Jamil K.

Jamil K.

£30 - £32 /hr

Intellectual History (Masters) - University College London University

20 completed lessons

About me




My MA in intellectual history is a window into my multiplicity of interests; it allows me to consider developments in artistic, cultural, musical and popular history. I research Jewish 19th century history but am also a poet, musician and artist.


I organise conferences, on topics ranging from the Frankfurt School and Idealist philosophy to Latin American History and Environmental geography.


Music is my major love, I was the timpanist last year in the premier of Charles Gonoud’s Opera, Polyueucte and also play extensively in folk music groups throughout the capital.

I write and perform and have run reading groups and poetry nights. I have also taught music, both as individual tuition, and in groups.






My MA in intellectual history is a window into my multiplicity of interests; it allows me to consider developments in artistic, cultural, musical and popular history. I research Jewish 19th century history but am also a poet, musician and artist.


I organise conferences, on topics ranging from the Frankfurt School and Idealist philosophy to Latin American History and Environmental geography.


Music is my major love, I was the timpanist last year in the premier of Charles Gonoud’s Opera, Polyueucte and also play extensively in folk music groups throughout the capital.

I write and perform and have run reading groups and poetry nights. I have also taught music, both as individual tuition, and in groups.



Show more

About my sessions

Central to my approach is identifying loves and memorable impressions (even strong dislikes!)

Whether dates, pictures, or figures, I find hooks upon which to hang information when trying to fill in a larger picture.


Aided by breadth of knowledge/interests, I draw on extensive repertoire to find these hooks, and offset difficult learning processes with engaging insights/ activities which establish confidence for any Qs.


Progress is measured via student's ability to deal with any question from personal/ unforgettable knowledge, and the more quantifiable process of total factual material.


Having a musical/artistic background, I present genuinely difficult concepts and processes in imaginative ways-rearranging things in lots of different ways to find one that sticks.


As a philosopher, I am also able to be precise, and as a poet, analogy is a useful tool, for making clear something that might not appear obvious as is!



Central to my approach is identifying loves and memorable impressions (even strong dislikes!)

Whether dates, pictures, or figures, I find hooks upon which to hang information when trying to fill in a larger picture.


Aided by breadth of knowledge/interests, I draw on extensive repertoire to find these hooks, and offset difficult learning processes with engaging insights/ activities which establish confidence for any Qs.


Progress is measured via student's ability to deal with any question from personal/ unforgettable knowledge, and the more quantifiable process of total factual material.


Having a musical/artistic background, I present genuinely difficult concepts and processes in imaginative ways-rearranging things in lots of different ways to find one that sticks.


As a philosopher, I am also able to be precise, and as a poet, analogy is a useful tool, for making clear something that might not appear obvious as is!



Show more

Personally interviewed by MyTutor

We only take tutor applications from candidates who are studying at the UK’s leading universities. Candidates who fulfil our grade criteria then pass to the interview stage, where a member of the MyTutor team will personally assess them for subject knowledge, communication skills and general tutoring approach. About 1 in 7 becomes a tutor on our site.

DBS Icon

Enhanced DBS Check

11 Dec, 2018

Ratings & Reviews

5
11 reviews
5
4
0
3
0
2
0
1
0
NC

Nadine Parent from CHISLEHURST

14 Mar

Another enjoyable lesson!

14 Mar

Jamil's reply

Thank you! I enjoy teaching Anthony, and he has a lot of aptitude for the subject!

ZT

Zivile Parent from Swindon

12 Mar

My son absolutely loves his lessons. Always on time. I can see such an improvement in my sons knowledge. A+++ We are very happy to have found such wonderful tutor.

14 Mar

Jamil's reply

Such a kind review!! I'm very happy that we're making such good progress!

NC

Nadine Parent from CHISLEHURST

28 Feb

Anthony rated you himself and really enjoyed your lesson!

28 Feb

Jamil's reply

I'm really glad!! He picked everything up so quickly!

ZT

Zivile Parent from Swindon

17 Feb

i was just a bit late in joining lol

Show more reviews

Qualifications

SubjectQualificationGrade
EconomicsA-level (A2)A*
Government and PoliticsA-level (A2)A*
HistoryA-level (A2)A*
Government and HistoryDegree (Bachelors)DISTINCTION

General Availability

MonTueWedThuFriSatSun
Pre 12pm
12 - 5pm
After 5pm

Pre 12pm

12 - 5pm

After 5pm
Mon
Tue
Wed
Thu
Fri
Sat
Sun

Subjects offered

SubjectQualificationPrice
HistoryA Level£32 /hr
PoliticsA Level£32 /hr
EconomicsGCSE£30 /hr
HistoryGCSE£30 /hr
PoliticsGCSE£30 /hr
HistoryUniversity£32 /hr
PoliticsUniversity£32 /hr

Questions Jamil has answered

To what extent is socialism a coherent doctrine?

The emphasis of the question must be borne throughout any answer, notably "extent" (which requires any conclusion to consider the degree of difference) and "coherent" (a term which has a connotation of normative judgement as opposed to unified or singular for instance.)A good answer would both outline distinct ideological forms within the tradition of socialism, and reflect and compare on the degree of their compatibility. To make the essay manageable I would suggest dividing an answer into three obviously distinct traditions. The first parliamentary socialism, the second revolutionary socialism, and the third "Third-Way socialism" which are sufficiently variant so as to be able to show the skills of comparison and evaluation. A neat structuring would be :1.) Outline the commonalities between the three: the belief in some notion of fundamental equality, public ownership, and a criticism of capitalism, above all 2.) Address parliamentary democracy's origin as being distinct historically, because of the vote not existing at the time of Marx's writing or earlier socialist writers, but also explain that it won the support of all socialists at the time. 3.) Begin the second section by outlining revolutionary socialism's critique of parliamentary process as "bourgeois" , or a "committee for managing the affairs of the ruling classes" (Marx), but then point out that revolutionary groups have used parliamentary means at times. 4.) Begin the third section by outlining "Third-Way" socialism's criticism of both other traditions as belonging to the past, and its offer of a socialism for the present period's consensus on liberal democracy and regulated capitalism, but also describe how it has transformed the notion of equality, and public ownership that both other groups were committed to. To give contextual strength to this argument, historical examples of both the incoherence of differing schools of socialist thought (for instance the Mensheviks and the Bolsheviks in the Russian Civil War) and unity, for instance the opposition of all socialist traditions to the radical freemarket economics of Thatcher and Reagan in the 70s. Conclude by weighing the initial differences against the criticisms the schools offer of each other.The emphasis of the question must be borne throughout any answer, notably "extent" (which requires any conclusion to consider the degree of difference) and "coherent" (a term which has a connotation of normative judgement as opposed to unified or singular for instance.)A good answer would both outline distinct ideological forms within the tradition of socialism, and reflect and compare on the degree of their compatibility. To make the essay manageable I would suggest dividing an answer into three obviously distinct traditions. The first parliamentary socialism, the second revolutionary socialism, and the third "Third-Way socialism" which are sufficiently variant so as to be able to show the skills of comparison and evaluation. A neat structuring would be :1.) Outline the commonalities between the three: the belief in some notion of fundamental equality, public ownership, and a criticism of capitalism, above all 2.) Address parliamentary democracy's origin as being distinct historically, because of the vote not existing at the time of Marx's writing or earlier socialist writers, but also explain that it won the support of all socialists at the time. 3.) Begin the second section by outlining revolutionary socialism's critique of parliamentary process as "bourgeois" , or a "committee for managing the affairs of the ruling classes" (Marx), but then point out that revolutionary groups have used parliamentary means at times. 4.) Begin the third section by outlining "Third-Way" socialism's criticism of both other traditions as belonging to the past, and its offer of a socialism for the present period's consensus on liberal democracy and regulated capitalism, but also describe how it has transformed the notion of equality, and public ownership that both other groups were committed to. To give contextual strength to this argument, historical examples of both the incoherence of differing schools of socialist thought (for instance the Mensheviks and the Bolsheviks in the Russian Civil War) and unity, for instance the opposition of all socialist traditions to the radical freemarket economics of Thatcher and Reagan in the 70s. Conclude by weighing the initial differences against the criticisms the schools offer of each other.

Show more

4 months ago

86 views

Send Jamil a message

A Free Video Meeting is a great next step. Just ask Jamil below!


Send a message

How do we connect with a tutor?

Where are they based?

How much does tuition cost?

How do Online Lessons work?

mtw:mercury1:status:ok