Professional background

I owe thanks to my mentors.

Among my alma maters: English School Foundation schools, Hong Kong; St. George’s School, Switzerland; the Sorbonne and l’Université catholique de l’Ouest in France; Columbia University, U.S.A.; Belgrade University, Serbia.

I have created courses and taught at the Faculty of Philology, University of Belgrade for 19 years and prior to that gained teaching guidance and experience at Teachers and Writers, New York City.

The design of the courses I teach draw on the field of networked learning. The field has 20 years of experience in “e-quality” through participatory reflective action research, with roots in management and Deweyean and Freirean critical pedagogy and democracy. It blends perfectly with an instinctive dialogic maeutic approach to teaching.

Democracy is never a thing done. Democracy is always something that a nation must be doing. – Archibald Macleish

I prefer a teaching style that is very much ‘in the moment’ and am inspired by the work on reflective practice, organizational learning and design of Schön, but also the pedagogy of Dewey and Vygotsky; the vision of Tolstoy and Tagore; the networked learning experience of Goodyear and Hodgson. Along with Nachmanovitch, I think teaching is an art; learning, a game (if interpretive, cf. Gadamer).

An Avanced Course student with tact
Absorbed many answers he lacked
But out on the job
He decried with a sob
How does one fit answer to fact! – Charles Gragg

I believe that STEM and humanities professionals benefit from cross-pollination: that it decreases stress and improves clarity of insight. Some highlights from my resume are as follows. Two recent conferences, first link is to slides: UX as growth strategy presented at ComTech8, Paris Diderot, 31 January 2020; Networled Learning For Cognitive Democracy presented at the Networked Learning Conference 2020, Aalborg University, 19 May 2020 (scroll down to access the slide PDF).

“50% of what we teach you over the next five years will be wrong, or inaccurate. Sadly, we don’t know which 50%” – Welcoming lecture at medical school

We need the attempt that is the narrative of the essay and the cross-fertilization described by James Clerk Maxwell to bring lasting inspiration to technical and scientific work.

Recent exploration of ways in which problems and solutions can be articulated and related pedagogical design includes round tables I contributed to and/or chaired: “Good Sense As Common Sense?” at BELLS90, Faculty of Philology, Belgrade University, 30 May 2019 (paper, available as a PDF here), and “Designing, deploying, and studying internationally networked collaboration: The Trans-Atlantic and Pacific Project (TAPP) model,” Networked Learning Conference, Zagreb, Croatia, 14 May 2018. (Also see Networked Learning for Cognitive Democracy, above.)

My early work involved Nietzschean “slow reading” and philology. It ultimately worked to bridge the divide between science and the humanities through an intercultural approach that I have been developing, combining philology, hermeneutics, anthropology, and epistemic fluency (related to professional learning). This has taken time; I have only been actively writing in the past two years. Important recent work is either under peer review or being prepared for publishing. Some early work is summarized here.

I believe in the creative potential of words and spend time thinking about, translating, and creating with them.

A sample of my work in Serbian-English translation is the following manuscript available online: Marčetić, A. (2018). After Comparative Literature, Institute for Literature and Art: Belgrade.

A selection of non-academic publications: (2004). “From Construction Papers”, Free Radicals. Honolulu, Oakland, New York: Subpress. (2016). “Moving through a medium”, “A lesson in space”, “Dialectics”, Ladowich, Issue 7.

Once upon a time…

Prior to teaching, I worked at the newsdesk at TIME magazine in New York City and as a sub-editor for The Hong Kong Standard, an English language newspaper in Hong Kong. I also worked in administration at Columbia University professionally for a few years, at the Department of Anthropology, Columbia University, and at the Department of Curriculum and Teaching, Teacher’s College, working full time to get my B.A. in Anthropology and Writing.

My M.A. considered the views on literature of polymath and theologian Nikolaj Velimirović, and my PhD, the interculturality of the work of Serbian scientist Michael Pupin – analyzing his classical background, cultural ties, historical context, work as scientist compared to that of his peers and predecessors, and writing. Both were defended in my non-native tongue, Serbian, at the Faculty of Philology, University of Belgrade.


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