Faculty Spotlight: Keith Krasemann
Department: Philosophy and
Keith Krasemann believes solid relationships in his classes are critical in the learning process.
"The significance of learning, from what is learned and how easily knowledge is learned, is directly related to the kinds of relationships that are involved in a classroom," he said. "What I aim to do is to connect with my students in a way in which magic happens. If I do that, then knowledge gets communicated in a non-threatening way."
One way that Krasemann employs his "magic" is through Socratic questioning, which makes possible a dynamic and critical approach to problem-centered inquiry.
"My style is to pose good, important questions that elicit genuine responses that get students thinking, writing and discussing. Whenever and wherever possible, I try to get my students actively involved in their own learning," he said. "I'm dealing with human beings who are novel and unique in the sense that no other human being in the world has exactly the same combination of life experiences. To be able to help people clarify their own thinking about their lives and about key questions in life is always exciting to me."
A Fulbright to China stimulated his interest in Asian studies and has energized his teaching, a fact that impacts Krasemann's students.
"The world has become more and more interdependent. I feel that education needs to bring more nonwestern perspectives into the classroom. Students will benefit from a more complete picture of the world in which they live. There are rich learning possibilities within Asian thought and practice that can help fill in the gaps in our western perspectives."
Krasemann, who has been teaching at College of DuPage since 1992, holds several master's degrees and a doctorate from Northern Illinois University. He has written six books, including "Quest for Goodness: An Introduction to Ethics," "Questions for the Soul: An Introduction to Philosophy," "Ethics: Theory and Practice" and "The Role of Time Consciousness in Lifelong Learning." In addition, he has published numerous articles and book chapters.
He views education as largely transformational. While his students learn and transform, so does Krasemann.
"I don't separate teaching from learning. One can always learn more and as one learns, that individual keeps growing as a person," he said. "The right kinds of questions can keep you growing for a lifetime. I am curious. Philosophers are curious. I continue to read, learn and talk to students and listen to their responses. This is what I love to do."
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