We Are All Teachers Now
Learning With The World’s Great Teachers
Preface
At some point in our lives, especially now in the Covid-19 era, we realize how we are all teachers, just as formerly we have all been students. In one manner or another we remain students all our lives, and, in some capacity, teachers as well—of family history, of local culture, of national and geo-politics, of religion, of business, of science, of sports, of human behavior, of a profession, of the arts, of the environment, of life itself in all its plenitude and variety.
You may instruct in a classroom or a boardroom, on a street or an athletic field, in an office, a conference room, a factory, a lab, at a kitchen or dining room table, on a family room couch—most likely in a number of these places. In various ways teaching and learning are happening every moment in actual and virtual spaces, and in hybrid venues. Teaching and learning never cease, though we may sometimes forget this fact. And so this project speaks to us all as teachers and learners in these varied domains, however formal or informal our teaching and learning may be, and however sporadically they may occur.
But just what do we mean by “teacher and “teaching?” As I have been suggesting, the concepts of teacher and teaching are protean; they assume many forms. A teacher is anyone who instructs another through example or experience, anyone who imparts knowledge, anyone who helps another develop a skill, talent, or capacity. A teacher helps others learn how to do things, from tying shoelaces to solving differential equations; from learning to walk and talk to riding a bike, flying a kite, cooking a meal, playing a musical instrument; navigating an app, drawing up a business plan; interpreting a chart, poem, or painting; preparing an architectural or engineering design; evaluating a proposal or a belief system; coaching a team, raising a child, loving a partner, figuring out how to live a fulfilling life.
Teaching is the process of assisting the act of learning—facilitating that learning through demonstrating and explaining, showing and telling, guiding and enabling. As teachers we are interventionists; we intervene strategically to listen and question, explain and illustrate, model and evaluate. Through these and other methods we facilitate learning.
At our best, our teaching influences and inspires. Our interventions can have profound effects that shape and change lives, as teachers’ interventions can endure for a lifetime.
The best kinds of teaching lead to more than any singular outcome; they lead, rather, to a broader set of skills, including, most importantly, learning how to do and make things; learning how to think for oneself.
Learning how to learn.
At their most successful, the best teachers enable those they teach to do without them, to no longer need them. The most effective teachers make themselves obsolete.
And so this work is for all who intervene in the lives of others, including professional educators—teachers, administrators, and other experts who have undergone training and, likely, certification; this work is for them, certainly. If you are a teacher or administrator; if you are a tutor, a mentor, a coach; a pundit, guru, or guide, this work is also for you.
But it’s not for you only. And it’s not for you in your professional capacity alone.
If you are a parent, this work is for you. As parents, we are our children’s first and often most influential teachers. In this time of the Covid-19 pandemic, parents have been thrust into teaching in new and more comprehensive ways, expanding their teaching roles. Parents have also had their responsibilities increased as decision makers for their children’s educational options, a role that has become unnervingly complex. Learning from great teachers and educational reformers can help all parents make better, more educationally sound decisions for their children. And for themselves, as well.
This work is for you, too, as a friend, because friends teach each other by word and by deed. Friends teach by example. And it’s for you, finally, as teacher of yourself, as a continuing provider of your own experiences in learning.
Each of us can learn from the world’s best teachers—past, present, and future. The most
important thing we learn from them may well be how to become better teachers and students ourselves, teachers of others and of ourselves, master teachers and master students both.
We teach as we are taught—as we have been taught. We become what our teachers make of us—all those teachers, ourselves included. Who teaches us, how we are taught, and what we learn from that teaching count immeasurably. They count because, to a large extent, we are what we learn and what we teach.
We become what we learn. We teach who we are.
And yet some of the teaching we may have endured was almost certainly bad teaching—inept teaching, ineffectual teaching, perhaps even immoral teaching. From our worst teachers we learn what not to do. From our best teachers, conversely, we learn both what to do and how. Our best teachers inspire as well as instruct; they encourage and motivate us. We learn from their ideas and their ideals, from their principles and their practices. We learn, too, from their character, from their lives, from their actions, from what they commit themselves to and what they stand for, as they teach by living example.
For these master teachers, I consider briefly why they taught—what motivated them—along with how they taught—their teaching methods and practices. I consider, too, something of what they taught, providing an exposition of key ideas and values, accompanied by brief excerpts from their sayings and writings.
Not all the work’s figures devoted their lives to teaching, though many did. Some were educational reformers with minimal teaching experience; others developed philosophical and psychological perspectives, created practical teaching strategies, or formulated curricular designs with implications for educational policy and instructional practice. Still others used multiple technologies—television, film, websites, print and digital magazines, video games, and more to reach audiences of millions, as have Tim Gunn, Martha Stewart, Oprah Winfrey, Sal Khan, George Lucas, and John Madden, for example.
Every chapter concludes with considerations about teaching and learning inspired by the world’s best teachers. Most of those considerations summarize key teaching practices of the chapters’ subjects—Florence Nightingale and Clara Barton, Ralph Waldo Emerson and Henry David Thoreau, J. S. Bach and Zoltán Kodály, Suzanne K. Langer and Jerome S. Bruner, I. M. Pei and Maya Lin, Martin Scorsese and Spike Lee, to cite a few. Other chapters’ teaching and learning considerations either imitate great teachers (Plato, Aristotle, Jesus, Luther, Bacon, Barton), or they appear as imaginary dialogues between them—Samuel Johnson and Jean-Jacques Rousseau, J.R.R. Tolkien and C.S. Lewis, Sylvia Ashton-Warner and Paolo Freire, Ralph Ellison and James Baldwin, Ken Burns and Neil deGrasse Tyson, George Saunders and Mister Rogers, Stephen Sondheim and Andrew Lloyd Webber, among many others.
The teaching and learning considerations I offer reflect my educational ideas refracted through the lenses of the world’s great teachers. Throughout, ancient wisdom and modern pedagogical ideas coalesce in contemporary practice.
I have kept the chapters short; they provide a brief overview of paired teachers’ lives and work, with Socrates and Leonardo single-chapter exceptions—Socrates as the West’s first great teacher, Leonardo its supreme example of self-teaching. For each of the work’s figures, you are offered a taste of their teaching; collectively, the chapters provide a smorgasbord of appetizing morsels to sample and savor. Taken together as well—and to shift the metaphor—the chapters invite you on an educational journey through the centuries and across disciplines and cultures.
Whether you are sampling a self-selected set of chapters, reading a pre-selected series of chapters, or planning on reading the entire work, I hope We Are All Teachers Now brings you pleasure along with instruction, enjoyment with information, and occasional inspiration as well.
We begin our journey with Socrates.
BOOK I: Ancient World to Mid 19th Century
Chapter 2 Plato and Aristotle
Chapter 3 Confucius and Sakyamuni (Buddha)
Chapter 4 Moses and Maimonides
Chapter 5 Homer and Virgil
Chapter 6 Arete of Cyrene and Hypatia
Chapter 7 Sappho and Cleopatra
Chapter 8 Jesus and Paul
Chapter 9 Augustine of Hippo and Thomas Aquinas
Chapter 10 Mohammad and Averroes
Chapter 11 Hildegard von Bingen and Christine de Pizan
Chapter 12 Dante Alighieri and Geoffrey Chaucer
Chapter 13 Leonardo Da Vinci
Chapter 14 Martin Luther and Ignatius of Loyola
Chapter 15 Desiderius Erasmus and al-Ghazālī
Chapter 16 Baldassare Castiglione and Niccolò Machiavelli
Chapter 17 Michel de Montaigne and Francis Bacon
Chapter 18 William Shakespeare and G. B. Shaw
Chapter 19 John Amos Comenius and Horace Mann
Chapter 20 Galileo Galilei and Isaac Newton
Chapter 21 Sor Juana Inés de la Cruz and François Fénelon
Chapter 22 John Locke and Immanuel Kant
Chapter 23 Giambattista Vico and Denis Diderot
Chapter 24 Johann Sebastian Bach and Zoltán Kodály
Chapter 25 John Milton and Thomas Jefferson
Chapter 26 Samuel Johnson and Jean-Jacques Rousseau
Chapter 27 Adam Smith and John Stuart Mill
Chapter 28 Mary Wollstonecraft and Emma Willard
Chapter 29 Johann Heinrich Pestalozzi and Friedrich Froebel
Chapter 30 Florence Nightingale and Clara Barton
Chapter 31 Benjamin Franklin and Frederick Douglass
Chapter 32 Leonhard Euler, G. H. Hardy, Srinivasa Ramanujan
Chapter 33 Jane Austen and William Wordsworth
Chapter 34 Ralph Waldo Emerson and Henry David Thoreau
Chapter 35 Abraham Lincoln and Harriet Beecher Stowe
Chapter 36 Elizabeth Peabody and Mary McLeod Bethune
BOOK II: Mid 19th to Late 20th Century
Chapter 37 Elizabeth & Emily Blackwell and William Osler
Chapter 38 Elizabeth Cady Stanton, Susan B. Anthony, Charlotte Perkins Gilman
Chapter 39 Margaret Fuller and Jane Addams
Chapter 40 Søren Kierkegaard and Friedrich Nietzsche
Chapter 41 Charles Dickens and Leo Tolstoy
Chapter 42 Charles Darwin and Albert Einstein
Chapter 43 John Henry Newman and William James
Chapter 44 Walt Whitman and Robert Frost
Chapter 45 Booker T. Washington and W. E. B. Du Bois
Chapter 46 Helen Keller and Anne Sullivan
Chapter 47 Virginia Woolf and James Joyce
Chapter 48 Nadia Boulanger and Andrés Segovia
Chapter 49 John Dewey and Maria Montessori
Chapter 50 Konstantin Stanislavsky and Uta Hagen
Chapter 51 Sylvia Ashton-Warner and Paolo Freire
Chapter 52 Ruth Benedict and Margaret Mead
Chapter 53 Mahatma Gandhi and Martin Luther King, Jr.
Chapter 54 Rabindranath Tagore and Chinua Achebe
Chapter 55 Gabriela Mistral and Jaime Escalante
Chapter 56 Jean Piaget and Erik Erikson
Chapter 57 Jean-Paul Sartre and Simone de Beauvoir
Chapter 58 D. T. Suzuki and Thomas Merton
Chapter 59 Martin Buber and Parker Palmer
Chapter 60 J. R. R. Tolkien and C. S. Lewis
Chapter 61 Dorothea Lange and Frida Kahlo
Chapter 62 Susanne K. Langer and Jerome S. Bruner
Chapter 63 Lev Vygotsky and Ivan Ilich
Chapter 64 Lee Strasberg and Stella Adler
Chapter 65 Shinichi Suzuki and Dorothy DeLay
Chapter 66 Ralph Ellison and James Baldwin
Chapter 67 Agnes de Mille and George Balanchine
Chapter 68 Gregory Bateson and Clifford Geertz
Chapter 69 James Beard and Julia Child
Chapter 70 Gwendolyn Brooks and Kenneth Koch
Chapter 71 Tillie Olsen and Shirley Chisholm
Chapter 72 Nelson Mandela and Desmond Tutu
BOOK III: Mid 20th Century to Early 21st Century
Chapter 73 Franz Fanon and Hannah Arendt
Chapter 74 Leontyne Price and Leonard Bernstein
Chapter 75 Susan Sontag and Umberto Eco
Chapter 76 George Orwell and Annie Dillard
Chapter 77 Toni Morrison and Maxine Hong Kingston
Chapter 78 Edward Said and bell hooks
Chapter 79 Vince Lombardi and Phil Jackson
Chapter 80 Neil Postman and Maxine Greene
Chapter 81 Grace Hopper and Steve Jobs
Chapter 82 Jacques d’Amboise and Twyla Tharp
Chapter 83 Robert Shaw and John Eliot Gardiner
Chapter 84 I. M. Pei and Maya Lin
Chapter 85 Kenneth Burke and Ann E. Berthoff
Chapter 86 Peter Drucker and Margaret Wheatley
Chapter 87 Robert Scholes and Michael Sandel
Chapter 88 Gregory Rabassa, Edith Grossman, Lydia Davis
Chapter 89 Sir Ken Robinson and A. O. Scott
Chapter 90 Vincent Scully and Rob Kapilow
Chapter 91 Eliot Eisner and Sheridan Blau
Chapter 92 Harold Bloom and Camille Paglia
Chapter 93 George Saunders and Fred Rogers
Chapter 94 E. H. Gombrich and Daniel Kahneman
Chapter 95 Roger von Oech and Edward de Bono
Chapter 96 Richard Feynman and Edward Tufte
Chapter 97 Carl Sagan and Stuart Firestein
Chapter 98 Mina Shaughnessy and Mike Rose
Chapter 99 Theodore Hesburgh and Ruth Simmons
Chapter 100 Harry Houdini and Ricky Jay
Chapter 101 August Wilson and David Mamet
Chapter 102 Robert W. Boynton and Robert Gottlieb
Chapter 103 David Ogilvy and Jack Foster
Chapter 104 Stephen Sondheim and Andrew Lloyd Webber
Chapter 105 A. S. Neill and Carl Rogers
Chapter 106 Benjamin Bloom and Lawrence Cremin
Chapter 107 Robert Maynard Hutchins and Roosevelt Montás
Chapter 108 E. O. Wilson, Stephen Jay Gould, Eric Mazur
BOOK IV: Early 21st Century
Chapter 109 Richard Selzer and Paul Farmer
Chapter 110 Timothy Gallwey and Brené Brown
Chapter 111 Robert Frank and Dan Ariely
Chapter 112 Henri Petroski and Jeanne Gang
Chapter 113 Kwame Anthony Appiah and Jonathan Haidt
Chapter 114 Ken Burns and Neil deGrasse Tyson
Chapter 115 Martha Stewart and Oprah Winfrey
Chapter 116 Yo-Yo Ma and Wynton Marsalis
Chapter 117 Philippe de Montebello and Laurence des Cars
Chapter 118 Brian Greene and Alan Lightman
Chapter 119 Pat C. Hoy II and William V. Costanzo
Chapter 120 Michael Hogan and Adrian Barlow
Chapter 121 Alison Gopnik and Paul Bloom
Chapter 122 Linda Darling-Hammond, Howard Gardner, Henry Louis Gates, Jr.
Chapter 123 Adam Grant and Michael Michalko
Chapter 124 Carol Dweck and Peter Johnston
Chapter 125 Jill Lepore and Yuval Harari
Chapter 126 Deborah Tannen and John McWhorter
Chapter 127 Leon Kass and Martha Nussbaum
Chapter 128 Martin Scorsese and Spike Lee
Chapter 129 Sal Khan and George Lucas
Chapter 130 Mary Beard and Garry Wills
Chapter 131 Lani Guinier and Tim Wu
Chapter 132 John Madden and Bob Costas
Chapter 133 Fred Child, Naomi Lewin, Bruce Adolphe
Chapter 134 Thomas Friedman and David Brooks
Chapter 135 Bryan Stevenson and Saru Jayaraman
Chapter 136 Frank Wilczek and Jennifer Doudna
Chapter 137 John Holt and Hope Jahren
Chapter 138 Cornel West and Steven Pinker
Chapter 139 Alexander Solzhenitsyn and Hilary Mantel
Chapter 140 Robert A. Caro and Doris Kearns Goodwin
Chapter 141 Walter Isaacson and Richard Cohen
Chapter 142 Zadie Smith and Chimamanda Ngozi Adichie
Chapter 143 Tim Gunn and Diane von Furstenberg
Chapter 144 Sister Mary Clarence and Pete (Maverick) Mitchell
Chapter 145 Edward S. DiYanni and Mary H. DiYanni
Coda: Teaching Credo
Epilogue: My Influential Teachers and Mentors
Acknowledgments
Index
CONTENTS BY SUBJECT
Philosophy and Religion
Socrates
Plato and Aristotle
Confucius and Sakyamuni
Arete of Cyrene and Hypatia
Moses and Maimonides
Erasmus and Ghazālī
Vico and Diderot
Locke and Kant
Kierkegaard and Nietzsche
Sartre and de Beauvoir
Smith and Mill
Newman and James
Susanne K. Langer
John Dewey
Maxine Greene
Vygotsky and Illich
Burke and Berthoff
Kwame Anthony Appiah
Michael Sandel
Jesus and Paul
Muhammad and Averroes
Hildegard von Bingen
Augustine and Aquinas
Dante Alighieri
Luther and Ignatius
John Henry Newman
Martin Buber
T. Suzuki and Thomas Merton
Desmond Tutu
Kass and Nussbaum
Beard and Wills
Steven Pinker
Literature and Rhetoric
Homer and Virgil
Sappho
Dante and Chaucer
Montaigne and Bacon
Sor Juana and François Fénelon
Shakespeare and Shaw
John Milton
Samuel Johnson
Emerson and Thoreau
Dickens and Tolstoy
Austen and Wordsworth
Whitman and Frost
Tagore and Achebe
Woolf and Joyce
Tolkien and Lewis
Ellison and Baldwin
Brooks and Koch
Tillie Olsen
Sontag and Eco
Harold Bloom
Shaughnessy and Rose
Burke and Berthoff
Rabassa and Grossman
Mamet and Wilson
Morrison and Kingston
bell hooks
Boynton and Gottlieb
Orwell and Dillard
Solzhenitsyn and Mantel
George Saunders
Adrian Barlow
Sheridan Blau
Smith and Adichie
Politics and Society (and History)
Cleopatra
Christine de Pizan
Castiglione and Machiavelli
Wollstonecraft and Willard
Franklin and Douglass
Milton and Jefferson
Jean-Jacques Rousseau
Smith and Mill
Lincoln and Stowe
Stanton, Anthony, Gilman
Fuller and Addams
B. Shaw
Washington and Du Bois
Gandhi and King
George Orwell
Fanon and Arendt
Shirley Chisholm
Nelson Mandela
Said and hooks
Solzhenitsyn and Mantel
Lepore and Harari
Michael Hogan
Guinier and Wu
Stevenson and Jayaraman
Cornel West
Caro and Kearns
Isaacson and Cohen
Arts
Leonardo da Vinci
Bach and Kodály
Boulanger and Ségovia
Lange and Kahlo
Stanislavsky and Hagen
Suzuki and DeLay
de Mille and Balanchine
Price and Bernstein
Strasberg and Adler
d’Amboise and Tharp
Pei and Lin
Sontag and Eco
- H. Gombrich
Edward S. DiYanni
Scully and Kapilow
Elliot Eisner
Shaw and Gardiner
Camille Paglia
- O. Scott
Ma and Marsalis
William V. Costanzo
de Montebello and des Cars
Scorsese and Lee
Adolphe, Child, Lewin
Sister Mary Clarence and Pete Mitchell (Maverick)
Science, Social Science, Technology, Engineering, Mathematics, Medicine (SSSTEMM)
Averroes
Maimonides
Leonardo da Vinci
Galileo and Newton
Nightingale and Barton
Euler, Hardy, Ramanujan
Blackwell Sisters and Osler
Darwin and Einstein
Feynman and Tufte
Sagan and Firestein
Wilson, Gould, Mazur
Hopper and Jobs
Selzer and Farmer
Frank and Ariely
Henri Petroski
Neil deGrasse Tyson
Greene and Lightman
Bateson and Geertz
Benedict and Mead
Jerome S. Bruner
Daniel Kahneman
Gopnik and P. Bloom
Wilczek and Doudna
Hope Jahren
Education
Emma Willard
Comenius and Mann
Pestalozzi and Froebel
Peabody and Bethune
Newman and James
Dewey and Montessori
Piaget and Erikson
Ashton-Warner and Freire
Keller and Sullivan
Mistral and Escalante
Greene and Postman
Burke and Berthoff
Jerome S. Bruner
Boynton and Gottlieb
Scholes and Sandel
Hesburgh and Simmons
Saunders and F. Rogers
John Holt
Sir Ken Robinson
Neill and C. Rogers
Hutchins and Montás
- Bloom and Cremin
Parker Palmer
Jonathan Haidt
Darling-Hammond, Gardner, Gates, Jr.
Dweck and Johnston
Hoy and Costanzo
Hogan and Barlow
Mary H. DiYanni
Potpourri: Cooking, Tech, Sports, Broadcasting, Management, Advertising, Design, Museums, Magic, Creativity, Journalism, Fashion
Beard and Child
Lombardi and Jackson
Madden and Costas
Gallwey and Brown
Peter Drucker
Jean Gang
Khan and Lucas
Stewart and Winfrey
Burns and Tyson
de Montebello and des Cars
Ricky Jay
Ogilvy and Foster
Robinson and A. O. Scott
von Oech and de Bono
Grant and Michalko
Friedman and Brooks
Gunn and von Fur
Arts
Leonardo da Vinci
Bach and Kodály
Boulanger and Ségovia
Lange and Kahlo
Stanislavsky and Hagen
Suzuki and DeLay
de Mille and Balanchine
Price and Bernstein
Strasberg and Adler
d’Amboise and Tharp
Pei and Lin
Sontag and Eco
H. Gombrich
anni
Scully and Kapilow
Elliot Eisner
Shaw and Gardiner
Camille Paglia
O. Scott
Ma and Marsalis
William V. Costanzo
de Montebello and des Cars
Scorsese and Lee
Adolphe, Child, Lewin
Sister Mary Clarence and Pete Mitchell (Maverick)
Science, Social Science, Technology, Engineering, Mathematics, Medicine (SSSTEMM)
Averroes
Maimonides
Leonardo da Vinci
Galileo and Newton
Nightingale and Barton
Euler, Hardy, Ramanujan
Blackwell Sisters and Osler
Darwin and Einstein
Feynman and Tufte
Sagan and Firestein
Wilson, Gould, Mazur
Hopper and Jobs
Selzer and Farmer
Frank and Ariely
Henri Petroski
Neil deGrasse Tyson
Greene and Lightman
Bateson and Geertz
Benedict and Mead
Jerome S. Bruner
Daniel Kahneman
Gopnik and P. Bloom
Wilczek and Doudna
Hope Jahren
Education
Emma Willard
Comenius and Mann
Pestalozzi and Froebel
Peabody and Bethune
Newman and James
Dewey and Montessori
Piaget and Erikson
Ashton-Warner and Freire
Keller and Sullivan
Mistral and Escalante
Greene and Postman
Burke and Berthoff
Jerome S. Bruner
Boynton and Gottlieb
Scholes and Sandel
Hesburgh and Simmons
Saunders and F. Rogers
John Holt
Sir Ken Robinson
Neill and C. Rogers
Hutchins and Montás
- Bloom and Cremin
Parker Palmer
Jonathan Haidt
Darling-Hammond, Gardner, Gates, Jr.
Dweck and Johnston
Hoy and Costanzo
Hogan and Barlow
Mary H. DiYanni
Potpourri: Cooking, Tech, Sports, Broadcasting, Management, Advertising, Design, Museums, Magic, Creativity, Journalism, Fashion
Beard and Child
Lombardi and Jackson
Madden and Costas
Gallwey and Brown
Peter Drucker
Jean Gang
Khan and Lucas
Stewart and Winfrey
Burns and Tyson
de Montebello and des Cars
Ricky Jay
Ogilvy and Foster
Robinson and A. O. Scott
von Oech and de Bono
Grant and Michalko
Friedman and Brooks
Gunn and von Fur
Science, Social Science, Technology, Engineering, Mathematics, Medicine (SSSTEMM)
Averroes
Maimonides
Leonardo da Vinci
Galileo and Newton
Nightingale and Barton
Euler, Hardy, Ramanujan
Blackwell Sisters and Osler
Darwin and Einstein
Feynman and Tufte
Sagan and Firestein
Wilson, Gould, Mazur
Hopper and Jobs
Selzer and Farmer
Frank and Ariely
Henri Petroski
Neil deGrasse Tyson
Greene and Lightman
Bateson and Geertz
Benedict and Mead
Jerome S. Bruner
Daniel Kahneman
Gopnik and P. Bloom
Wilczek and Doudna
Hope Jahren
Education
Emma Willard
Comenius and Mann
Pestalozzi and Froebel
Peabody and Bethune
Newman and James
Dewey and Montessori
Piaget and Erikson
Ashton-Warner and Freire
Keller and Sullivan
Mistral and Escalante
Greene and Postman
Burke and Berthoff
Jerome S. Bruner
Boynton and Gottlieb
Scholes and Sandel
Hesburgh and Simmons
Saunders and F. Rogers
John Holt
Sir Ken Robinson
Neill and C. Rogers
Hutchins and Montás
- Bloom and Cremin
Parker Palmer
Jonathan Haidt
Darling-Hammond, Gardner, Gates, Jr.
Dweck and Johnston
Hoy and Costanzo
Hogan and Barlow
Mary H. DiYanni
Potpourri: Cooking, Tech, Sports, Broadcasting, Management, Advertising, Design, Museums, Magic, Creativity, Journalism, Fashion
Beard and Child
Lombardi and Jackson
Madden and Costas
Gallwey and Brown
Peter Drucker
Jean Gang
Khan and Lucas
Stewart and Winfrey
Burns and Tyson
de Montebello and des Cars
Ricky Jay
Ogilvy and Foster
Robinson and A. O. Scott
von Oech and de Bono
Grant and Michalko
Friedman and Brooks
Gunn and von Fur
Education
Emma Willard
Comenius and Mann
Pestalozzi and Froebel
Peabody and Bethune
Newman and James
Dewey and Montessori
Piaget and Erikson
Ashton-Warner and Freire
Keller and Sullivan
Mistral and Escalante
Greene and Postman
Burke and Berthoff
Jerome S. Bruner
Boynton and Gottlieb
Scholes and Sandel
Hesburgh and Simmons
Saunders and F. Rogers
John Holt
Sir Ken Robinson
Neill and C. Rogers
Hutchins and Montás
Bloom and Cremin
Parker Palmer
Jonathan Haidt
Darling-Hammond, Gardner, Gates, Jr.
Dweck and Johnston
Hoy and Costanzo
Hogan and Barlow
Mary H. DiYanni
Potpourri: Cooking, Tech, Sports, Broadcasting, Management, Advertising, Design, Museums, Magic, Creativity, Journalism, Fashion
Beard and Child
Lombardi and Jackson
Madden and Costas
Gallwey and Brown
Peter Drucker
Jean Gang
Khan and Lucas
Stewart and Winfrey
Burns and Tyson
de Montebello and des Cars
Ricky Jay
Ogilvy and Foster
Robinson and A. O. Scott
von Oech and de Bono
Grant and Michalko
Friedman and Brooks
Gunn and von Fur
Potpourri: Cooking, Tech, Sports, Broadcasting, Management, Advertising, Design, Museums, Magic, Creativity, Journalism, Fashion
Beard and Child
Lombardi and Jackson
Madden and Costas
Gallwey and Brown
Peter Drucker
Jean Gang
Khan and Lucas
Stewart and Winfrey
Burns and Tyson
de Montebello and des Cars
Ricky Jay
Ogilvy and Foster
Robinson and A. O. Scott
von Oech and de Bono
Grant and Michalko
Friedman and Brooks
Gunn and von Fur
Robert DiYanni
Author ⪢ | Professor ⪢ | Consultant ⪢
Robert DiYanni is a professor of humanities at New York University, having served as an instructional consultant at the NYU Center for the Advancement of Teaching and Center for Faculty Advancement. For these centers he conducted workshops and seminars on all aspects of pedagogy, consulted with faculty about teaching concerns, visited and observed classes, and provided a wide range of pedagogical consultative services. Professor DiYanni serves on the faculties of the School of Professional Studies and the Stern School of Business at NYU. He earned his undergraduate degree in English from Rutgers University, attended a Master of Arts in Teaching program at Johns Hopkins University, and received a Ph.D. in English Language and Literature from the City University of New York Graduate Center.
In addition to his work at NYU, Dr. DiYanni has taught at City University of New York, at Pace University, and as a Visiting Professor at Tsing Hua University in Taiwan and at Harvard University. As a high school teacher for four years and a college professor for more than four decades, Professor DiYanni has taught students from eighth grade through doctoral candidates. Most of his teaching, however, has been with college and university undergraduates. His numerous workshops, offered in more than twenty countries, have been attended by secondary school teachers and administrators, as well as by undergraduate college and university faculty and administrators.
Dr. DiYanni has written and edited numerous textbooks, among them, Literature: An Introduction; The Scribner Handbook for Writers (with Pat C. Hoy II); Arts and Culture: An Introduction to the Humanities, (with Janetta Rebold Benton), the basis for a series of lectures given at the Metropolitan Museum of Art; and Modern American Poets: Their Voices and Visions, which served as a companion text for the PBS television series Voices and Vision, which aired in the late 1980s.
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