I meet new students
with whom it is essential to build a good relationship from the start. But I also
very much enjoy the end of the semester, when I can see the tangible results of the
journey we have undertaken, in both the work of students and their kind words of appreciation.
The most interesting moment for me is when students speak of the transformation they
have experienced. It is not unusual for students who knew nothing of philosophy to
begin with to let me know how the class has made a difference in their lives. For
me, this is the greatest satisfaction and reward. Perhaps I can share a funny (and,
to me, moving) story at this point. Once, a former student brought to my attention
a comment that another student had posted on ratemyprofessor.com. The post said, “Nice professer very helpful buh his accent kills me lol i think
that the only reason i attend his class lol buh brillant philosophy teacher take him
he will change ur life 🙂.” I later shared this on Facebook with the following comment,
“I didn't know I had the ability to change people's life, nor did I think my accent
was so bad.”
In what ways do you bring your professional experience into the classroom?
In addition to my 30 years of teaching experience, I bring my interdisciplinary training
into the classroom – my lifelong experience in reading, writing, and researching.
I’m always mindful that a classroom is a place (and time) of transformation, but I
believe it has to happen in an organic way. It shouldn’t be imposed from the outside
or from above. I encourage students to make connections and engage in complex thinking
by assigning “thinking homework,” where they are asked to apply concepts we have discussed
in an abstract way in class to the reality of daily life.
What advice do you have for current students?
Follow your dreams; think critically and independently by acquiring the proper tools
and techniques to do so; and strive to be free. Use your skills to frame and structure
your dream so it becomes concrete. Otherwise, it will remain in the terrain of wishful
thinking, from which there is no exit, no line of flight, and no educational/professional
and existential growth.