For me, the challenge in teaching theoretical subjects lies in whether it will succeed in becoming a promotional surface for thinking about art. Whether you can make a subject interesting for the students, which means making them engaged in it? And becoming engaged means understanding that conceptual and historical thinking are tools and skills that are important to them. If it is successful, it is a winning case for theoretical education.
My professional interest is guided by questions about the patterns of artistic and theoretical thinking, and my questions are often inspired by ‘laic’ assumptions. This ambition is reflected in the titles of my published volumes as well: Nincs megoldás, mert nincs probléma (No Solution As There Is No Issue), 1992; Hagyni a teóriát másra (Leaving the Theory To Others), 2000; Szakítópróba (Tear Test), 2015.
For me, not locking yourself within the walls of a discipline, however cosy that may be, is part of the professional activity itself.