Besides his work at the Higgins Armory Museum, invited lectures, academic conferences, and other public education, Ken has taught numerous college classes. His areas of expertise include medieval, Renaissance, and early modern cultural, intellectual, and social history; premodern technology; cultural encounters in the Middle Ages and Age of Exploration; ideas of race and racism; the history of sex and sexuality; and medieval and early modern military history.

Ken's philosophy is that a scholar must also be a public historian. Ultimately, we have to tell our stories to an audience and, unless our inquiries offer a fresh insight into the human condition, we are ultimately destined for irrelevance and antiquarianism. Furthermore, "expertise" in the writing in history should not belong just to those with the time and money to spend on graduate training. Rather, the tools of the profession must be placed in the hands of the people. Hoarding "expertise" and "authority" in the Ivory Tower creates artificial, undemocratic divisions; Ken actively works to break down these barriers and give authority back to those outside academe.

College classes he has taught include:

• Introductory classes in Modern and Pre-Modern World History
• Introductory classes in Modern and Pre-Modern Western Civilization
• Ancient History
• Medieval History
• The Renaissance and Reformation
• Medieval and Early Modern European Expansion and Colonization
• Medieval and Early Modern Warfare
• The History of Fencing and Dueling
• The History of Science
• Modern World History

He also teaches privately as a fencing instructor.

If you are an undergraduate or graduate student interested in having Dr. Mondschein as a thesis reader, or an advisor for a course of independent study, please have your academic advisor contact him directly (ken -at- kenmondschein dot com).

Ken's teaching philosophy, whether in the classroom or on the fencing piste, is geared towards the individual student. Each person is unique, bringing unique gifts, experiences, and insights with them, and learning in a different way. Teaching must, in turn, be tuned to each person's pitch. The best education is not accomplished through mechanical repetition of facts or by rote drill, but by awakening the student to the power of his or her own intelligence to see patterns in the world.

This approach is eminently well-suited to the teaching of history, for history is all around us. Behind the most seemingly mundane and everyday things lie centuries and even millennia of development. These stories, played out in the arenas of the arts, politics, and religion, tend to fascinate people. By uncovering the causes behind the effects, we not only gain a superior understanding of our world, but, by uncovering the universal principles that govern all of our lives, also empower ourselves to change it.