Teaching Philosophy

The Past & Present as Playground

History is imperfect. This means two things:

1. Great and unfortunate things both have their place in our past and they continue to linger in ways both seen and unseen.
2. The past is unfinished; we write and rewrite it incessantly. 

One of my main objectives as an educator is to bridge the imagined divide between the premodernity and the present. In my classes, I work with overlooked, seemingly marginal topics that cast a different light on the everyday and the familiar. I strive to instil my students with a sense of wonder, curiosity, and an eagerness to veer off the beaten path and explore unexpected connections and interactions between humans and other animals, between different modes of being, and between past and present.

In my teaching, I aim for a lively and engaging approach, interweaving lectures, discussions, and hands-on activities. I see the classroom as a forum for mutual knowledge exchange and classes as opportunities to deepen students' grasp on the material and broaden their perspective on its potential application to the outside world.

​My lectures integrate a dash of humour to enliven the topic and foster an inviting learning atmosphere. Yet, as the past is rife with complicated, even contested heritage, I also encourage my students to hold space for diverse viewpoints and engage in the difficult discussions that such heritage generates. By incorporating creative assignments, such as designing bestiary entries, and playful activities, like engaging with my educational board game, Monstrum, I aim to provide students with a holistic, immersive, and relatable learning experience that brings the subject matter to life. ​​

Nuance & Generosity

My educational practice is driven by my core values: creativity, connection, and generosity. ​I strive to create a safe, inclusive space for students from diverse backgrounds, fostering an environment where different perspectives are valued. I acknowledge my positionality and I encourage my students to become (more) aware of their own. Cultivating this kind of self-awareness and sensitivity contributes towards the development of a nuanced habitus - essential for navigating the complex entanglements and normativities of our world, past and present. ​

No act of kindness, no matter how small, is ever wasted.
​- Aesop

I seek to nurture positive learning environments that facilitate academic kindness. Active learning is a prominent element of my classes, encouraging students to take ownership of the course material by expressing themselves and jointly working towards something that is greater than the sum of its parts. ​
​
​As an instructor, I prioritise recognising and appreciating students' strengths. To that end, I also provide extensive, constructive feedback. Finally, ​I actively work with student responses and evaluations to continually improve my teaching practices.

This ethics of care and generosity is an indispensable aspect of my teaching practice. Combined with my imaginative, interactive approach, I am confident that I can help my students hone their critical thinking, creativity, and appreciation for the relevance and necessity of being able to think like a historian in the modern world.  

---

Learn more about my teaching philosophy via the menu below.

Expertise

​My main expertise coheres around the cultural, intellectual, religious, and legal history of the Middle Ages and the Early Modern period. 
​I am also comfortable with teaching theory and methods, ranging from the basics of historical and interdisciplinary research methods and critical thinking to currents and shifts in historiography. ​Due to my affinity and experience with topics pertaining to premodern (im)material heritage and its afterlife, I can also teach about reception history, modern media, and especially popular culture.  

Assessment

Measuring student learning hinges on two key elements for me: 

1. clear assessment, based on the course's learning outcomes;
2. consistent feedback, tailored to students’ personal goals and progression.

Depending on the nature of the course, I work with a variety of assessment methods: (multiple choice) exams, (group) presentations, essays, building a portfolio, and creative projects like designing a game, making a podcast or documentary, writing an exhibition plan, and so on. I generally prefer formative assessment, though summative assessment also has its place in teaching.

Testimonials

Very inspiring! I liked how kind Sven was, towards non-human animals, but also to us as students. It made the classroom feel like a safe space.
- Student response to one of my classes

I want to thank you for this course. I've really enjoyed it. 
​- Student response to one of my courses

His tone was very clear yet calming, which was very nice. He's very personable, and translated the content very well. I think the amount of relevant examples he included helped me to fully immerse within the material.
​- Student response to one of my classes

I liked the design of his slides. It kept me engaged and intrigued through the presentations.​
​- Student response to one of my classes​

I liked how Sven was able to relate the bestiary to modern day pop culture.
- Student response to one of my classes

I liked the presentation; it was really informative, I got a clear idea on medieval animals. The pictures were good visual guidance to understanding the medieval beasts and animals as well. The interactive section at the end was also fun.
​- Student response to one of my classes

I liked the creative aspect of the lecture! I think it was a great way to hear more voices within the classes themselves.
​- Student response to one of my classes​