He left PowerPoint slides at the door. Instead, he brought artists, entrepreneurs, athletes and creators to NEWTON University – people whose stories opened a different world for students. A world of authenticity. František Zjevík created the course Inspiring Personalities and Professional Challenges, which has become a space for dialogue, questions and emotions that don’t fit into traditional syllabi.
Inspiring Personalities brings stories instead of slides
“Everything I ever wanted to be, I have already been. And now I’m just finding out who I really am.” This line, spoken by one of the course guests, perhaps best captures what Inspiring Personalities and Professional Challenges is about. Themes such as searching, authenticity and the courage to speak openly simply don’t fit into a standard syllabus.
František designed the course as an activity beyond the standard curriculum because he felt that students lacked contact with real life and the stories of people who had faced trials, failures and victories outside academia.
“This course is not about PowerPoint presentations. It’s about live conversations, human contact, values, mistakes and challenges,” he explains.
Over the semester, twelve sessions become a dialogue: the first and last are co-led with students, and the ten in between are hosted by guests – artists, athletes, entrepreneurs and public figures.
The following interview with František reveals what led him to create the course, what it has brought him, and why students have become his greatest source of inspiration.
Why did you even think of inviting external guests into your teaching? What led you to it?
I always felt that students lacked contact with real life, with what happens outside the school walls. Lectures often focus on theories, models, frameworks. But reality is different. That’s why I thought of bringing in people who have something to say. I know many inspiring people – artists, entrepreneurs, athletes – and I wanted their stories to reach students. To show them that a career is not a straight line, but a journey of searching, falling, detours and the courage to pursue what makes sense.
What did you expect from it? And did it meet those expectations?
I hoped it would “wake students up,” that a human story would resonate more than a slide deck. And it did. Many stayed after class, asked questions, discussed, shared their own experiences. I saw the teaching come alive. It met my expectations – perhaps even exceeded them. It created a new energy, a new type of relationship between us.
How did you choose whom to invite? Did you go for famous names, personal contacts, or themes?
Primarily by story and authenticity. I wasn’t looking for celebrities, but for people who had truly experienced, overcome, or created something. I wanted them to leave something behind for the students. I chose from friends, acquaintances, but also people I only knew through interviews or recommendations. And each guest had their place – some as sources of inspiration, others as challenges to think differently.
Was there anyone you invited who refused? Did it bother you?
Yes, it happened. Usually because of busy schedules or personal circumstances. I don’t take it personally. I believe everyone has their own timing and readiness to share. It bothered me a little on a human level, but I also believe everything has its time – maybe next time it will work out.
Which guest surprised you the most, whether by topic, approach or students’ reactions?
An actor who at first seemed very quiet and unassuming. But when he began speaking about self-doubt, stage fright and an identity crisis, the whole class fell silent. He was incredibly authentic, and the students tuned in completely. It was a powerful moment – a silence that had weight.
Who surprised you most with an unexpected comment or question?
One actor began telling the story of his greatest life crisis and then asked: “And what about you, František, when was the last time you cried in front of your students?” It caught me off guard, but then I answered. And it was liberating. And human.
How did students respond? Were there moments when you thought: ‘This was really worth it’?
Yes, several times. When I saw students staying after class to keep talking with the guest. When they asked about things we don’t usually address in teaching – fear, failure, relationships, the meaning of life. Those are the moments you know it wasn’t just another lecture. It was an experience.
Did it ever happen that it didn’t work out? How did you deal with it?
Once, a guest spoke very bluntly, without a filter. Some students didn’t like it. After class, we discussed it openly. It wasn’t about saying it was wrong, but about understanding why he spoke the way he did and what we could take from it. That was also a lesson – about respect and difference.
Did these meetings change the dynamics of teaching?
Fundamentally. Students ask more questions, they’re less afraid to speak up, they share more. It’s no longer a one-way lecture. It’s a dialogue, a two-way energy. Teaching has become a space for questions that don’t normally come up. And that, I think, is the greatest benefit.
Where do you see the added value when students hear a real-life story live?
In authenticity and unpredictability. It’s not a prepared script. The story is live, raw, sometimes emotional. Students hear how people coped with failure, what motivated them, what they regretted or were proud of. And that touches not just the mind, but also the heart. That’s where true change happens.
Was there a thought from a guest that stuck with you?
Yes. “Everything I ever wanted to be, I have already been. And now I’m just finding out who I really am.” That was said by a musician, and I still think about it. There’s great depth in it.
Did the guests have anything in common, regardless of their field?
Humanity. And honesty. They all spoke from a place where there was no need to play a role. They shared both their failures and their successes, openly. And that connected them to the students. Because that’s where we all can relate.
What did these meetings bring you as a teacher and as a person?
Openness. Humility. And joy in being a bridge between worlds. I feel that teaching gained a whole new dimension through it. And I myself grew both personally and professionally thanks to those conversations.
Did you take anything from it into your own practice or life?
Definitely. For example, not to be afraid to be authentic. Sometimes you don’t need answers, just better questions. And I’ve learned to value silence, the space between words. That’s also part of learning.
If students could take just one thing from these meetings, what would you want it to be?
That they allow themselves to find their own path. Even if it sometimes hurts. And that they realise no mistake is the end of the world – just another chapter. Life isn’t linear. And that’s okay.
Is there anyone you’d love to invite one day if there were no limits?
Helena Vondráčková. Honestly. She’s an icon who has survived decades on stage with grace and poise. I have a personal connection to her. I think she would give students much more than they’d expect.
How did students respond to this new type of course? It wasn’t a typical class…
That was the strength of it – that it wasn’t typical. At first, students may not have known what to expect. But they quickly realised it wasn’t just about “meeting and listening to a guest.” An authentic atmosphere formed: sharing, trust, mutual listening. Each guest gradually became part of each of us. It was beautiful to see students opening up, discussing, or simply listening in silence.
What specific feedback did you receive from students?
It was wonderful. They told me they enjoyed it, that they looked forward to each session. They were touched by the guests’ stories and by the fact that teaching was spoken about differently. Some wrote to me even after the semester, saying they remembered the course as something exceptional. And I know that without the students, the course would never have worked. If they hadn’t been engaged, it wouldn’t have made sense. The course lives through their presence, their energy, their interest. And I value each one of them.
What do students mean to you in the context of inspiration and teaching?
Honestly? They are my inspiration. I may bring in the guests, but they bring openness, curiosity, trust. When they talk to me after class, when they ask, when they share their opinions – it enriches me enormously. I learn from them. The approach I give them is the approach I get back. And that’s fundamental for me. It’s a relationship, not a one-way process.
What would you like to say to your students in conclusion?
I would tell them they’re not just listeners in a classroom, but co-creators of the whole experience. Thanks to them, this course could even exist – and grow. I’m grateful they went with me into something new, unknown, without the guarantee that it would be “properly academic.” But precisely by daring to step outside syllabi, outside PowerPoints and grades, something genuine was created.
They should remember that their story matters. That each of them has something to offer the world. And that authenticity, courage and openness are not weaknesses, but strengths. If they ever lose direction, they should return to what’s real within them. They should never be afraid to ask, to search, to share. Because that is where their greatest potential lies.
And finally – thank you all. Not just for taking part, but for showing me that it all makes sense. You are more than students to me. You are my inspiration.
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