A Very Brief Teaching Philosophy
The teaching of history, as I see it, has three major goals. The study of history teaches us about the torrent of forces propelling and shaping both society and our basic assumptions about life. The study of history helps us understand the diversity of worldviews that cultures have created in response to these challenges, and so helps us navigate our increasingly multicultural and globalized societies and businesses. The study of history also inculcates and sharpens essential professional skills in critical analysis of information, argumentation, and communication.
My pedagogical methods therefore focus on encountering the words and ideas of a diverse range of people through the sources they created. My students and I approach these sources through ample classroom discussion aided by lectures that sketch in background information, highlight subtle complexities, and model how to analyze information. I combine this with numerous short written assignments aimed at breaking down the intricate art of analysis into simpler lessons.
I also happen to think that history is fun and challenging on a personal level. Sometimes people had ideas in the past that are actually quite insightful and important. I believe we all might benefit from pondering the arguments and wisdom that have succeeded in moving others before us, even if we reject some of them afterwards.
My pedagogical methods therefore focus on encountering the words and ideas of a diverse range of people through the sources they created. My students and I approach these sources through ample classroom discussion aided by lectures that sketch in background information, highlight subtle complexities, and model how to analyze information. I combine this with numerous short written assignments aimed at breaking down the intricate art of analysis into simpler lessons.
I also happen to think that history is fun and challenging on a personal level. Sometimes people had ideas in the past that are actually quite insightful and important. I believe we all might benefit from pondering the arguments and wisdom that have succeeded in moving others before us, even if we reject some of them afterwards.
Areas of Teaching Competency
Primary Expertise: Intersections of religious, social, and cultural history, specialization in early medieval Europe
Periods and Regions: World History and Western Civilization surveys (pre- and post-1500); Upper-division courses in classical, medieval, and early modern Europe and in its interactions with neighboring regions, especially Classical Islam, as well as in the history of Christianity; Graduate-level courses in medieval history and historiography, especially the Carolingians
Topics: Poverty and poor care, emotions and love, gender, identity and religious encounters, the medieval Bible (exegetical thought, application, and art)
Periods and Regions: World History and Western Civilization surveys (pre- and post-1500); Upper-division courses in classical, medieval, and early modern Europe and in its interactions with neighboring regions, especially Classical Islam, as well as in the history of Christianity; Graduate-level courses in medieval history and historiography, especially the Carolingians
Topics: Poverty and poor care, emotions and love, gender, identity and religious encounters, the medieval Bible (exegetical thought, application, and art)
Course Taught
Notre Dame Preparatory (2014-present):
AP World History
World History (College preparatory level)
Focus Research (senior honors thesis-style course)
Focus Seminar (new course by E. Shuler; junior interdisciplinary research seminar)
Ithaca College (2013-2014):
World Civilizations I
Georgia State University (2010-2013):
Topics in European History: Medieval Europe (new course by E. Shuler)
Survey of World History since 1500 C.E.
Survey of World History through 1500 C.E.
University of Notre Dame (2008):
Blessed are the Poor? Poverty and Charity 100 B.C. – 1600 A.D. (new course by E. Shuler)
As a Teaching Assistant, University of Notre Dame (2004-2006):
Western Civilization I, with Dr. Jonathan Lyons
World of the Late Middle Ages, with Dr. John Van Engen
England Since 1789, with Dr. Robert Sullivan
Middle Ages I, 200-1000, with Dr. D’A. Jonathan D. Boulton
AP World History
World History (College preparatory level)
Focus Research (senior honors thesis-style course)
Focus Seminar (new course by E. Shuler; junior interdisciplinary research seminar)
Ithaca College (2013-2014):
World Civilizations I
Georgia State University (2010-2013):
Topics in European History: Medieval Europe (new course by E. Shuler)
Survey of World History since 1500 C.E.
Survey of World History through 1500 C.E.
University of Notre Dame (2008):
Blessed are the Poor? Poverty and Charity 100 B.C. – 1600 A.D. (new course by E. Shuler)
As a Teaching Assistant, University of Notre Dame (2004-2006):
Western Civilization I, with Dr. Jonathan Lyons
World of the Late Middle Ages, with Dr. John Van Engen
England Since 1789, with Dr. Robert Sullivan
Middle Ages I, 200-1000, with Dr. D’A. Jonathan D. Boulton