As author and educator, what do I offer?
Irecently gave a class on filmmaking to people seated in front of me.
Nothing remarkable in that, you might think, but this was only the second time since the pandemic, when I shifted my work online, that I’d found myself teaching in a physical environment. (The first — much enjoyed also — was in moderating a Q&A with a filmmaker after a screening of their documentary.)
Don’t get me wrong, I enjoy Zoom classes with folks from around the world, love the spectrum of perspective and sensibility I encounter, but the immediate sense of connection I felt, facing a hundred people, seeing them listen, hearing and answering their questions, reminded me of what life was like before covid and even long before that, in the analogue and internet-free years of my earlier days .
What was it that my audience, at this recent event, were responding to?
To what I had to say, maybe? Yes, I hope they were. But along with that — for which I was grateful and excited by — those people, I could feel, were responding to me. To my flawed, faulty, vulnerable, far from perfect but I hope occasionally adequate self. A self that gets stuff wrong. A self with so much to learn, most of which it never will. A self that may not completelty understand, even if it wants to. A self that has ever more questions than answers.
And yet…
The common humanity in us all sparked and the session came to life.
Now I realize this can happen in my online sessions too. It’s not the same, perhaps. We’re not breathing the same air. Not blinking in the same light. Not bordered by the same walls, entering and leaving through the same doors, sitting under the same lights, hearing the same, hopefully muted sounds from the world outside…
What can work in the cyber world though — and my recent real space experience has shown me this—even without the sharing of common physical boundaries, is not simply the validity of what I’m teaching, which by and large I believe holds up, but the personal nature of my approach.
By not simply regurgitating assumptions, as some educators in my field of filmmaking might tend to do, but by looking for questions that have been forgotten, ignored, or never considered, and by embracing challenges never posed or hard to resolve, in my own way, taken from my own voyage of exploration and discovery, I try to bring class members to see the nature of film and filmmaking through fresh perspectives.
In order to do this, I have to be myself, at least what I feel is myself. Not all-knowing, not definitive, still learning, vulnerable, fallible, but me. Thinking in the way I do, feeling in the way I know doesn’t always accord with the modes of others.
This isn’t a case of ignoring the insights and wisdom of filmmakers across the world gleaned throughout the history of cinema. I bring in comments and observations from this sphere too. But also from beyond it, from novelists, philosophers, artists, cultural commentators of one viewpoint or another. But my selection of that discourse is personal, rooted in my own encounters with it, and presented through my personal take.
Anchors, inspirations, constant refreshers come as books and films of metafiction, auto-fiction, the hybrids of documentary and fiction, and sometimes just an autobiography I get lost in. Works in which the human voice, the human connection of disparate elements, subject matter, worlds and times, the defiance of genre boundaries, in which the medium’s awareness of itself constitute questions and paradoxes.
Films and books, in other words, that defy not only tired conventions and assumptions, but avoid anything that might fall within the arid, machine regurgitation of AI.
Some examples of movies:
Kaouther Ben Hania’s Four Daughters, in which the filmmaker uses both real people and actors playing them, to explore events in the traumatic lives of a mother and her daughters.
Gianfranco Rosi’s Below the Clouds, in which past and present lives, in and around Naples, are juxtaposed. Humanity as stone relic. Humanity as daily crisis and compassion.
Chloe Zhao’s Nomadland. Non-fiction chronicle and fictional road movie.
Terence Davies’ Distant Voices, Still Lives: the elegance of people in a working class universe revealed through sublime cinema.
And book examples:
The works of W. G. Sebald. Like much of what is sui generis, imitated by others. Chronicle, anecdote, oblique stills — what is fiction, what is not?
Didier Erebon’s Returning to Reims — a journey into France’s class system by way of autobiography, history, and insight into the homophobia suffered by the author.
Martin Amis’ Inside Story, Julian Barnes’ Departure(s), Geoff Dyer’s Homework: A Memoir. All of which tap into my English sensibility, both the mischief of the culturally privileged Amis and Barnes, who mingle painful memoir with lashings of what I can’t help but see as posh soap, and the working class insolence of Dyer, his eloquent, irreverent voice never destined to reach the page but there nevertheless.
Matthew Specktor’s The Golden Hour, which interweaves personal memoir, LA history, and fictionalized encounters between Hollywood grandees, fit to rile any by-the-book documentarian.
Plus classics: Pessoa’s The Book of Disquiet — no book, film, course of class can amount to anything without disquiet.
And Nabokov’s Speak, Memory — the juxtaposition and connection of the disparate evoked through recall.
And the work that blew open the intellectual laziness I’d allowed to shut down my awareness, such as it might have been. Language. Consciousness. Meaning. Analytical philosophy as wake-up call. Wittgenstein’s Philosophical Investigations.
No machines behind these films and books. No slop. But human voices finding paths through their uncertainties, self-doubts, transgressions, through their not-knowing… Filmmakers and writers who not only address their viewers and readers in their own manner but who reflect on that address, who seek to understand what it is, how it works. Not to do as others do and be as good or better, but to be theirselves…
It’s what I try to do, am told I do, as writer, educator, as interlocutor to those I work with, exploring not only what to think, perhaps, but possible ways of thinking.
Not the repetition, distortion, misunderstanding, outright misrepresentation of what has been, what is out there, not the AI ready recipes, but myself finding my way through what I love and obsess over, so that I might understand it better but still need to understand it more, and as I do that, prepare my students so that they may go on to take their voyages for themselves.
The best teachers make some of the best students. They learn by teaching. Just as the best filmmakers become the students of the films they make, learning by making them.
Strange, maybe, to say it then, but that evening speaking to, and listening to those filmmakers and film watchers*, some young, others older, not only reminded me of both the delight and effectiveness of educational interaction in real space, but revealed what is central to educational activity in any context, physical or cyber:
Our shared humanity.
Peter Markham
February 2026
*The event was at the CineSol Film Festival in Brownsville, Texas.