Professor Kenneth Bartlett
College: Victoria
Program: History and Renaissance Studies
I had the opportunity to sit down with Professor Kenneth Bartlett, who is a Professor of History and of Renaissance Studies here at U of T. He received his PhD from U of T, and has continued to teach there, inspiring his students with his passion for continuous learning and knowledge. During our interview, Bartlett shared his passion for curiosity and enthusiasm with me, and how he values learning for the sake of furthering knowledge, as opposed to solely for a grade. He has many insights about the university experience, including advice on first year and research opportunities, as well as how to take advantage of office hours.
Photo courtesy of Victoria College.
1. University is an incredible time when students have the opportunity to explore many diverse interests in a variety of classes offered. This allows for students to discover a passion for subjects they may never have previously been exposed to. Thus, many students change the course of direction through their university career. Was this the case for you, or did you always know you were interested in history?
I knew even when I was an undergraduate that the life for me would be the life of a scholar and a professor. First of all, I was good at it. Secondly, I enjoyed the environment, and a university where ideas are the currency, and an opportunity to continually deal with young people, particularly gifted young people. It helps me stay young and current, and I think that I can bring a certain amount of experience and accumulated knowledge to help them in their life’s journey, and it has always been what I wanted to do.
2. What is your main area of interest, and how did this interest develop? Why do you think history is an important subject area for students to have an understanding of?
I work on the cultural history of the Italian Renaissance. This interest developed because I have always been interested in ideas, words, and images. I am actually cross-appointed to the art department, and I teach a great deal using images as a cultural store, as a way of distilling and focusing a set of complex principles and ideas into something that is instantly recognizable. The courses I teach are The Cultural History of the Renaissance, and the large first year survey in the history department Era 1350-1950, because if anyone is going to determine the contours of the student knowledge of European history I think it should be me!
The study of the cultural renaissance is important because to some extent the Italian Renaissance invented the modern concept of the self defined individual-the idea that each person creates him or herself everyday, and has the ability to change and experience, and use that experience and that knowledge in order to formulate a persona that will function in any number of different environments. Why I am particularly attracted to the period and everything that it represents is due to the idea that it is one that is constantly being recreated. The students that get involved in this area learn a great deal about themselves, as well as about the Italian renaissance, and they also realize why it is they are who they are, and how they became who they are. They see that others are creating a vocabulary that they can use in order to define their self image.
3. Although the chance to experience many different opportunities is exciting, it also presents many students with anxiety, as many people graduate still unsure of which direction to take in their career. Could you walk me through your career development, and the changes it took through its course?
I did a double major in history and English, so I’ve always been interested in interdisciplinary worlds. I can’t stay in one place long enough! I did a PhD at the Centre for Medieval Studies here at U of T so I could pursue a graduate degree that was highly interdisciplinary, and also gave me the skillset to be able to deal with original documents. When I finished my PhD, I wanted to stay in a large city. I got a sessional job here, and then in 1979, I was then invited to enter the university’s office as an assistant, so I stayed in university administration while still teaching part time until 1985. I then moved my life from university administration into a full time academic environment, and one of the reasons I was given that opportunity was that Vic, my college, wanted to not only make appointments in its area of strength, but also to make sure that the Renaissance Studies program could be appropriately staffed. And the rest is history, I’ve been here ever since!
4. Are you currently conducting any research in your field of study?
Of course! All professors do research—we have to because it not only keeps us current, but it also forces us to reevaluate and reconsider everything that we know and learn. If you simply continue to do what you’ve always done, it not only will cease to be fresh and interesting, but also you will no longer be able to galvanize your students in the excitement of learning. Professors themselves must be involved in the excitement of learning.
I had a book A Short History of Italian Renaissance come out in 2013, and I have a new book coming out next month on the experience of history. It is a study of historiography, how the study of history has changed as a consequence of different ideological perspectives, as well as the social and political experiences of people who have brought into the historical discourse ideas that previously had very little currency because they were not part of the established mainstream.
5. I understand that you were involved in the development the undergraduate experience programs, which include First-Year Seminar courses and [the Research Opportunities Program]. What was the motivation behind these programs? What are some reasons you would encourage students to take part in them?
It was the dream of a very active and engaged dean, Marsha Chandler. At the time, I was chair of the Undergraduate Education Committee in the Dean’s office. I agreed that the University of Toronto had to not only have a signature program that separated it from other schools, but also put our money where our mouths were. To a first year student, it often means being in a large class, being taught mostly by TAs. The First Year Seminar was to put newly admitted first year students into a class of no more than originally 22, taught by a professor. That then provided an environment where students could come into contact with the people who were shaping the disciplines they were studying. It was to be on a subject of the professor’s interest, so that sense of excitement was shared.
Why should a bright high school graduate come to a research intensive university? If you have an opportunity to work in the research subject of a professor for course credit, you could actually be part of the research team, to learn what research is all about. Then the value becomes really evident. That was the intent behind the Research Opportunity Programs, the 299 courses, to allow students in their second year to be part of an active, engaged research program directed by a professor, but giving them course credit for it. The 399s move this same experience abroad, to let a student do research outside of Canada, supervised by a professor. This allows students to realize how variable the concept of research is—it is a world of research, and gives students the opportunity to be a part of this globalized sense of new knowledge.
6. What do you like best and [least] about being a professor?
I like so many things! I like being able to identify what I think young people need to know, to take what interests and engages me and turn it into a program that will help undergraduate students find some measure of self-knowledge: some way to put themselves in the parade of human civilization, to be able to read documents and cities, to be able to understand literature and art-essentially all of the things that make us human. I also really enjoy dealing with young people, because they possess a sense enthusiasm and openness. I love discovering new knowledge, and making that knowledge available to others through publication. I have done numerous video series, and give many public speaking engagements. It is a responsibility—we are paid by the public purse, and we have an obligation not just to our students, but to the community at large, and I find this shared knowledge experience really rewarding.
I dislike the bureaucratization of education, because it is impossible to measure excitement and engagement. Trying to quantify the experience of higher education is wrong. I also dislike the sense that some students, professors, and people believe that what we are teaching is not valuable because it may not be directly related to career training, that we should only be looking at the labor market. I think this kind of attitude has a destructive effect on the human imagination and the ability of entire nations to think creatively, to respond to the real questions of the world, whether its climate change or racism-these are the real issues that we have to train young people to think about and deal with.
7. How would you describe your teaching style?
I share my enthusiasm with my students. I usually lecture without notes, simply following the logical thread of my own arguments. There is a certain element of performance, in that I have to pay attention to the audience to make sure they are still with me. It is very much transmitting my knowledge and my excitement about that knowledge to students in a way that will excite their curiosity. I once had a colleague that said to me, “You shouldn’t be interested in how you teach, you should only be interested in what you teach.” He told me that it is the student’s responsibility to learn, and that is dead wrong! The classroom is a shared experience.
8. What’s one value you hope to instil in your students throughout the course of your classes?
Curiosity. I want them to always have an open mind, to always realize what they don’t know and want to know more about, and to always see the world with a question mark at the end. As soon as you really believe you have an answer to something, you need to seriously reevaluate your opinions.
9. From your experience teaching, what qualities do successful students possess, whether it be in your taught classes or in university in general?
Obviously I value curiosity, but I also think discipline is incredibly important. The recognition that you have got to put something of yourself into every task you’re given. You have to give the time, you have to ask the questions, and you have to be engaged with the people that can help you. Students also need to possess a pleasure for learning, to find the experience of obtaining more knowledge fun and exciting.
10. What’s one thing you want students to take away from their university experience?
Self confidence: the belief that their training is such that they can solve the problems that they face, the confidence in who they are, that what they believe and what they say matters. There is however, responsibility attached to that—you have to make sure that what you say is accurate, and to be respectful of the opinions of others who might disagree. Simply put, it is curiosity, respect for others, recognition of your own ignorance and the ability to communicate what you think and what you believe effectively and respectfully to others.
11. What do you know now that you wished you knew when you were my age?
I wish I knew how much there was to learn and to know. All people your age see the world as a sum total of their experience up to that time, or perhaps the experience of their parents or friends. When I did research in Europe for the first time as a graduate student, I really came to terms with the fact of how vast the universe of knowledge really is. I think I would have spent more time reading more books and doing more things. But, if you’re not having fun you’re doing something wrong.
12. Do you have any advice for students who are stressed out by their academic workload, especially during midterm and exam season?
Talk to your professors. Before you get to the point where you need to ask for an extension or are disappointed with a grade on a paper, go talk to your professors. We really do care about you, we are really concerned about your learning and about who you are, and the psychological balance that is required to be successful in university. We have all been your age, we know the stress that you’re under, especially today with students working long hours, or commuting great distances, often with family responsibilities—we understand all of this. But unless we actually know the precise circumstances of the individual student who is having trouble, we can’t help. Let us help you.
13. Many students are often intimidated by their professors, and often fail to take advantage of office hours. How would you suggest students go about taking initiative and seeking help?
What I think all students could realize is that if you just summon your courage and go to office hours you would see that professors are just regular people too. Even if you have nothing specific you want to discuss, just tell the professor that you want to talk to them because you find them an interesting person, or that you are really enjoying their class, or to discuss a book in more detail. If you are having problems, right from the beginning seek help. Again, we really do want to help.