S!JOHN'S College
A N NAP OLI S · S AN TA FE College Calendar 2010-2on College Calendar 2010-2on
SANTA FE ANNAPOLIS
201:0-20II 20J0-20II
August24 Upperclass Registration August24 Freshman Registration August25 Freshman Regisn·ation and Convocation August25 Uppcrclass Registration August26 Classes Begin with Seminars August26 Convocation October 8 - n Long Weekend August26 Undergraduate Classes Begin with Seminars November 23 - 29 Thanksgiving Recess October TS - 18 Long Weekend Decemberr6 End of First Semester November 24-28 Thanksgiving Recess December r6 - January 10 Winter Vacation Decemberr6 End of' First Semeste1 Januaryro Second Semester Begins December 17-January r6 Wimer Vacation
February 4 - 7 Long Weekend January r4 January Freshman Registration March 4 - 21 Spring Vacation Marchr2-27 Spring Vacation
May13 End of Second Semester Mayr9 End of Second Semester Mayr5 Commencement May21 Commencement
SUMMER 20II SUMMER 20IT
June 20 Graduate Institute Summer Session Begins May30 January Freshman Second Semester Begins Augustn Graduate Institute Summer Session Ends June r3 Graduate lnstinne Su=er Session Begins August4 January Freshman Sernnd Semester Ends August4 Graduate Institute Summer Session Ends
2 3 Table of Contents
6 Introduction
THE CURRICULUM
8 Seminar 9 Preceptorial IO Tutorials 13 Laboratory 17 Formal Lecture 19 St. John's List of Great Books
THE ACADEMIC ORDER
24 Tutors 25 Instruction Committee 25 Library 26 Schedules 27 Essays and Examinations 28 Academic Standing 29 Degree ofBachelor of Arts 29 Graduate Study and Careers after St. John's 30 Graduate Institute in Liberal Education 30 DegTee of Master of Arts in Liberal Arts 32 Degree of Master of Arts in Eastern Classics
3~, Bibliography
35 Board of Visitors and Governors
36 Faculty
53 Officers, Associates, and Staff
5'f Campus Maps
56 Tuition and Fees
5 Introduction This conversation, however, is unavoidably one sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discus sion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifesta tions. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic-the arts oflanguage; and arithmetic, geometry, music, and astronomy-the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use ofwords and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measuring, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experimentation, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think freely for themselves. By these means, students will be able to envis age actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the St. John's College is a community dedicated to liberal education. liberally educated human beings, the college world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. guidance, men and women can free themselves from the wantonness of prejudice and the narrowness dfbeaten paths. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral Under their discipline, men and women can acquire the habit of listening to reason. A genuinely conceived liberal arts obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will curriculum cannot avoid aiming at these most far-reaching of all human goals. to become free and responsible citizens. The aim of the education offered by St. John's College is the liberation of the human intellect. This is an education St. John's College is persuaded that a genuine liberal education requires the study of great books - texts of words, for all, regardless of a person's race, ethnicity, sex, religious beliefs, country of origin, economic background, age, symbols, notes, and pictures - because they express most originally and often most perfectly the ideas by which disability or sexual orientation. By reading great books and struggling together with the fundamental questions that contemporary life is knowingly or unknowingly governed. These books are the most important teachers. They are they raise, students and their teachers learn from their differences and discover more deeply their shared humanity. In both timeless and timely; they illuminate the persisting questions of human existence, and they bear directly on the this and other ways, a diversity of background and experience enriches our community oflearning. Because it offers problems we face today. Their authors can speak to us almost as freshly as when they spoke for the first time, for what an education for all, St. John's College has sought and continues to seek to make its program of study known and they have to tell us is not of merely academic concern or remote from our true interests. They change our minds, move available to people of diverse backgrounds. our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, there fore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation.
6 The Introduction The Introduction 7 The Curriculum There are generally not more than ten students in a pre THE SEMINAR seminar, students from different groups compare the ceptorial. Glided by a tutor, they proceed at a pace points made in their discussions. more leisurely than that permitted by ilie seminar. The heart of the curriculum is the seminar - a discus Except for the requirements of common courtesy, Usually, the students' work is completed by some form sion of assigned readings from the books of the there are only two rules: first, all opinions must be of written work, either a formal paper or a presentation program. In each seminar seventeen to twenty-one heard and explored, however sharply they may clash; to the class. students work with two members of the faculty who second, every opinion must be supported by argument Listed below are some of ilie preceptorial subjects serve as leaders. The group meets twice a week, on - an unsupported opinion does not count. In a fresh offered on the two campuses in recent years. Monday and Thursday evenings, for two hours - or man seminar the students may tend to express their sometimes longer if the topic under discussion has opinions with little regard for their relevance to the Heidegger: Being and Time aroused a sustained and lively conversation. The assign question or their relation to the opinions of others. Design and Expression in the Visual Arts ment for each seminar amounts, on the average, to Gradually, in their interplay with one another, the around eighty pages of reading, but may be much students learn to proceed with care, keeping to the Joyce: U/yJ'J'eJ' shorter if the text happens to be particularly difficult. topic and trying to uncover the meanings of the terms Saussure: CourJ'ein GeneralLinguisliCJ' The seminar begins with a question asked by one of they use. They learn, gradually also, that to some extent the leaders. Thereafter the seminar consists mostly of tlle procedure of the seminar varies with the kind of Readings in Lao Tsu.and Confucius . ···························· ····································································································· student discussion. Students talk with one another, not reading under study; poetry is not philosophy, and it can only recognized authority. Consequently, all opinions must Aristotle: MeraphyJ'ics just to the leaders. They do not raise their hands for require a different approach. Such progress in learning ······························································· ...... be defended with reason, and any single opinion can prevail permission to be heard, but enter the discussion or together may be crowned by sudden insights on the part Darwin: Nalllral Selection only by general consent. The aim is always to develop the ·················································r·········· withdraw from it at will. The resulting informality is of a few of the seminar members, or by occasions when students' powers of reason and understanding and to help Plato: Republic tempered by the use of formal modes of address. the seminar as a whole achieves illumination. them arrive at intelligent opinions of their own. Marquez: One Hundred YearJ' cfSolitude Once under way, the seminar may take many forms. The course of the discussion cannot be fixed in Every freshman, sophomore, and junior submits an It may range from the most particular to the most advance; it is determined rather by the necessity of "fol Galileo: Dialogues on the Two Chief World SyJ'terns essay on some theme suggested by the seminar readings. general. The reading of Thucydides, for example, is lowing the argument," of facing the crucial issues, or of ······························································· ································· In Santa Fe, an essay is submitted each semester; in Shakespeare: Selected Plays almost certain to elicit a discussion of war and aggres seeking foundations upon which a train of reasoning Annapolis, each year. The essay is not a research paper sion and to bring to the surface the students' opinions can be pursued. The argument does not necessarily lead Metaphysical Poets with extensive footnotes and a bibliography, but rather and fears about the wisdom or error of national policies. to the answer to a question. More often than not the an attempt on the part of the students to set out in Bosch and Bruegel Homer and Dante prompt reflections on human virtues question remains open with certain alternatives clearly writing, as clearly as they can, their own thoughts on and vices and on humanity's ultimate fate. Sometimes a outlined. The progress of the seminar is not particularly Kant: Critique effudgme1u some aspect of ilie liberal arts. The essay in the second seminar will devote all its time to an interpretation of smooth; the discussion may sometimes branch off and semester becomes the center of their final oral examina Hobbes: Leviathan the assigned reading, staying close to the text; at other entangle itself in irrelevant difficulties. Only gradually tions. For sophomores the ammal essay holds a position times the talk may range widely over topics suggested by can the logical rigor of an argument emerge within the Augustine: City cf God of special importance: it becomes a major part of the ·························································· the reading, but bear only indirectly on the text itself in sequence of analogies and other imaginative devices by process called enabling (see page 28). Austen: Selected Novels the minds of the participants. In the coffee shop after which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able THE PRECEPTORIAL Faraday: Experimental RerearcheJ' in Elecmcity andMagnetism for some time to extricate itself from such a course. At ...... its best, the seminar may reach insights far beyond the For about seven to eight weeks at the end of the first Ethical Problems in Medicine initial views held by any of its members. semester seminars of ilie junior and senior classes are Under these circumstances, the primary role of the replaced bypreceptorials. These are small groups of ~-i~r::~.~~~:.!.u:'.7%~.o.t.c.~.:.!.~°.~...... ························· ...... leaders is not to give information, nor is it to produce the students engaged in the study of one book, or in explo "right" opinion or interpretation. It is to guide the dis ration of one subject tlrraugh several books. Students cussion, to keep it moving, to raise objections and to help are usually given a choice of twenty-five to thirty pre the students in everywaypossible to understand the ceptorials on books or subjects of particular interest to author, the issues, and themselves. The most useful the tutors who offer iliem. Students may suggest a topic instrument for this purpose is the question; perhaps the and invite a tutor to study it wiili iliem. most useful device of all is the question "Why?" But the Although many preceptorials study one of ilie books leaders may also take a defmite and positive stand and of tl1e seminar list, or a ilieme suggested by the enter directly into the argument. Ifthey do so, however, program, some preceptorials may deal with books and they can expect no special consideration. Reason is the themes ilie students would not otherwise encounter.
8 The Curriculum The Curriculum 9 THE TUTORIALS studying these languages, by translating from iliem into English, and by comparing them with each other and The seminar cannot suffice as the only setting for liberal with English, the students lem·n something of the nanrrc education. By its very nature, the seminar does not give oflanguages in general and of their own in particulm·. the student an opportunity to cultivate tl1e habits of During the four years, then, they srndy language as the methodical and care/Ul study and of persistently precise discourse of reason, as the articulation of experience, discussion and Vl~·iting. Other learning experiences must and as the medium of the art of poetry; and both directly therefore support it; these are the l1ttorials in language, and indirectly, through the intermedim7 of foreign mathematics, and music. For each of four years, a student tongues, they study their own language. They discover attends one language and one mathematics tutorial three the resources of articulate speech and learn the rules times a week.. Sophomores also attend a music tutorial. that must govern it if it is to be clear, consistent, and In the tutorials, around a table, about thirteen to effective - if it is to be adequate md persuasive. sixteen students study and learn together under the In the begim1ing, the emphasis is on the forms of direct guidance and instruction of a tutor. The rntorial words, the grammatical constructions, m1d the vocabu provides conditions for a small grnup to work together lary of each languag·e being sn1died. Thus the rapid toward a carefo.l analysis, often through translation or reading for the seminar, with its attention to the large demonstration, of an important work. As in the seminar, outlines and to the general trend md development of students talk freely with one another m1d with the rntor, ilie central idea, is supplemented IDd corrected by a but the discussion focuses sharply on assigned tasks. more precise and analytical study, one that is concerned 111ere are opportunities for all students to contribute with details m1d shades of meaning and with The French of the third year be1orins with a brief, It is equally regTcttable that competem mathematicians m,e their measure of instruction and insight to their lellows. the abstract logical structure and rhetorical pattern of a intensive study of French grammar followed by the often unaware of the philosophical assumptions upon Other rntors occasionally attend, seeking to learn about given work. Those are matters tlrnt do not come directly reading of a French text. The aim here is economical which mathematical equations and formulas are based. a particular subiect that they may later teach. into seminar discussions. The students' concern with progress toward facility in the reading of simple French. Mathematics at St. John's is sn1died as a liberal art, not Writing assig11ments are regularly made in all them in the language tutorial improves all their reading, Then follows examination of the form and content of >fftificially sepcffated from what have come to be called the classes: mathematics, music, and laboratory sections, as for whatever immediate end, deepens and enriches their French prose selections. Discussions of both form m1d humanities. When mathematics is taught at m1 unhurried well as in language cutorials. The students are thus nocr,:nu1mng, m1d increases their ability to think content are related to appropriate writing assi1o'11ments, pace, in an atmosphere of reflective inquiry, and from called upon continually to articulate and organize their including exercises in translation in which the students treatises chosen not only for their matter buc also for their thinking in both the written and spoken forms. A secondary purpose of the language tutorial is attempt to match in their own tongue the excellence of elcgm1ce and imagination, as it is at St. John's, mathemat support of the seminar. Some of the works read for their models. In the second semester a play is read ics becomes not only the most readily learnable liberal an THE seminar are also srndied in the tutorial, free from the Racine's Phedre. but also one that provides ready access to others and Specialization in higher education has led to a profound veil translation. Issues are brought to the The principal activity of the fourth year is the reading significm1t 10 The Curriculum The Curriculum 11 the real teachers. In the second semester, at least one strate propositions at the blackboard, and solve prob his predecessors, the students gain a notion of deductive THE lems. By doing this over four years, they learn a good science and of a mathematical system in general; they major work is analyzed closely. One of the aims of the St. John's program has been to deal of mathematics and they gain noticeably in rigor of be_come acquainted with one view of mathematical objects Seminars on great works of music a1'e included as restore music as part of the liberal m'ts curriculum. The thought, nimbleness of imagination, and elegance of - Its central expression found in the theory ofratios - part of the regular seminru' schedule. Instead of reading a smdy of music at St. John's is not directed toward per expression. But while they are practicing the art of which is buried under the foundations of ~odern matl1e teX1:, snidents listen to recordings of a composition ru1d formm1ce, but toward an understanding of the mathematics in all its rigor, they are continually encour matics. After Euclid, they begin tl1e study of Ptolemy's fmniliarize themselves with its score before the seminat' phenomena of music. The micients accorded music a aged to reflect on their own activity. Scores of. Almagest, centering tl1eir attention on the problem of meets. Group discussion of a work of music, as of a place among the liberal ffi'ts because they understood it questions, of which the following are examples, are "hypotheses" constructed to "save the appearances" in book, facilitates and enriches the unclerstm1ding of it. as one of the essential functions of the mind, associated raised during the four years: the heavens. That the Uttorial reads Ptolemy indicates the witb the mind's power to grasp number m1d measure. difference between the matl1ematics mtorial at St. John's Why and how do mathematical proofs carry such The liberal art of music was based, for them, on the conviction? What is a mathematical system and what are and tl1e ordinary comse in mathematics. Ptolemy presents rntios an10ng whole numbers. THE LABORATORY a mathematical theory of tl1e heavenly motions, but he In pm"licular, the music program at St. John's aims at gives more than that: his work is both an example of matl1- Three hundred yem·s ago, algebra and the arts of ana the undcrstm1ding of music through close study of ematics applied to phenomena and a compait.ion to the lytic geometry were intrnduced into European thought, musical theory and m1alysis of works of musical philosophical, poetic, and religious readings that are mainly by Rene Descartes. This was one of the great literature. Tn die freshmmi ycm·, students meet once a talcen tip in the first and second years. intellectual revolutions in recorded history, paralleling week to study the fundamentals of melody and its nota In the second year, the students continue the study and in pan determining the other great revolutions in tion. Demonstration takes place primarily by singing, of Ptolemy, with emphasis upon those difficulties and industry, politics, morals, and religion. It has redefined and by the second semester the students perform some complexities of the geocentric system that are brilliantly and trm1sfonnccl our whole naniral mid cultural vvorld. of the gTeat choral works. In the sophomore year, a transformed by the Copernican revolution. They studv ltis a focal point of the St. John's program m1d one that mtorial meets three times a week. Besides continuing Copernicus' transformation of the Ptolemaic th~ory i1;to the college takes special care to emphasize. There is the singing, the music tutorial reflects rwo different but heliocentric form. TI1ey neX1: take up the Conics of scarcely mi item in the curriculum that does not bear complementary aspects of music. On the one hand, Apollonius to learn a synthetic presentation of the upon it. The last two years of"tl1e program exhibit the music is intimately related to language, rhetoric, and very objects whose analytical treatment by Descartes far-reaching changes that J1ow from it, and tl1ese could poetry. On the other, it is a unique and self-sufficient marks the beginning of modern mathematics. After this not be appreciated without the first two years, which art, which has its roots deep in nature. they smcly analytic geometry, which presents the conic cover the period from Homer to DescmTes. The work of the tutorial includes an investigation of sections i11 algebraic form. They rim~ gain an under Modem mathematics has made possible the explo rhy1hm in words as well as in notes, a thorough investi standing of algebra as the "analytic art" in general, ration of narural phenomena on an immense scale m1cl gation of the diatonic system, a smdy of the ratios of . In the third year, calculus is sUtdied botl1 analytically in has provided the basis for what is known to us as the lab musical intervals, and a consideration of melody, coun Jts modem form m1d geometrically as Newton presented oratory. The imellecrnal tools of rhe laboratory are the terpoint, and hm,mony. None of these arc clone .apart it in his Principia fafarhemarica. In the second semester consequence of the vast project of study conceived by from the sounding reality of good music. The inven suidents take up Nevvton's tieannent of astrnnomy in tl;e the gTeat thinkers of the seventeenth century. They are tions of Bach, the songs of Schubert, the masses of Pnizcipia, in which he brings heavenly m1d emtluy based on a mathematical interpretation of tl1e universe, Palestrina, the Sr. il1artl1ew Passion of Bach, the operas motions under one law and replaces a purely geometric which transforms the universe into a great book ·written ofl\fozart, and the instrumental works of Beethoven are astronomy11~tl1 a" dynamic'' theory in which orbits are in mathematical chm,acters. determined by laws of force. TI1e year concludes vvith m1 Liberal lem,ning is concerned with the artifices of exmnination of Dedekind's theory of real numbers, the its proper beginnings and ends? What is the relation of the human mind and hmicl that help us to relate our endeavor to provide a rigorous arithmetical foundation for experiences to our understanding. For tl1is purpose, logic to mathematics? What do "better" and "worse " the calculus. TI1e mathematics U1torial is both m1 i1mo "ugly" and "·beautiful" signily in mathematics? Do ' St. John's has set up a three-year laboratory in the duction to physics and a foundation for the suidy of the naniral sciences, wherein characteristic and related mathematical symbols constintte a lanoi.iao-e? Are there 0 " . 0 0 philosophical outlook of the modern world. mathemancal objects"? How might the discoverer of a topics of physics, biology, and chemistry are pursued. In the fourth year, the reading ofLobachevski's particular theorem have come to see it? There is the art of measurement, which involves the approach to non-Euclidem1 geometry invites reflection analytical study of the instruments of observation and By means of such questions, which gTow out of the on the postulates of geometl'y, as well as on the naUffe measuremenl; crucial experiments are reproduced; daily work and which excite the imellect and the imagi of the geometric art as a whole. Seniors also study the interplay of hypothesis, theory, ruid fact has to be nanon at the same time, a discussion is initiated in the Einstein's special theory of relativity, which challenges carefully scrutinized. All of this is supported by the mathematics tutorial that is easily and often carried over our conventional understm1ding of the nanlfe of time mathematics tutorials, which provide the necessary into the larger sphere of the seminar. and space. understanding of mathematical techniques. 0fl1e students begin with the.£/emenuofEuclid. Using The task, however, is not to cover exhaustively the Euclid's organization of the mathematical discoveries of various scientific disciplines, to bring the sti.1dent up to } 2 The Curriculum The Curriculum J 3 date in them, or to engage in specialized research. It is TOPICS rather to make the smdcnt experience and understand The general topics of study have been chosen from the significance of science as a human enterprise involv elemcntm·y physical and biological sciences. 0CT1e ing fundamental assumptions and a variety of skills. The sequence of smdy may be outlined as follows: college does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. Different ISTYEAR fields of exploration require di ffcrent methods and 12 weeks: Observational biology techniques, but the integrity of scientific pursuits stems 20 weeks: Studies of matter and from sources common to all intellecmal lik. measurement, leading to the atomic theory of chemistry OF THE 0 1bpics in physics: mechanics, 111c laboratory program is largely determined by three optics, heat, elemicity, considerations relevant to the liberalization of the study magnetism of science: (1) The formally scheduled experimental work must be combined with a foll and free discussion of the instruments and principles involved in it. (::i) The 10 weeks: Quantum physics content of the work should be so chosen as to enable the 18weeks: Genetics, evolution, students to trace a scientific discipline to its roots in molecu]m· biology principle, assumption, and observation. Thus certain integrated wholes of sub1ect maners are to be selected FmsT as problems in which the roles of theory and experimen The labora:cory begins with twelve weeks devoted to topics tation can be distinguished through critical study. in observational biology: classification of types, anatomical (J) The schedule oflaboratory work should giVe oppor structure, cells and their aggregation and differentiation, tunity for leismely but intensive experimentation. and embryological development. Close observation by the The students must have time to satisl)1 themselves as to naked eye or with microscopes is accompanied by constant the degree of accuracy their instruments permit, to theoretical interpretation, based on reading important analyze procedures for sources of error, to consider works of biological scientists. Here tl1e swdent confronts alternative methods, an cl on occasion to repeat an orgmlisms as scU~moving entities \\~th properties of entire experiment. Only thus can they come to a mature wholeness, intimately dependent on, yet clistinct from, tlle m1derstanding of the sciences called "exact." surrmmdingworld. A laboratory section consists of fourteen to sixteen The freshman laboratory ne:\..rt tmns to the nonliving students working under the guida11cc of a tutor, with the in a search for fundamental laws. Archimedes on the help of more advanced srndents serving as assistams. lever m1d on hydrostatics is studied, then the laws of Sections meet two or three times a week. A laboratory equilibrium of gases, temperature, and calorimetry m'e session may be used for exposition and discussion of taken up, experimentally and in discussion of the rele theory, for experimentation, or for both, as the progress vant theories. These topics lead into an examination of of the work requires. In most cases, the basis for discus the phenomena, largely chemical, and the arguments that tion of force, acceleration, work, energy, and potential sion is a classic paper or other text directly related to the THE THIRD YEAR are involved in the theory that matter is composed of dis fields to their reformulation in terms of derivative and topic at hand; writings of Aristotle, Galen, crete particles. The student compm·es the views of TI1e third-year laboratory deals with topics common to integral; at the same time, the physical concepts serve Huygens, Newton, Lavoisier, lVfaxwell, Thomson, a m1mber of the traditional divisions of physics, such as Aristotle and Lavoisier on the nature of substance m1cl to illustrate the mathematical ideas. The concepts of Rutherford, and Bohr arc among those regularly used in med1m1ics, optics, m1d electrnmag11etism. Throughout substantial change, and goes on to study mid discuss mechm1ics are to be used to formulate alternative theo this way. In all the work of the laboratory and in the lab impommt original texts bem·ing on the development of the year, e1'.1Jerimentation is accompanied by the ries oflight - corpusculm· and wave - and the success oratory manuals written at the college, the purpose is to reading of importm1t original writings by Galileo, tlle atonlic-molecular tl1eory. Experiments m·e performed of either theory in accounting for optical phenomena is achieve an intimate mL1.l:ure of critical discussion and to help with the understanding of the texts and the Descartes, Huygens, Nevvton, Leibniz, Cm,not, and examined. The fundamental phenomena of electricity empirical inquiry. physical [md chemical transformation of which they Mmnvell. The mathematical tools of physics are to be and magnetism m·e smdicd observationally m1d experi speak. The year's work culminates in the resolution of the put to work in the laboratory at the same time that tl1eir mentally, m1d formulated in mathematical terms. The problem of determining atomic weights and in an exmni rigorous development is pursued in the mathematics final and culminating topic of the year is Maxwell's nation of some consequences of this determination. tutorials. As the tools of tllc calculus become available, derivation of an electromag11etic theory oflight. the emphasis shifts from a direct, qualitative descrip- The Curriculum 14 The Curriculum 15 THE FOURTH YEAR ments for their modern views of evolution and genetics. T E FORMAL LECTURE The lecuire is folJowed by a discussion. Here the lec The semester begins with Darwin and Mendel, pro n1rers submit themselves to prolonged questioning by ln many ways, the work of the senior year is a rcnun to ceeds to a synthesis, and theu traces developments in The eurriCLLlum as described so far calls for srudent the students, with the faculty participating. Often the questions the students first confronted as freshmen. cellular and molecular biology which are thought to participation m every active stage of the work. On discussion turns into a seminar. Thus the formal lecture During the first semester, the senior laboratory takes Ltp undergird this synthesis, as presented in seminal papers evenings, however, a different form or instruc serves two purposes: it inculcates in the students the anew the theory of atom ism - but the atom itself has by twentieth century biologists. In addition, this work tion occurs. The formal lecwre is the occasion when habit of listening and following the exposition or a become the object of study. Prepared by work with raises questions about whether there is purpose in the students have an opporwnity to listen steadily and subject they may not be familiar with, and it also pro electrical phenomena, the student can focus on the nature, whether there are natural kinds, what distin The subiect may be closely connected 11~th vides them an oppornmity, in the discussion period, to questions of atomic stability that led to the revolutionary quishes living from non-living, whether living things seminar, tutorial, or laboratory readings or it may open exercise their dialectical skills in a setting very different quanu1m hypothesis of Bohr and the wave mechanics of have a wholeness, and if so, what is responsible for it. up a new field of interest and test the srndcnts' rcadi from the classroom, It is here that they can test the de Broglie and Schrodinger. Through a sequence of nec;s to absorb new information and to follow arguments degree or their understanding and the applicability of historic scientific papers 16 The Curriculum The Curriculum 17 LECTURES AND CONCERTS ST. JOHN'S LIST OF GREAT BOOKS The folJowing list provides some cx8JJ1ples oflccrnres and "InteUecrual Sin: l11rce Case Studies" concerts on one or the other campus in recent The list of books that serves as the core of the curricu~ The chronological order in which the books arc read years: ]um had its beginnings at Columbia College. at the is primarily a matter of convenience ancl intelligibility; "The Spirirnal: A Cbmal Jl,.rt Form" University of Chicago, and at the University of Virginia, it docs not imply a historical approach to the subject lamesiV01ni Since 1937, it has been under continuous re1~ewat matter, The SL John's curriculum seeks to convey to '"'Con Buen Hmnbrc No Pan': St John's College, The distribution of' the books over sllldcnts an understanding of the li.mdamental problems Should 'llmik Cervames for Allowing Us w Make "Lcvinas: E;qKriments at the Limits the four years is sig11ifica11L More than two thousand that human beings have to face today and at all times, the p,_cqnaimance of Sancho Panza" / Wfdi?'r ,,,/p,·/mff years of' intellectual history form the background of the It invites them to reflect both on their continuities and Viaon(1 Jl!fom firsr two years; about three hundred years of history their discontinuities, "Freedom and Equali1y in Lincoln's Understanding of' form the background for almost twice as mIDy authors in The list of' books that constimtc the core of the the u rnPn-•on "The Questions of Lem· and Cordelia" the last two years, St John's program is subject to the Instruction George Rune!! Louis Petric/1 The first year is devoted to Greek authors and their Committee of the faculty, Those listed here m-e read at one "The Muses in Homer ancl Hobbes" pioneering understanding of the liberal arts; the second or both campuses, alth0l1gh not in their Ek11!1e Scany yem ranges from the Hebrew Bible to the si,neemh Books read in seminar ~U'e indicated by an asterisk, century seeds of modernilV; the thil'd year has books of' "111e Fall and Rise of the Islamic State'" "Revisiting Hegel's Dialectic of Desire ancl Recognition" the seventeenth and eighteenth cennffies, most of which Noalz Feku11a11 were written in modern languages; the fourth year brings on Faith and Reason" the reading imo the 1lineteemh and twentieth centuries, !l1ero!d VPestpha! Bach Cello Suites Peter Pe sic Zuzl! Bailey "Leibniz s New "Agonizing Over a Decision: V7hat Can Neuroscience Brendon Lasell Tell tis About rhc Between and Emotion?" lu!ieFiez Mi1c!ie!! il1i!!er ''Dies Irae Chant from the Middle to the Present" "Monnica' s Tears: Mourning an cl Conversion in Kad H1iuerbid1/er "Affirmative Race, Class, lmmig1ation, Nicolas De ff(11ren ancl the Constinnion'" and ~/lodern: Out the Debomlz J]!/a!mnud Sllifls in Meaning" Beethoven Piano Sonatas Andreas ,L/,,pf,''~''" "Preg1mnt Possibilities in A Room Own ., Ker/Ames 5 '·(Gravitons ' Ftc:e11w11 Dvson ''The Political ancl Philosophical Significance of Alfarabi's Political Regime" C/wdesE !Ju11erwo11/1 "ln Defense of Cicero" Vhiltcr Nicgorski 18 Tlic Curriculum The Curriculum 19 Marvell, Donne, and other 16tl1- and r?rh-centurypoets FRESHMAN YEAR Poems by: Descartes: Geometry, '7Jiscourse on Merhod Pascal: Ceneraaon ofConic Secaons *Homer: Iliad, Odyssey Bach: St. Matthew Passio11, Invendons *Aeschylus: Agamemnon, Ltbadon Bearers, Eumemdes, Prometheus Bowzd Haydn: Quartets *Sophocles: Oedipus Rex, Oedipus at Co/onus, Antigone, Plziloctetes, Ajax Mozart: Operas *Thucydides: Pe!oponnesia11 %r Beethoven: Third Symphony *Euripides: Hippolytus, Bacclzae Schubert: Songs *Herodotus: Histories Monteverdi: L'Otjeo *Aristophanes: Clouds Stravinsky: Symphony ofPsalnzs *Plato: Meno, Corgias, Republic, Apology, Crito, Phaedo, Sympostittn, Pamzenides, Theaetetus, Sophist; Tinzaew, Plzaedrw, Protagoras JUNIOR YEAR Aristotle *Poea'cs, *Physics, *Metaphysics, *Nicomachean Ethier, On ...... Generation and Cormpa'on, *Politics, Parts ofAnimals, Ceneraaon ofAnimals •Cervantes: Don Quirote Euclid: Elements Galileo: Two New Sciences •Lucretius: 011 tlze Naatre ofTlzings *Hobbes: Leviatha11 *Plutarch: "Lycurgtts," "Solo11" •Descartes: Meditaaom Rulesfar the Direcaon oft!te Mind Nicomachus: Arithmeac *Milton: Paradise Lost Lavoisier: Elements ofChemisoy La Rochefoucauld: Maximes Harvey: Monon ofthe HeartandBfood La Fontaine: Fables Essays by: Archimedes, Falrrenheit, Avogadro, Dalton, Cannizzaro, *Pascal: Pewees Virchow, Mariotte, Driesch, Gay-Lussac, Spemann, Stears, Huygens: Treatise 011 Liglzt, On dze Movement ofBodies by Impaa J.J. TI10mson, Mendeleyev, Bertl10llet,J.L. Proust *Eliot Middlemarclz *Spinoza: Theofogico-Poliacal Jh:atise *Locke: Seco11d Treatise ofCovemment SOPHOMORE YEAR Racine: Plzedre Newton: Principia Mathemaaca *Hebrew Bible Leibniz: • Mo11adology, '7Jiscourse 011 Metaphysics, Essay 011 D]mamics, *Philosophical Essays; *New Testament *Principles ofNaatre and Grace Aristotle: *De Aninza, On lntetpretaaon, Pnor Analyau; Categories "Swift: GuUiver sTravels Apollonius: Co11ics *Hume: Treatise ofHuman Nature *Virgil: Ae11e1d *Rousseau: Social Comract; The Origi11 of!11equaliiy *Plutarch: "Caesar," "Cato the Younger," "A11tony," "BrlllUS" *Moliere Le Misamluvpe •Epictetus: Discourses, Manual •Adam Smith: TJ!eafrh ofNaaoru *Tacitus: Annals *Kant: Cndque ofPure Reaso1~ Fowzdaiions oft!ze Metaphysics ofMorals Ptolemy: Almagesl *Mozart: Don Ciova1111i *Plotinus: Tlze E111zeads 'Austen: Pride a11d Prejudice *Augustine: Confesstons Dedekind: Essays 011 the Theory ofNwnbers *Maimonides: Guide far the Petplexed •Arades ofCo11federaaon, *Declaradon oflndepende11ce, *Anselm: Prosfogtittn * Constituao11 ofthe U11ited States ofAmmca *Aquinas: S1ttnma Theologiae 'Hamilton,Jay *Dante: Divine Comedy and Madison: The Federalist *Chaucer: Camerbwy Tales *Twain: The Adve11atres ofHuckleberry Fi11n •Machiavelli: Tlze Prince, Discourses 'Wordsworth: The Two Part Prelude of1799 Copernicus: On the Revoluaons ofthe Spheres Essays by: Young, Taylor, Euler, D. Bernoulli, Orsted, Ampere, Faraday, Maxwell Kepler Epitome IV *Rabelais: Carganata andPantagruel Palestrina: Missa Papae Marcelli *Montaigne: Essays Viete: lnrroductio11 to the Analyaca!Art *Bacon: Novum Orga11um Shakespeare: *Rt"chard II, "Henry Iv, *The Tempest; *As You Like It; "Hamlet, *OtheUo, *Macbeth, "King Lear; and Sonnets 20 The Curriculum The Curriculum 21 SENIOR YEAR CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FouR YEARS .. Supreme Court Opinions 'Goethe: Fawr Darwin: Origin ofSpecies Philosophy Historyand Mathematics and Literature and Theology Social Science Natural Science Mnsic 'Hegel: Phenomenology ofMind, 'Logic" (from the Encyclopedia) Lobachevsky: Theory ofParallels Freshman Homer Plato Herodotus Euclid Mari one •Tocqueville: Democracy in America Year Aeschylus Aristotle Thucydides Nicomachus Gay-Lussac *Lincoln: Selected speeches Sophocles Lucretius Plutarch Ptolemy Proust •Frederick Douglass Selected speeches Euripides Lavoisier Cannizzaro Aristophanes Dalton Berthollet •Kierkegaard: Plzi!osophicalFragmem;s, Fear and Tremblillg Archimedes Mendeleyev *Wagner: Trisran andIsolde Pascal J. J. Thomson 'Marx: Capital Political andEconomic Manuscripts of1844, Fahrenheit Harvey The Ge1man Ideology Avogadro Driesch • Dostoevski: Bmtlzers Karamazov *Tolstoy: TTar andPeace *Melville: Benito Cereno Sophomore Virgil Aristotle Plutarch Ptolemy Palestrina 'O'Connor: Selected stories Year Dante Epictetus Tacitus Apollonius Bach *William James: Psychology, Briefer Course Chaucer Plotinus Machiavelli Copernicus Mozart *Nietzsche: Beyond Good andEvil Rabelais The Bible Descartes Beethoven Shakespeare Augustine Pascal Schubert *Freud: Introductory Lectures on Psychoanalysis Donne Anselm Viete Stravinsky Baudelaire Les Flew;r du Mal Marvell Aquinas Kepler Haydn *Booker T. Washington: Selected writings Lnther Des Prez *DuBois: TheSouLsofBlackFofk Montaigne Monteverdi *Husserl: Crisis ofrhe European Sciences Bacon *Heidegger: Basic Wtzaizgs Maimonides Einstein: Selected papers *Conrad: Hean ofDarkness Junior Cervantes Descartes Locke Galileo Leibniz Mozart Faulkner: Co Down Moses Year Milton Pascal Rousseau Young Huygens Flaubert Un CoeurSimple Swift Hobbes Adam Smith Enler Dedekind *Woolf: Mr:s. Dalloway Racine Spinoza Hamilton, Jay, Taylor D. Bemonlli La Fontaine Locke Madison Newton Faraday Poems by: Yeats, T. S. Eliot, Wallace Stevens, Valery, Rimbaud I.Austen Leibniz Documents Maxwell Essays by: Faraday, J. J. Thomson, Millikan, Minkowski, Rutherford, Davisson, LaRochefoucanld Hume from American 0rsted Schrodinger, Bohr, de Broglie, Heisenberg, Mendel, Boveri, Suuon, G.Eliot Kant political history Ampere Morgan, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, Hardy Moliere Wordsworth Twain •These aur/101;s or works are read 1i1 seminar. The orhe1;s are dismbuted am01zg rhe turoriaLs andlaboraro1y Senior Tolstoy Hegel Hegel Faraday Mendel Wagner Year Dostoevsk:i Kierkegaard Marx Lobachevsk:i J.J. Thomson Baudelaire Nietzsche Documents Rutherford Bohr Rimbaud W.James from American Minkowsk:i Millikan Valery Heidegger political history Davisson Schriidinger Yeats Plato Tocqueville de Broglie Darwin Kafka Husserl Lincoh1 Beadle Freud W. Stevens Supreme Court Tamm Einstein T. S. Eliot opinions Boveri Heisenberg Conrad F. Douglas Sunon Watson & Crick V. Woolf B. Washington Morgan Jacob & Monod O'Connor DuBois Sussman Melville Hamilton, Jay. Hardy Fanlkner Madison Goethe Flaubert 22 The Curriculum The Curriculum 23 THE INSTRUCTION COMMITTEE Mm·yland Hall of Records. Comfortably sirnated sntdy The spaces with subtle natural light are available for reading THE TUTORS The Instruction Committee is a committee of tutors and contemplation. The music library is housed apart in for advising the deans on all matters of the Mellon building, and offers smmd recordings and At St. John's, the teaching members of the faculty are instruction. It also advises che on appoint- printed scores, all available for loan. called tutors. The title professor is avoided to signify rnuJts to the faculty. The commin:ec consists of the The Faith and John Meem Librm·y opened in Santa that it is not the chief role of the nttors to expound (b.uis aml nvclvc tutors, six elected tutors on Fe in r990. lt offers a vm·iety of study m·eas dcsig11cd to doctTines in tl1eir field of expertise. Instead, learning is each campus of the the sit with the accommodate up to hall' of the student body at a given a cooperative enterprise carried out in small groups lm;uuction Committee ex officio The deans preside time, including two 24-hour study rooms, and a music Vl~th persons at different stages oflearningworking over the ,instruction Co1m111ttee on their own room with listening carrels and a collection of compact together. All participants in a class are expected to ccrmpus. rhc members ofrhe comrnmee on each campus discs, records, and DVDs. constitute the Instruction Commiuec for rhat campus prepare for their discussion by sntdying the tein: that is Both libraries hold interesting special collections, The foll com the principal teacher of the class - it might be Plato or including several hundred early or first editions of the two Newton or Jane Austen or one of the other authors works read in the Progrmn. Most of the materials campuses .. and the dean at lhc host campus at who wrote from the high point of their learning. included in the Greenfield Library archival ancl special those c1:11nrt::1J \:\1Jia1 then is the role of the reading and talking collections, such as St. John's College photographs, a teachers, the nitors? First of all, they should be good coilecrion of fine art slides, college publications and questioners, able to raise important issues that will progran1. They are, mid have to be, teaching members of records, m1cl instruction manuals used by the nttors engage chc intellectual and imaginative powers throughout the years, are available in the librm-y. a seminar and of either two nuorials or of one nuorial THE LIEB.ARY of their students. Nen, they must be good listeners, and a laboratory section, and they are continually tG1ch Some oflhc notable special collections available in the able to determine the difficulties of their students and to Greenfield Library are the collected papers and corre ing their colleagues and learning from them. program as help them to reformulate their observations and spomJence of Jacob K.lein an cl the collected papers and It is important that tutors have time w probe more examine their opinions The tutors should be reaclyto correspondence of Stringfellow Barr. Jn addition, the deeply into the foundations and wider contexts of what supply helpful and to encourage students to Greenfield Library has retained several of the original is studied at St. John's than the preparntion for classes examine the implications of their first attempts at books from the Collection, elating from r696 and usually allows. In order to avoid staleness and the cver adclit1ona.l vcfomes sources and understanding. In summary, the role of the cuwrs is to lmown 24 The J\caclcmjc Order The Academic Order 25 A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS HOUR MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 9:00 - 10:ro A.M. Language Language Language io:20- rr:30 A.M. Mathematics Mathematics Mathematics r:oo - J40 P.M. Laboratory Laboratory Chorus 8:00-10:00 P.M. Seminar Seminar Formal Lecnrre A SAMPLE FRESHMAN SCHEDULE, SANTA FE HOUR MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 9:00 - 10:30 A.M. Mathematics Maihematics Mathematics 10:30 A.M. - !2:00 P.M. Language Language Language Laboratory Laboratory Chorus T30-9:30 P.M. Seminar Seminar Formal Lecnrre ESSAYS AND EXAMINATIONS THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, Annually in Annapolis and each semester in Santa Fe, students must pass an examination in elementary all freshmen, sophomores, and juniors submit essays to algebra and trigonometry. Review sessions are offered. their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the THE FINAL ESSAY AND program. ORAL EXAMINATION ORAL EXAMINATIONS In the senior year, the student is required to present to SCHEDULES Except for the preceptorials in the junior and senior the faculty a final essay related to some aspect of the Toward the end of each semester, oral examinations are years, and certain periods oflaboratory work for which four years' work. It is not intended to be a piece of held. These are conducted by the seminar leaders. The Perhaps the most distinctive mark of St. John's College the upperclassmen may choose their own time, the specialized research, but rather a sustained perfor students are questioned freely and informally on the is the fact that all the students of the same year are schedule is the same for all students. The language, mance in the liberal arts. Four weeks at the start of the texts they have read or the paper they have written and reading the same books at the same time with the same mathematics, and music tutorials each meet for three second semester are reserved for essay writing; during on their critical and interpretive opinions. It is not the immediate preparation. This may be the week when all and- one-half hours to four-and-one-half hours per week. this period the seniors attend no classes. Ifthe final principal aim of the examiners to find out how much freshmen are learning the Greek alphabet; or the weeks Freshmen, juniors, and seniors spend up to six hours essay is approved by the faculty committee to which it students remember. Students are encouraged to con when they are meeting the highest type of Greek mathe each week in the laboratory. Each week there are two has been assigned for reading, the student is examined sider the different parts of their study in relation to matics in the fifth book ofEuclid's Elements; or the evening seminars, lasting two hours or more. A formal about it by the committee in an hour-long public exami each other and to problems that may not have been time of the first assignment in Thucydides, when stu lecture or concert is given once a week. Sixteen to nine nation. No degree is awarded unless both the essay and treated in any of their classes. For freshmen, the first dents and seminar leaders are thinking about the teen hours per week are spent in regular classes. The the oral examination are satisfactory. The senior essay is oral examination of the year is given before the winter implications for liberty in Pericles' funeral oration. year is divided into two semesters of sixteen weeks each. regarded as a culmination of the student's learning. Thus all students, having a common program of study, vacation, and for juniors and seniors just before pre have a common ground for conversation. ceptorials begin. 26 The Academic Order The Academic Order 27 In the junior year, conferences replace some of the don THE ST. JOHN'S DEGREE, • 6.6% work in social services, including counseling, rags. In conferences, students report on their own work, BACHELOR OF ARTS psychology, social work, and the ministry. and then the tutors comment on that report. By the time • 9-4% choose other fields, including urban planning, students are seniors, it is assumed that they can evaluate The student who completes tlle four-year curriculum skilled craftsmanship, foreigu service/Peace Corps, their own work, and there is no don rag unless a tutor satisfactorily is awarded the degree ofBachelor of Arts. government service, veterinary medicine, homemak believes that there is a special need for one. Students who enter in the January session graduate in ing, farming, armed forces, and conservation/ If a student's work as a whole falls below a satisfactory three and one-half years, but they spend their first ecology. level, the student may be placed on academic probation, summer in completing their freshman year, so that they, Approximately 70% of our alumni pursue formal with the stipulation of conditions that must be met ifthe too, complete a four-year curriculum. On the transcript, education beyond the baccalaureate level, with around student is to continue in the college. The normal proba St. John's seminars, tutorials, and laboratories are 15% of each graduating class entering graduate and tionary period is one semester. translated into terms of conventional subjects. The cur professional programs directly after St. Johns. Doctoral riculum is tlle equivalent of approximately one hundred degrees earned by St. John's alumni split about evenly LETTER GRADES thirty-four semester hours. between humanities and science/mathematics. Our Students are encouraged not to work for grades, but to students consistently score above the national average develop their powers of understanding. Therefore, on the Graduate Record Exam (GRE) and Law School GRADUATE STUDY AND ACADEMIC STANDING within the college, grading is not of central importance. Admissions Test (LSAT). The Career Services Office Students are told their grades only on request. The CAREERS AFTER ST. JOHN'S on each campus assists students in planning for Because St. John's classes are small and intimate, and tutor's comprehensive judgment of a student is advanced study and in preparing tlleir applications. because students participate actively, tutors are aware of reported to the dean each semester as a conventional In a world in which careers and work environments are their students' progress from day to day. The tutors' letter grade, A, B, C, Dor F, where C indicates that the changing rapidly, a rigorous, broadly based liberal arts appraisals of a student are based on the student's total work is at a satisfactory level. Such a grading system is education is recognized increasingly as perhaps tlle best THE ST. JOHN'S DEGREE, performance as a member of the tutorials and seminar. necessary for students who wish to enter graduate or long-term career preparation. Research studies in busi MASTER OF ARTS It is assumed that each student has the required professional school, or to transfer to another college. If ness and the professions and recent national commission capacities to pursue this course of study until there is it becomes evident that a student is not progressing or reports have reaffirmed the value of the liberal arts in Tutors who have completed two years of teaching at clear evidence to the contrary. The curriculum is varied that the learning process has stopped, the student is inculcating broadly applicable skills, such as analytical St. John's may receive a master's degree in liberal arts. and rich enough for great diversity of interest, perfor asked to leave the college. and problem solving abilities, written and oral communi They must petition tlle Instruction Committee for mance and achievement, and there is ample room within cations skills, and the ability to adapt to diverse and permission to present themselves as candidates for the it for a wide range of ability and for individual choice SOPHOMORE ENABLING changing circumstances. Many St. John's alumni, for and guidance. Moreover, St. John's is free from the degree. They must then submit a thesis on a topic Sophomore enabling is a review by the Instruction example, have demonstrated an unusual ability to master pressures of conventional examinations and competi approved by tlle Instruction Committee and stand for Committee, with the advice of all the tutors of sopho complex and unfanilliar tasks and bodies of knowledge, tion for grades. an oral examination upon it. The topic must have mores, of the student's learning during the two years and to forge creative and satisfying careers. some bearing on the understanding and practice of the Because student participation is essential to the way spent in the college. The sophomore essay is especially St. John's graduates follow a wide variety of career liberal arts. in which classes are conducted at St. John's, attendance important in the enabling procedure. Consequently, no patl1s. Surveys of alumni have yielded tlle following sta at all regularly scheduled college exercises is required. students are enabled to enter the junior class unless they tistics: A record of absences is kept. This record is taken into have written a satisfactory essay, and then only if in the • 2r.9% are in teaching or educational administration; consideration whenever there is occasion to determine judgment of the Instruction Committee they are suffi about two-thirds of these work in colleges or academic standing. ciently prepared for the work of the final two years. In universities; particular, the enabling judgment looks to the possibility THE DoN RAG of the student writing an acceptable senior essay. • r8.8% are in communications or the arts; Within the college, the most important form of evalua • I?-3% are in business or business-related tion is the don rag. Once a semester, freshmen, occupations; sophomores, and juniors meet with their tutors in the • 9. ?'Yo work in the field oflaw, with most in private don rag. The tutors report to one of the seminar leaders practice or the judiciary; on the students' work during the semester; the students • 9-4% work in computers/sciences/ mathematics; are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested • 6.9% work in tlle health professions, mainly as and given; difficulties may be aired; but grades are not physicians; reported or discussed. 28 The Academic Order The Academic Order 29 THE LIBERAL ARTS CURRICULUM'' Litcrat11m: Mathemafrcs and Natara! Science SEMINAR SEMINAR SEMINAR Horner: !liar!, Odynq Heroclows: J-Jiuwin ~ I\eschylus: Aga1J1em1w11. Clweplmroe, Plato: Trinaell-l Thucydides: Peloponne.rian f,Jl(1r':· E1m1erlidc-J I"ucrctius: On rlze J\1arure q/Thtit/:}iJ Livy: _Em(v J-liflwTr!f'Nome~ Sophocles: Oedipus Rc.l; OecbiNuat Co/onus, Aristotle: Pl1}:ric1·" Polybius: _f//srorie-s" Anrip;one Ptolemy: Almap,e.11'' Plutarch: "Caesar "'and 'Y ..{1!0 d1e _}(;wlger'· Euripides: HtiJpo(1lu~_·, 13acdme. Elee1ra Galileo: Dialogue 0111/ic J;j}() C!ue/f·V!Jdd Tacitus: Am1a!J ~ Aristophanes: Frogs Tocqueville: Tlze Old Regime a11d rlze Fi-enrh Rerol111ion ~, TUTORIAL TUTORIAL Chaucer: Camohm:r Tct!e.J' in A1rddle £11(!.lish ~ ShakcspeRre: Kri1g LC'ar TUTORIAL Augustine: T/1e Ct The Graduate Tnstitule 30 The Graduate InsLitute 31 DEGREE OF MASTER OF ARTS selected short passages from classical texts. In the THE EASTERN CLASSICS CURRICULUM ...... IN EASTERN CLASSICS preceptorial, eight to twelve students study a single work or theme for an eight-week period. Each student is Fall Semester Spring Semester The aim of the Eastern Classics program is to help stu required to write a substantial paper. Faculty members Summer Semester CHINESE TUTORIAL dents seek a deeper understanding of the fundamental are called tutors, not professors, and they lead classes CHINESE TUTORIAL SEMINAR Naiying Yuan, Haitao Tang, and enduring questions that have been raised by by posing questions and guiding the discussion, rather Tang Poetry The TaleofrheHeike Jam es .Geiss, Claooica{ Cllinese: A Barie MengZi Lams Sll1ra thoughtful human beings in the rich traditions of the than by lecturing in their field of expertise. Reader Four Huts: hian l+'l-irings on rhe Simple Life Mathews; C/1inese-Engw/1Dicdonary East. Its course of study consists of thirty-four semester Classes meet in late afternoons and evenings to SANSKRIT TUTORIAL The Pillow Book Dogen, S!wbogenzo credit hours, completed in one calendar year, beginning accommodate students who work part-time, but due to SANSKRIT TUTORIAL Bhagavadgira • in the fall and concluding in the summer. It is offered Nagarjuna Kellko, Essay• in Idleness the intensive nature of the program, full-time work is Killingley, Beginning S=kril: a pracdcal Basho, The Narrow Road ro rlze Deep Norrh only on the Santa Fe campus. not encouraged. couroe bared on graded reading and SEMINAR Chw!lingura exceri.re.s The program includes a series of seminars, precep TlzeLaWJ"ofManu PRECEPTORIAL torials, and a language tutorial in either Sanskrit or SEMINAR The Bhagavadgira Kalidasa,Kwnaraoamblzava Mwu.sakiShikibu, TaleofGen;i classical Chinese. In the seminar, fourteen to eighteen Sima Qian, The Grand Scribe J- RecordJ Kalidasa, .Meglzaduta students discuss assigned readings from a wide range of Confucius, Lwz-Yu Kalidasa, Shakwuala .MoZi Indian, Chinese, and Japanese texts. In the tutorial, Abhinavagupta, Dhvanyaloka XwzZi Digha Nikaya twelve to fifteen students study either Sanskrit or classi HanFeiZi .Mqjllima Nikaya cal Chinese. The goal is not mastery, but rather MengZi Nagarjuna, .Mulamadlzyama- kakarika ZlmangZi sufficient familiarity with the elements of the languages Vunalakird Sll1ra LaoZi Lankavarara Swra to gain some insight into their structure and to translate RigVt?da Gaudapada, The Grear Karika on rlze Upanirhads .Mandulcya Upanirhad Taava-Kaumudi Shankara, Commenrary on rlze Yoga Sl117W ofParanjali Brhadaranyaka Upanislzad Diamond Sll1ra PRECEPTORIAL (EXAMPLES) Hearl SlllTa ZhuangZi Hui Neng, Cornmenraqon rhe Diamond Sll1ra MengZi The Sll1ra ofHm"Neng Sima Qian, The Grand Scdbe sRecordr C!linere Poel7J' Zhu Xi PRECEPTORIAL (EXAMPLES) Vasirrha J- Yoga Bhagavadgira Nagarjuna, .Mulamadlzyamakakarika Dogen 32 The Graduate Institute The Graduate Institute 33 'I BIBLIOGRAPHY Board of Visitors and Governors Boo KS LIBERAL EDUCATION ''M Browne!! 'Alma Greenberg (HM)" * Vterona Mora, Lti1da Sc!wefer Al1derso11 (HMF Annapolis, Marylm1d Ex Officio, Belmont, California Adler, Mortimer J., and Charles van Doren: How to Goldwi.n, Robert A. (editor): HiglzerEducation and Washington,D.C. Dean - Santa Fe Read a Book, Simon and Schuster, 1972. Modem Democracy; Rand McN ally and Co., 1967. Erwz/1 L. Gree11berg Sm1ta Fe, New Mexico Pa1ricza lane So!!Ol:s Joe/Ard Reisterstown, Maryland Grant, Gerald and David Riesman: Fort Collins, Colorado Adler, Mortimer J., and Milton Mayer: Tlze Revolution Bainbridge Island, Joanne L. JV!t.umy Tlze Perpetual Dream: Reform andExpeninent ziz the 1/1 Education, University of Chicago Press, 1958. Washington Srewarr Greenfield Murrysville, Pennsylvania Wan'Cn Spector Amerzcan College, University of Chicago Press, 1978. Westport, Connecticnt New York, New York Barzun, Jacques: Tlze American University, Harper and S/1et!o Bobb.sA.Jmsonng * C/1ades Nelson (VE),. Row, 1970. 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Tr/esron Do11e/10wer Annapolis, Mm·yland Washington, D.C. Burlington, Vermont illzlcael Salovaara J11iclwe! MacDonald Benm-dsville, New Jersey LeeZlotojf Jl!ftd1efe Farqulwr New York, New York Malibu, California Washington, D.C. Bmce C Sanbom Doug!asilfayer Mahtomedi, Minnesota Scephe11 Fe1i1berg New York, New York Santa Fe, New Mexico Pamela Saunde1;s Albi11 Mic/1ael G. 1vfi!!e1· Sm1ta Fe, New Mexico Ronald Ftdding Annapolis, Maryland Rochester, New York })Ederica K Saxon *HM~J-Ionornry Member; Scort Jlfomaday Baltimore, Mm·yland VE=Visitor Emeriu1s S1eplie11 J Forman Sm1ta Fe, New Mexico Sm1 Marino, California 34 Bibliography Board of Visitors and Governors 35 The Faculty Member, Maryland Advisory Committee of the United JOHN F. WHITE ROBERT P. DRUECKER States Commission on Civil Rights, 1988-96; Dean, St. B.A., St. John's College, Annapolis, 1965; M.A., The B.S., Marquette University, 1966; Woodrow Wilson ANNAPOLIS John's College, Annapolis, 1990-97; Doctor of Humane New School for Social Research, 1970; Alvin Johnson Fellow, 1966-67; Teaching Assistant, Department of Letters, Whitman College, 1995; Doctor of Letters, Fellow, 1970-71; Tutor, St. John's College, Annapolis, Mathematics, Boston University, 1972-76; M.A., Boston Prerident Middlebury College, 1999; Wilbur Cross Medal of the 1971-. University, 1974; Fulbright and American Scandanavian CHRISTOPHER B. NELSON Yale Graduate School Alumni Association, 2006; Foundation Fellow, Norway, 1976; M.A., Counseling, B.A., St. John's College, Santa Fe, 1970, St. John's Honorary Doctorate, Iona College, 2006; Distin HOWARD ZEIDERMAN Loyola College, 1996; Tutor, St. John's College, College, Annapolis, 1966-69; J .D., University of Utah guished Alumna Award, Brooklyn College, 2007- Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1977-; Counselor and Therapist, 1996-. College of Law, 1973; Associate, 1973-78 and Partner, Annapolis, 1967; M.A., Princeton University, 1972; 1979, Schiff Hardin & Waite, Chicago; Co-Founder and JOSEPH P. COHEN Princeton National Fellow, 1972; Tutor, St. John's MERAJ. FLAUMENHAFT Principal, 1979-91 and President, 1987-91, Kovar Nelson B.A., St. John's College,Annapolis,1956;J.D., Univer College, Santa Fe, 1973-n Annapolis, 1978-. B.A., University of Chicago, 1966; M.A., 1967, Ph.D., Brittain Sledz & Morris, Chicago; Instructor in sity of Maryland Law School, 1976; Department of 1970, University of Pennsylvania; Woodrow Wilson Management Labor Law and Supervisory Relations, Philosophy, University of Chicago, 1956-57, 1959-62; DEBORAH SCHWARTZ RENAUT Fellow, 1966-67; University of Pennsylvania Foundation 1981-87, Aurora University Management Center, Illi University ofVienna Summer School, 1957; United States B.A., St. John's College,Annapolis,1968; M.A., The Fellow, 1966-70; Instructor in English, 1970-71, Assis nois; President, St. John's College, 1991-; Former Army, 1957-59; Lecturer in the liberal Arts, University Johns Hopkins University, 1971; M.S., Georgetown tant Professor ofEnglish, 1971-76, Anne Arundel Member, Executive Committee, National Association of College, University of Chicago, 1960-62; Tutor, St. University, 1974; Tutor, St. John's College, Annapolis, Community College; National Endowment for the College and University Association; Past Chair, John's College, Annapolis, 1962-; Visiting Fellow, Yale 1974-. Humanities Summer Stipend, 1977; Tutor, St. John's Annapolis Group (nation's liberal arts colleges); Past Law School, 1971-72; Summer Fellow, Council for Philo College, Annapolis, 1977-. Chair, AFS-USA Inter-cultural Exchange Program; Past sophical Studies, 1977; NEH Summer Fellow1978, 1984; Chair, Maryland Independent College & University . DAVID L. TOWNSEND Visiting Scholar, Oxford University, 1978-79. PETER KAil 36 The Faculty The Faculty 37 WILLIAM PASTILLE CORDELL D. K. YEE NAl'!CY DUNNING BUCHENAUER CHESTER BURKE 1976; B.A., History, 1967, M.A., Ancient History, Cornell B.A., St. John's College, Annapolis, i974; Master of B.A., Music, Brown University, M.A., Musicology, B.A., English, Pomona College, 1977; M.J. Journalism, 1979; 1980; University, 1969; Ph.D., Classics, Brown University, Music, University of Michigan, 1979; Tutor, St. John's Cornell University, Ph.D., Musicology, Cornell University of California, Berkeley, M.A., Chinese, Unjversity, 1985; Visiting Faculty, School of Music, 1981, Ph.D., English, University of Wisconsin-Madison, 1980; Ford Foundation Fellow, 1966-68; University College, Annapolis, 1984-. (1985-86); Fellow in Classics, Brown University, 1969-70; Tutor, University of Wisconsin at Madison Tutor, 1989; Associate Researcher, History ofCartognphy St. John's College of Annapolis, 1986-; Assistant Dean, Project, Depaitment of Geography, University of St. John's College, Sama Fe, i980-96; Annapolis, 1997-; MICHAEL G. DINK St. John's College of Annapolis, 1993-95; Director, Wisconsin-Madison, 1988-89; Tutor, St. Jolm's College, Director of the Graduate Institute, Santa Fe, 1991-94. Harvard Unjversity, 1970-72; B.A., St. John's College, Graduate Institute, St. John's College of Annapolis, Annapolis, 1989-; Visiting Assistant Scientist, History Annapolis, 1975; M.A., 1978, Ph.D., 1986, Philosophy, 2001-2003. of Cartography Project, Department of Geography, . JAMES HOWARD BEALL The Catholic University of America; Teaching Assistant, University of Wisconsin-Madison, Summers of 1990 Active duty, U.S. Air Force, 1963-67; B.A., Physics, The Catholic University of America, 1978-80; Tutor, St. and l99I. University of Colorado, 1972; M.S., Physics, 1975, & Jolm's College, Santa Fe, 1980-8;,, A1mapolis, r984-. CATHERINE R. HA!GNEY 1981, 1983, Ph.D., Physics, 1979, University of Maryland; ASlTo Director, Graduate Institme in Liberal Education, B.A., M.A., Ph.D. in English Language and 1989, AJ'ID RE BARB ERA physicist, Laboratory for Astronomy & Solar Physics, Annapolis, 1998-2001; Dean, 2005-2oro. Literature, University of Virginia; Echols Scholar, NASA Goddard Space Flight Center, Greenbelt, Mary Phelan Fellowship, Governor's Fellowship, University of B.A. in Music, Wesleyan University, 1974; Resident Virginia; Lecturer in English, Vanderbilt University, Fellow, Newberry Library, Chicago, 1978; Ph.D. in land, 1975-78; Congressional Science Fellow, United ANITA L. KRONSBERC 1985-87; Adjunct Faculty, Goucher College, 1987-88; Musicology, University of North Carolina, 1980; Visit States Congress Office of Technology Assessment, B.A., St. John's College, 1980; Tutor, St. Jolm's Tutor, St. John's College, Annapolis, 1989-. ing Assistant Professor of Music, Cornell University, United States Congress, Washington, D. C., 1978-79; College, 1984-; Assistant Dean, 1998-2002; 2006-. Project Scientist, BKD, Arlington, Virginia, 1979-81; 1979-82; Assistant Professor of Music, University of 1982-89; National Academy of Sciences/National Research ADAlvl SCHULMAN Non'e Danie, Visiting Assistant Professor of PATRJC!A M. LOCKE Council/ Naval Research Laboratory Resident Research B.A., Chemisn-y, UnivcrsityofCllicago, 1980; B.A., Music, St. Mary's College, Notre Dame, 1989-90; B .A., Gonzaga University, 1977; M.A., Ph.D. in Philoso Associate, E. 0. Hulburt Center for Space Research, Physics and Philosophy, Oxford U1liversity, 1982; M.A., Tutor, St. John's College, Annapolis, 1990-. phy, Boston College, 1984; Teaching Fellow, Boston Naval Research Laboratory, Washington, D. C., 1981-83; History of Science, Harvard Universit-y, 1985; Ph.D., College, 1978-82; Instructor, Assumption College, 1981; Senior Consultant, E.O. Hulburt Center for History of Science, Harv,1rd University, 1989; Tutor, St. KATI-ILEEN C. Burs Tutor, St. John's Annapolis., 1984-. AJnerican Research, Naval Research Laboratory, Washington, John's College, 1989-. B.A., Mount Holyoke College, 1968; Graduate Study, Fellowship of University Women, 2006-2007; D.C., 1983-; Tutor, St. John's College, Annapolis, New School for Social Research, i970-72; M.S., 1985, Marclmtz School of fut, 2008-2009; Board of Direc 1982-; Member of the Science and Engineering Advi Ph.D., 1989, University of Delaware; Tutor, St. John's tors, International Merleau-Ponty Circle, 2009-; Board JUDITH L.A. SEEGER sory Board, High Frontier, )Hlingcon., Virginia, 1991-. College, Annapolis, 1990-. of Directors, Marchutz School of Art, 2008-. B.A., Harvard University, 1966; Cornell University, 1967-68; M.A. in Romance Languages and Literatmcs, HENRY H. l-IIGUERA 1970, Ph.D., 1982, University of Chicago; Visiting MARGARET ANNE KIRBY NICHOLAS A CAPOZZOLI, M.D. B.A., Cornell University, 1974; MA, 1976, Ph.D., 1983, Assistant Professor, Part-time, Indiana University B.A., University of King's College, 1977; M.A., Depart B. S., Manhanan College, 1964; M.D., New York Univer Unjversity of Toronto; Instructor in Political Science, Department of Spanish and Pormguese, 1984-88; ment of Classics, Dalhousie University, 1979; sity, 1968; M.A., St. John's College Graduate Institute, Dickinson College, 1981-82; Tutor, St. John's College, Research Associate of the Folklore Instinite, Indiana Commonwealth Scholar, Hertford College, Oxford 1981; Neurologjcal Residency Trllining, Mt. Sinlli Hospi Annapolis, 1982-. University, 1984-89; Visiting Assistant Professor, University, 1980-82; M.Litt., Faculty of Modem tal, 1973; Board Certification from the American Board Part-time, University of Maryland at College Park Languages, Oxford University, 1982; Gasthorer, of Psyclliatry and Neurology, r976; Member, American Department of Spanish and Portuguese, 1990; Tutor, Ruprecht-Karls-Universitat, Heidelberg, 1982; Junior WALTER STERLING Academy of Neurology, Aime Arundel County Medical St Jolm's College, Annapolis, 1989-; Assistant Dean, Fellow, Massey College, University ofTororno, 1983-85; BA, St. John's College, i965; M.A., Pennsylvania State Society; Anending :Neurologist, A.Jme Arundel Medical St. John's College, Annapolis, 2002-2006; Tutor, St. Ph.D., Department of Germanic Languages and Litera Uruversity, 1966; Insffuctor, Pennsylvania State Univer Center, 1974-; Anending Neurologist/Assistant Profes John's College, Sama Fe, 2007-2008. tures, U1liversity of Toronto, 1988; Fellow and Tutor, sity 1966-68; Ph.D. Candidate, The Catholic University sor ofNeurology, Johns Hopkins Hospital, 1976-; University of King's College, 1987-89; Tutor, St. John's of America, 1970-74; Editor of St. Jolm's Review and Chairman, Professional Advisory Comminee of the College, Santa Fe, 1990-96, Annapolis, 1997-. Tutor, St. John's College 1983-. National Multiple Sclerosis Society, r986-94; Medical JOANE. SILVER Director of the Hospice ProgTam, .Anne &undel Medical B.A., State University ofNcw York, College at Old Westbury, 1971:, M.A., St. John's College, Annapolis, ERJKSAGENG MICHAEL BLAUSTEIN Center, 1980-87; Tutor, St. John's College, 1985-; Chair 1976; 1983; 1985, B.A., St. John's College, J-1... .nnapolis, 1974; Ph.D., man, Medical Ethics Comminee, Anne Arundel Medical Ph.D., Graduate Theological U1lion, in Theology BA, University of Alaska, M.A., Ph.D., 1993; 1989, Harvard University, T984; Tutor, St. John's College, Center, 1985-94. and The ilits, Tutor, St. John's College, Annapo Princeton U1liversity; National Science Founda 1983-86; Annapolis, 1984-. lis, 1974-77; Tutor, St. Mary's College, Integral tion Felluw, Mellon Fellow in the Humanities, Program, 1977-79; Tutor, The Graduate lnstin1te in 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in Liberal Education, St. John's College, Sarna Fe, the Science Studies Unit, University of Edinburgh, Summer 1985, 1986, 1987, 1988; Tutor, St. John's 1987-88; Rockefeller Fellow, U1liversity of Oklahoma, College, Santa Fe, 1989-96; Annapolis, 1997-. 1989-90; Tutor, St. John's College, Annapolis, 1990-. 38 1l1e Faculty The Faculty 39 ERIC M. SALEM EMILY H. BROOKER LANGSTON MICHAEL W. GRENKE JEFF J. S. BLACK B.A., St. John's College, 1977; M.A., University of B.A., Emory University, 1987; M.A., University of B.A., University of Chicago, 1988; Ph.D., Boston B.A., Trinity College, University of Toronto, 1993; Dallas, 1979; University of Heidelberg, 1980-81; Ph.D., Chicago, 1988; Jacob K. Javitz Fellow, 1989-93; Certifi College, 1994; Lecturer,University of New Hampshi[e, Ph.D., Boston College, 2005; Teaching Fellow, Boston University of Dallas, 1990; Fulbright Fellow, 1980-81; cate in Jewish Studies, The Oxford Centre for 1993; Postdoctoral fellow, Boston College, !993-94, 96; College, 1998-1999; Tutor, St. John's College, Annapo Assistant Professor, Whitney Young College, Kenrucky Postgraduate Hebrew Studies, St. Cross College, Visiting Assistant Professor in Political Science, Michi lis, 1999-. State University, 1983-90; Tutor, St. John's College, Oxford University, 1993; Ph.D. Candidate, Emory gan State University, 1995; Tutor, St. John's College, Annapolis, 1990-. University, 1992-; Tutor, St. John's College, Annapolis, Annapolis, 1997-. CHRISTOPHER NATHAN DUGAN 1995-. B.A., College ofWilliam and Mary, 1992; Earl Warren RADOSLAV DATCHEV PAUL W. LUDWIG Political Theory Fellowship, 1992-94; Ph.D. in Political Degree in Philosophy, University of Sofia, 1982; Assis GEORGE A. RUSSELL B.A., University of Tennessee, Chattanooga, 1987; Science, University of California, San Diego, 1999; tant Professor of Philosophy, University of Sofia, B.A., St. Francis College, 1973; M.A., The Catholic M.A., Oxford University, 1995; M.A., University of Tutor, St. John's College, Annapolis, 1999-. 1982-83; Tutor, St. John's College, Annapolis,1992-. University of America, 1983; Ph.D., The Catholic Chicago, 1995; Ph.D., University of Chicago, 1997; University of America, 1994. Dean of Students, St. Lecturer in the College, University of Chicago, 1996; MARK W. SINNETT Patrick's Academy, 1981-86; Teacher, Hamden Hall, Tutor, St. John's College, Annapolis, 1997-. CARL PAGE B.S., Mathematics, Texas Christian University, 1976; 1986-91; Adjunct Lecturer, Albertus Magnus, 1986-91; B.A., University of Auckland, New Zealand, 1980; MA M.A., 1978, Doctoral Study in Mathematics, 1979-81, Assistant Professor of Philosophy, Xavier University, (Hons), University of Auckland, 1982; Ph.D., Pennsylva BRENDON LAsELL The University of Texas at Austin; Lecturer in Mathe 1991-95; Tutor, St. John's College, Annapolis, 1995-. nia State University, 1987; Assistant Professor of B.S., California Institute of Technology, 1990; M.S., matics, Concordia Lutheran College, 1978-79; U.G. Philosophy, Emory University, 1987-94; Tutor, St. 1991, Ph.D. 1994, University of Chicago; Lecturer in Marshall Fellow in Mathematics, 1981-83, Lecturer in John's College, Annapolis, 1994-. JONATHANN. BADGER Mathematics, University of Chicago, 1992-93; Member, Mathematics, 1983-84, Kansas University; B.D. B.S., Mathematics, University of South Carolina, 1987; Institute for Advanced Study, 1994-95; Instructor in (Hons.), Theology, St. Andrews University, 1988; WILLIAM T. BRAITHWAITE M.A., Liberal Studies, North Carolina State University, Mathematics, Princeton University, 1995-97; Tutor, St. Richard M. Weaver Fellow, 1984-85; Lecturer in Mathe B.A., Virginia Military Instirute, 1961; J.D., Washington 1991; Graduate Student, Music Composition, Duke John's College, Santa Fe, 1997-2008;Annapolis, 2009-. matics, San Jacinto College, 1988-89; Ph.D., Systematic & Lee University, 1964; U.S. Army, 1968-70; Associate, University, 1990-91; Earhart Fellow, 1995; Ph.D., Politi Theology, Cambridge University, 1993; Minister of Partner, Mayer, Brown & Platt, Chicago, 1973-80; Asso cal Philosophy, Fordham University, 1996; Tutor, St. SUSAN R. PAALMAN Word and Sacrement, Presbyterian Church (U.S.A.), ciate Professor of Law, Loyola University, Chicago, John's College, Annapolis, 1996-. B.A., Rice University, 1990; Ph.D. in Biophysics and 1993-; Minister, First Presbyterian Church, 1980-95; Tutor, St. John's College, Annapolis, 1995-. Biophysical Chemistry, The Johns Hopkins University Stephenville, Texas, 1993-98; Visiting Scholar, St. LUUNGU School of Medicine, 1997; Tutor, St. John's College, John's College, Cambridge, Summer, 1997; Senior ROBERT GoLDBERG B.A., History, Beijing University, China, 1980-84; Annapolis, 1997-. Minister, Clemmons Presbyterian Church, Clemmons, St. John's College, Annapolis, 1977-79; B.A., Harvard Researcher, The Institute oflnternationalAffairs, North Carolina, 1998-2000; Tutor, St. John's College, Annapolis, 2000-. College, 1981; M.A., 1983, Ph.D., 1990, University of Ministry of Foreign Affairs, China, 1984-87; M.A., DANIEL HARRELL Toronto; Adjunct Lecturer in Political Science, Univer International Affairs, the George Washington Univer B.A., Vanderbilt University, 1989; Ph.D., Emory sity of Toronto, 1989-90; Visiting Assistant Professor of sity, 1987-89; Ph.D., Political Theory, The George University, 1997; Tutor, St. John's College, Annapolis, DYLAN CASEY Political Science, Kenyon College, 1990-94; John M. Washington University, 1989-95; Adjunct Professor, 1998-. B.S., Physics, B.A., Political Philosophy, Michigan State Olin Faculty Fellow in History and Political Theory, Department of Political Science, The George Washing University, 1991; Ph.D., Experimental Particle Physics, Kenyon College, 1994-95; Tutor, St. John's College, ton University, 1995; Tutor, St. John's College, JOSEPH C. MACFARLAND University of Rochester, 1997; Postdoctoral Fellow in Annapolis, 1995-. Annapolis, 1996-. B.A., St. John's College, Annapolis, 1987; Fulbright Particle Physics, Michigan State University, 1997-2001; Tutor, St. John's College, 2001-. Fellow, visiting the Department of Medieval History, KATHERINE HEINES ERIC B. STOLTZFUS University ofBologna, 1993-94; Ph.D., Committee on B.A., Music, Goshen College, 1981; M.A., Musicology, B.A., St. John's College, Santa Fe, 1982; M.A., 1986; Social Thought, University of Chicago, 1996; Program JEFFREY ALLEN SMITH Ph.D., 1997, The Catholic University of America; and M.S., Library Science, The Catholic University of Coordinator for Fundamentals: Issues and Texts, B.A., Philosophy and Political Science, Emory Univer America, 1991: Music Librarian, St. John's College, Lecturer, The Catholic University of America, 1987-88; University of Chicago, 1994-97; Tutor, St. John's sity, 1989; Ph.D., Committee on Social Thought, The Instructor, Marquette University, 1988-89; Tutor, St. Annapolis, 1991-; Tutor, St. John's College, Annapolis, College, Annapolis 1998-. University of Chicago, 1997; Lecturer in the College, John's College, Annapolis, 1995-. 1996-. The University of Chicago, 1994-1997; Visiting Assis tant Professor, Political Science, Colgate Unversity, GARY BORJESSON 1998-99; Assistant Professor, Philosophy, Carthage B.A., Whitman College, 1987; M.A., 1994, Ph.D., 1997, Emory University; Assistant Professor of Philosophy, College, 1999-2001; Tutor, St. John's College, 2001. University of Central Arkansas, 1997-1999; Tutor, St. John's College, 1999-. 40 The Faculty The Faculty 41 Jmrn TOMARCHIO GABRIEL PU-IAS MICHAEL BROGAN SANT A FE B.A., Columbia College, B.A. St. John's 1993; M.A. B.A., Swanhmore College, 1997; Visiting Researcher, M.A., 1993, Ph.D., Lecturer, School of'Philoso- M.Phil. 1997, Medieval Studies, Yale Kacholieke Universitcit, Leuvcn, Belgium, 2003-04; Presidem phy, Catholic of America, National Comminee on Social Ph.D., Philosophy, Villanova University, 2007; Instruc MICHAEL P. PETERS Fulbright Research Fellow, Rome, 1994-95; National 2003; Rome Prize, American tor, Villanova University, 2002-03; 2004-05; Tutor, St. B.S., United States Military Academy at West Point, Endowment for the Humanities Post-Docwral Fellow, 02; Assistant Pro lessor, l:\Licro1;)C2Lll John's College, Aimapolis, 2008-. 1968; M.A., Universit-y of Washington, I974; Platoon Core Curriculun1 Program, Boston Arts, Berlin. 2003-05; Tuwr, Leader, Executive Officer, and Al'mored Cavalry Troop Assistant Professor, Department MATTHEWS. LINCK Commander, United States Army, I968-72; Assistant Villanova University, 1998-2001; Tutor, St John's MICHAEL \J:/EINMAN B.F.A., Painting, Syracuse University, 1992; Ph.D., Professor of Economics, United States Military College, Aimapolis, 2001-. B.A., Humanities, Shirn1ner Philosophy, The New School for Social Research, 2004; Academy, 1974-77; Soviet Foreign Area Officer, 1977- Teaching Fellow, Eugene Lang College 2002-04; 87; Executive Assistant, Office of the Chairman of the LOUIS PETRICH Adjunct Professor, Steinhardt School of Education, New Joint Chiefs of Staff, 1987-89; Commander, 96th Civil B.A, English, Northwestern York University, Fall 2004; Adjunct Professor, Purchase Affairs Banalion (Airborne), i989-91; Chief Conven i986, Ph.D. Candidate, Rlc)b-J:oCJ·o. College, SUNY, 2004-06; Adjunct Professor, Long tional Arms Negotiations, 1991-92; Chief of Staff, Social Thought, The Island University, 2007; Adjunct Professor, New School United States Military Academy, 1992-95; Senior Vice Assistant in for General Smdies, 2006-08; Tutor, St. John's President and Chief Operating Officer, 1995-2002, College, A..nnapolis, 2008-. R>cecntive Vice President, 2002-2005, Council on 1987; Dramatmg, Assistam DJrector and Actor, Conn FAWNTR!GC Foreign Relations; President, St. John's College, Santa Theater, T11e l\fo.RCEL ANDREW Wmz1sz Fe,2005-. lasi, Romama, B.A., Classics, B .A., French, B.A., Philosophy, South 1990-91:. United States Peace Volunteer. ern lllinois University at Carbondale, 1998; M.A., Greek Dean ofthe College 1i1 Sama Fe University, Brno, Czechoslovakia, 1992-1993. Reader Literature, University of' Texas at Austin, 2000; Ph.D., VICTORIA MORA and Stage Crew, mid Classics, University of Texas at Austin, 2005; Assistant B.A. in English-Philosophy, of New Mexico, Theater, WashingTon. D.C., 1993-1995; Civic Educc'.tton Instructor, University of Exeter 2002; DAAD Fellow, r985; Yale University Teaching Fellow, 1986-88; M.A., Project Fellow, Presov Slovakia, 1995-1997 THOMi'5 Mc:m{lLL Freie Universitat of'Bcrlin, 2002-03; Visiting Insnuc M. Phil. in Philosophy, Yale University, 1990; Ford CEP Fellow, Alexandrn L Cuza las1, B.JL, Fundmncntals: x~~sues 2nd Text=s, tor, University of Houston, 2004-05; Visiting Assistant Foundation Dissertation Fellow, 1990-91; Ph.D. in Romania, 1997-1999; CEP Fellow. American Ill.A Professor, Boswn University, 2005-06; Postdoctoral Philosophy, Yale University, I992; Philosophy Instruc ofKyrgystan, 1999-:2000; Scholar, 1999, PhD , Polit[rn.l Science, Duke Fellow, Rice University, 2006-08; Tutor, St. John's tor, Albuquerque TV-I Community College, i991-92; State National and American NRI fostdocwnil College, Annapolis, 2008-. Tutor, St. John's College, Santa Fe. 1992-; Dean, St. 2000-2002; Principal Founder, American tme, 2003-2004· Postdoctoral Fellow, John's College, Santa Fe, 2006-2011. Studies Resources and Center, Bishkek, Constitutional Ccivernment, Harv8.rd uuu "'·' "'", FELICIA MJ\RTINEZ KyTgirstan, 2001-o:Jo; Tutor, St. John's 2002- 2000-." B.A., English and Studio Art, University of Notre PJIILIP LECUYER Dame, 2000; M.A., English, Stanford University, 2003; B.A., Colorado College, 1966; Merton College, Oxford JASON A TlPTON PJv!Jl.NDAPmNTZ Ph.D., English, Stanford University, 2007; Tutor, St. University, 1969; Studies in Biology, Universir-y of New BA, University of' California, San 1999; Ph.D., John's College, Annapolis (2009-). Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Tulane California, :200T, Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Ph.D. Tulane 2002 cif Southern California, 2000- Graduate Fellow, 1966-72; Woodrow Wilson Fellow Greece, 2000-01:. Associate Member American School John's , 2007-. (honorary), 1966; Tutor, English Literature, Summer of Classical Studies, Athens, 2000-01; Tuwr., St. John's Humanities lnstinne, Colorado College, 1968; Tutor, ColJegc, 2002 -. Gr:EGOHY RECCO Biology and Chemistry, Institute of Social Research and _Bj\., State Development, University of New Mexico, 1971-72; JViATTHEW CASWELL 1994; Ph.D., Tutor, St. John's CoJJege, Santa Fe, 1972-. B.A St. John's College, Ph.D ... Pldos- ophy, Boston 2003, DA_AD Fellow. Philipps-Univcrsit ·at. 2002-03; Insuuctor, 2003-2007 Tutor, Sc John's Department of Philosophy, Boston 2003- ,2007- 05; Tutor. St. John's 2005-. 42 The Faculty The Faculty 43 DAVID EDWARD STARR Annapolis, 1979-83, Santa Fe, 1984-; Dean, 1986-91, FRANKN. PAGANO LINDA WIENER B.A., Gordon College, 196'1; M.A., 1966, Ph.D., 1972, 1996-2000; Acting President, 2000; Distinguished A.B., Cornell University, 1969; Ph.D., Boston College, B.S., Biology, UniversityofMiami, l9n M.S., Ento Boston University; Graduate Assistant in Philosophy, Visiting Professor, United States Air Force Academy, 1981; Assistant Professor of Political Science, 1975-81, mology, Colorado State University, 1979; Co-founder, Boston University, 1963-64; Teaching Intern, Boston 2004-2007; 2009-2on. Director of the Division of Liberal Learning, 1980-83, Foundation for the Rediscovery and Protection of Trilo University College ofBasic Studies, 1964-66; Instructor Associate Professor of Political Science, 1981-83, bites, 1979; Ph.D., Entomology, University of University ofNew England; Tutor, St. John's College, Wisconsin-Madison, 1981; Post-Doctoral Fellow, in Philosophy, University of Rhode Island, 1966-71; CHARLOTTE GRAY MARTIN Santa Fe, 1983-; Director of the Graduate Institute, Linguistics, Harvard University, 1982-85; Entomology Tutor, St. John's College, Annapolis, 1972-80, Santa B.A., University of Colorado, 1972; Deutscher 2001-2004. Associate, Museum of Comparative Zoology, Harvard Fe, 1982-, Director of The Graduate Institute in Liberal Akademischer Austauschdienst Dankstipendium, University, 1982-85; Agribusiness Consultant, Arthur Education, Santa Fe, 1980-82. University ofFreiburg, 1972-n Ph.D., Classics and D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. Comparative Studies, Boston University, 1979; Teach JORGE H. AIGLA John's College, Santa Fe, 1985-. STEPHEN R. VAN LUCHENE ing Fellow, Boston University, 1975-78; Visiting Universidad Nacional Aut6noma de Mexico, Mexico B.A., Arizona State University, 1969; M.A., 1971, Ph.D., Lecturer, Colorado College, 1978-79; Assistant Profes City, 1971-72; B.S., Saint Mary's College, California, 1973, University of Notre Dame; Tutor, St. John's sor, University of Colorado, Spring, 1980; Tutor, St. 1975; M.D., University of California San Francisco, DAVID LAWRENCE LEVINE College, Santa Fe, 1973-, Director of Admissions, John's College, Santa Fe, 1980-. . 1979; American Heart Association Student Research University of Pennsylvania, 1962; A.B. St. John's 1979-81, Director of The Graduate Institute in Liberal Associate, 1974; Fellow, Cancer Research Institute, College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The University of California San Francisco, 1976; Resident, Pennsylvania State University; Woodrow Wilson Fellow Education, 1982-85; Dean, 1991-1996. PETERPESIC Pathology Department, University of California San 1967-68; ND EA Fellow (Honorary) 1967-70; University A.B., Harvard University, 1969; M.S., 1970, Ph.D., Francisco, 1979-80; Alpha Omega Alpha Medical Graduate Fellow, The Pennsylvania State University DAVID BOLOTIN 1975, Stanford University; Danforth Graduate Fellow, National Honor Society, 1979; Assistant Medical Exam 1969-70; Independent Research, Centre Universitaire B.A., Cornell University, 1966; Ph.D., New York 1969-75; Research Assistant and Associate, Stanford iner, Coroner's Office, City and County of San International, Paris, 1970; Language Study, Goethe University, 1974; Lecturer in Classics, Yale University, Linear Accelerator Center, 1970-75; Lecturer, Stanford Francisco, 1980-81; Lecturer in Anatomy, Sonoma State Institut, West Germany 1970-71; Instructor in Philoso 1971-73; Tutor, St. John's College, Annapolis, 1974-82; University, 1976-80; Tutor, St. John's College, Santa University, California, 1981-82; Lecturer in Anatomy phy, University of Maryland, West Germany, 1971; Santa Fe, 1982-; Visiting Professor, Committee on Fe, 1980-; ,Musician-in-Residence, 1984-; Dorr and Physiology, City College of San Francisco, 1981-85; Teaching Assistant and Instructor in Philosophy and Social Thought, University of Chicago, 1986, 1987-88, Lecturer, University of North Carolina, 2003. Peano Private translator, 1982; Lecturer, Collegiate Seminar, Humanities, The Pennsylvania State University, 2002-03; Carl Friedrich von Siemens Fellow, Siemens Prize, 2005. Fellow, American Association for the Saint Mary's College, California, 1982-85; Assistant 1968-69, 1971-75; Assistant Professor of Philosophy and Institute, Munich, 2006-2007. Advancement of Science, 2006-. Fellow, John Simon Instructor, San Francisco Karate-Do, 1982-85; Tutor, Guggenheim Memorial Foundation, 2007-08; Ronald Humanities, Oklahoma State University, 1975-80; Asso St. John's College, Santa Fe, 1985-; Head Karate-Do ciate Professor of Philosophy and Humanities, James Alexander Memorial Lecturer on Musicology, EUZABETH S. ENGEL Instructor, 1986-; American Teachers Association of Oklahoma State University, l98o-88; Fellowship Stanford University, 2008; Paul Leonard Lecturer in B.A., Pomona College, 1967; M. Phil., 1971, Ph.D., Martial Arts, Permanent Member, 1993; International Research Grant, Earhart Foundation, 1984-85; Tutor, Philosophy, University of Nevada at Reno, 2009. Philosophy, 1973, Teaching Assistant, 1969, Yale Society of Okinawan Karate, 1994; 6th Dan, 2000; St. John's College, Santa Fe, 1986, 1988-, Assistant University; Teacher, Shimer College, 1971-73; Assistant Kyoshi, 2006; 7th Dan, 2008; New Mexico Urasenke Dean, Spring 1997' Director of the Graduate Institute in Professor of Philosophy, California State University at EDWARD CARY STICKNEY Japanese Tea Association, President, 2004-2008; Liberal Education, 1997-2001; Dean, Santa Fe, 2001- Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, B.A., St. John's College, Annapolis, 1975; M.A., Philos 2009-2013. 2006. 1975-. ophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, JOHN F. CORNELL THOMAS SCALLY 1980-; Director of The Graduate Institute, 1994-97. LYNDA LAMSON MYERS B.A., 1975, M.A., 1977. McGill University; Ph.D., B.A., St. Mary's College of California, 1967; M.A., B.A., St. John's College, 1971; M.A., University of University of Chicago, 1981; McConnell Fellow, Boston College, 1970; Ph.D., Boston College, 1971; North Carolina, 1975; M.A., 1991, Ph.D., 1996, Catholic JANET A. DOUGHERTY 1975-77; Fishbein Fellow, 1977-80; Searle Fellow, 1980- Assistant Professor, University of Santa Clara, 1970-71; University of America; Tutor, St. John's College, Santa B.A., Yale College, 1974; M.A., Ph.D., Harvard Univer 81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Assistant Professor, St. Mary's College of California, Fe, 1977-; Director of the Graduate Institute in Liberal sity, 1980; Teaching Fellow in Goverillilent at Harvard Professor, Honors College, University of Oregon, 1971-74; Assistant Professor, California State University Education, 1985-88. College, 1976-78, 1979-80; French Government 1981-83; Assistant Professor, History of Science, at Humboldt, 1975; Department Chairman (Philoso Fellowship, 1978-79; Assistant Professor of Political University of Georgia, 1984-85; Tutor, St. John's phy), Champlain Regional College, Quebec, Canada, Science, Stonehill College, 1980-82; Tutor, St. John's ANTHONY JAMES CAREY College, Santa Fe, 1985-; Visiting Assistant Professor of 1975-87; Lecturer, Institute for Social Theory, York College, Annapolis, 1982-85; Santa Fe, 1985-. St. John's College, Annapolis, 1963-65; B.A., Univer History of Science, University of Chicago, 1990. University, Toronto, Canada and Perugia, Italy, sity of North Carolina, 1967; M.A., 1973, Ph.D. 1998, 1980-84; Visiting Tutor, St. John's College, Santa Fe, Graduate Faculty, The New School for Social Research; STEPHEN FREDERICK HOUSER 1987-89; Tutor, St. John's College, Santa Fe, 1990-. U.S. Marine Corps, 1967-69; Graduate Study in Music, B.A., St. John's College, Santa Fe, 1979; San Francisco University of North Carolina, 1969; Part-time Instruc Conservatory of Music, 1980-82; M.A., University of tor in Philosophy, East Carolina University, 1974-78; Virginia, 1989; Ph.D., University of Virginia, 1990; Part-time Instructor in Philosophy, North Carolina President's Fellow, University ofVrrginia, 1987-90; Wesleyan College, 1976-78; Tutor, St. John's College, Tutor, St. John's College, Santa Fe, 1983-. The Faculty 45 44 The Faculty GRANT H. FRANKS MICHAEL DAVID RAWN CALEB THOMPSON MARK ROLLINS B.A., St. John's College, Annapolis, l977;J.D., Harvard B.S., Mathematics, Rensselaer Polytechnic Institute, B.A., Philosophy, Clark University, 1985; M.A., Philoso A.B. Princeton University, 1977; M.A., Ph.D. in Philo Law School, Cambridge, M.A., 1980; Associate, Pills 1974; M.S., Mathematics, Brown University, 1977; phy, University ofVirginia, 1990; Ph.D., Philosophy, sophy, University of California, Berkeley, 1986, 1991; bury, Madison & Sutro, San Francisco, CA, 1980-83; Undergraduate Study in Mathematics Education, University of Virginia, 1994; Alumni Dissertation Teaching Fellow in Philosophy, University of California, Clerk to Judge Cecil E. Poole, Ninth Circuit Court of University of New Orleans, 1979-80; Graduate Study in · Fellow, 1993-94; Postdoctoral Fellow, SUNY at Buffalo, Berkeley, 1978-83, and 1987; Teaching Fellow in the Appeals, San Francisco, CA, 1983-84, Associate, Mathematics, Clarkson University, 1983-86; Ph.D., 1994-96; Hourani Lecturer, SUNY at Buffalo, 1994-95; Core Curriculum, Harvard University, 1984-86, 1987, Heller, Ehrman, White & McAuliffe, San Francisco, Mathematics, Indian Institute of Technology, Kharag Tutor, St. John's College, Santa Fe, 1996-. 1991-92, and 1995-97; Associate Research Professor, CA, 1984-88; Tutor, St. John's College, Santa Fe, 1988-. pur, 1991; Instructor, University of New Orleans, lnstituto de Investigaciones Filosoficas, UNAM, Mexico 1977-80; Assistant Professor, lnstitut Superieur Peda M!CHAELD. BYBEE City, 1988-91; Assistant Professor of Philosophy, Ameri WILLIAMS. KERR gogique de Bnkavu, Zaire, 1980-82; Visiting Assistant B.A., Philosophy, 1972, B.A., M.A., English, 1972, 1975, can University in Bulgaria, 1992-95; Senior Analyst, B.S., Oklahoma State University, 1974; University of Illi Professor, St. Lawrence University, 1983-86; Assistant Idaho State University; educational therapist, Gateway education and family support policy, Abt Associates, nois Graduate Fellowship, 1975-76; M.S., Economics, Professor, Manchester College, 1988-92; Tutor, St. Mental Health Center, Pocatello, Idal10, 1972-74; M.A., Cambridge, MA, 1997-98; Adjunct Assistant Professor, University oflllinois-Urbana, 1976; Graduate Study in John's College, 1993-. Ph.D., Philosophy, 1976, 1981, University of Hawaii; Honors Seminar, Emerson College, Boston, MA., 1998; Economics, University of Chicago, 1976-77; University Assistant Professor of Philosophy, Idaho State Univer Tutor, St. John's College, Santa Fe, 1998-. of Colorado Graduate Fellowship, 1983-87, M.A., Clas BARRY E. GoLDFARB sity, 1982-84; Instructor of English, 1984-90,Senior sics, University of Colorado-Boulder, 1985; Graduate B.A., Yale University, 1975; M.A., University of Instructor ofEnglish, 1990-95, University of Oregon; GREGORY D. BAYER Study in Ancient Philosophy, Trinity Hall, Cambridge Chicago, 1978; M.A., University of Cincinnati, 1981; Adjunct Assistant Professor of Rhetoric, San Diego B.A., St. John's College, Annapolis, 1978; M.A., University, 1987-88; Reynolds Fellowship, 1988-89; Ph.D., The Johns Hopkins University, 1986; Visiting State University, 1995-96; Tutor, St. John's College, University of Toronto, 1981; Ph.D., University of Texas Instructor in Latin, University of New Mexico-Los Lecturer, University of Southern California, 1986-88; Santa Fe, 1996-. at Austin, 1995; Visiting Assistant Professor, Southern Alamos, Summer 1985; Visiting Assistant Professor, Assistant Professor, The Pennsylvania State University, Methodist University, 1995-96, College ofWilliam and University of Colorado-Boulder, Summer 1990; Certifi 1988-92; Language Coordinator and Lecturer, The JUDITH I. ADAM Mary, r996-n College ofWooster, 1997-98; NEH cate, Chinese Language Education Program, Johns Hopkins University, 1992-93; Tutor, St. John's B.A., 1986, M.A., 1989, Political Science, University of Fellow, Institute for Advanced Study, Princeton, r998- Providence University, Shalu, Taiwan, 1998; Tutor, St. College, Santa Fe, 1993-. Alberta; Ph.D., 1996, Political Science, Boston College; 99; Tutor, St. John's College, Santa Fe, r999-. John's College, Santa Fe, 1989-. Tutor, St. John's College, Santa Fe, 1996-; Assistant JULIE REAHARD Dean, St. John's College, Santa Fe, 2005-2008. RICHARD A. MCCOMBS, II KRISHNAN VENKATESH B.A., English, Michigan State University, 1980; M.A., B.A., B.S., Fordham University, r990; Loyola Fellow, B.A., English Literature, Magdalene College, Old Germanic Languages and Literatures, University of JACQUES ANTOINE DUVOISIN Fordham University, 1990-92; M.A., Fordham Univer Cambridge University, 1982; Wissenschafflicher Mitar Nevada, Reno, 1984; Ph.D., Comparative Literature, B.A., 1980, St. John's College, Annapolis; M.A., 1984, sity, 1992; Teaching Fellow, Fordham University, beiter (on Shakespeare editions), University of University of Colorado, Boulder, 1991; Teaching fellow, Ph.D., 1992, The Catholic University of America; 1992-94; Instructor, Marist College, r995, Tutor, Rose Muenster, West Germany, 1982-86; Lecturer in British Department of English, University of Nevada, Reno, Knights of Columbus Fellow, 1981-84; Visiting Fellow, Hill College, 1996-98; Instructor, University of South and American Literature, Shanxi University, Taiyuan, 1981-84; Instructor, Department ofEnglish, University University of London, School for Advanced Studies, Carolina, 1999; Tutor, St. John's College, Santa Fe, People's Republic of China, 1986-89; Guest Lecturer in of Colorado, Boulder, 1987-88; Instructor, College of Institute of Philosophy, Fall 2009; Tutor, St. John's 1999-; Ph.D., Fordl1am University, 2000. Film Analysis, North China Film and Broadcasting General Studies, University of Pennsylvania, 1988-89; College, Santa Fe, 1997-present. Institute, 1989; Tutor, St. John's College, Santa Fe, Graduate Work, Literary Theory, University of Pennsyl EowARDA. WALPIN 1989- ; Graduate Institute Director, 2004-2009. vania, 1988-91; Post Doctoral Research, History of MATTHEW K. DAVlS B.A., Political Science, Middlebury College, 1987; Science, Massachusetts Institute of Technology, B.A., St. John's College, Annapolis, 1982; M.A. in Philos M.A., English, Middlebury College (Bread Loaf School 1992-93; Associate Professor, English Department, BRUCE M. PERRY ophy, Dalhousie University, 1984; Ph.D. Candidate in ofEnglish), 1989; M.A., Political Science, Dnke Univer Providence University, Shalu, Taiwan, 1996-98; Tutor, B.A., Greek, 1973> M.A, Classics, 1975, Ph.D., Classics, Philosophy and Classics, University of Pittsburgh, 1985- sity, 1992; Ph.D., Political Science, Dnke University, St. John's College, Santa Fe, 1993-. 1983, University ofWashington; Ph.D. Asian and 87; Ph.D. in Political Science, Boston College, 1995; 1998; National Endowment for the Humanities Disser Middle Eastern Studies, 1995, University of Pennsylva Killam Fellow, 1983-84; Earhart Fellow, 1990-gr; Bradley tation Grant, 1993-94; Exchange Fellow and Instructor, nia; Tutor, St. John's College, Santa Fe, 1990-. CLAUDIA HONEYWELL Fellow, r993-g6; Bradley Fellow, University of Toronto, Institut fur Politische Wissenschaft, Friedrick-Alexan B.A., University of Chicago, 1986; Account Executive, r996-g8; Special Projects Editor, Books in Canada, 1997- der Universitlit, Erlangen, Germany, 1994-95; Fellow, FRANK R. HUNT American Bankcard Services, Woodland Hills, CA, 98; Tutor, St. John's College, Santa Fe, 1998-; Assistant Instructor, and Project Coordinator, Kenan Ethics St. John's College, Annapolis, 1971-73; Cornell Univer 1987-88; M.A., 1991, Ph.D., 1993, Classics and Modern Professor of Philosophy and Classics, Carthage College, Program, Duke University, 1997-98; Consultant, PBS sity, 1973-'74; B.A., New York University, 1976; M.A., Greek Studies, University of Minnesota; Surveyor, 2002; Assistant Dean, 2003-05; Visiting Scholar, Boston Frontline, 1998-99; Tutor, St. John's College, Santa Fe, 1980, Ph.D., 1985, The Catholic University of America; Kavousi/ThriphtiArchaeological Survey, Crete, 1990; College, 2005-06; Director of the Graduate Institnte, St. 1999-. Assistant Dean, St. John's College, Santa Fe, Editor, Catholic University of America Press, 1980-86; Mochlos Archaeological Excavation, Crete, 1991; Visit John's College, Santa Fe, 2009-. 2010-. Lecturer, Marymount University of Virginia, 1985-86; ing Assistant Professor of Classics, Cornell College, . Editor, Princeton University Press, 1987-89; Tutor, St. 1993-94; Tutor, St. John's College, 1994-; United States John's College, Santa Fe, 1990-. Air Force Academy, 2004-2007; 2009-2on .. 5 The Faculty The Faculty 47 MICHAEL K WOLFE PATPJCIA M. GREER JONATHAN llAi'lD LAUREN BRUBAKER B.A., 1994, St. John's College, Santa Fe; Dupont BA, College ofNone Dame of Maryland, 1966; MA, B.A, Government, Harvard University, 1981; Teacher, 13.A. Sociology, Swarthmore College, 1970; Union and Fellowship, 1994-95, President's Fellowship, University Writing Seminars, Jolms Hopkins University, 1967; Colorado Springs School, 1984-86; Graduate Student, commrmity organizer, political consultant, 1970-80; of Virginia, 1994-97; M.A., History of Religions, Teaching Fellow, University of Southern California, Political Science, Yale University, 1987-89; Visiting Entrepreneur, printing and software r980-9r; Ph.D. University ofVirgi11ia, r997; Assistant Director of 1968-69; M.A., SL John's College, Annapolis, 1995; Student, Ecole des Hames Erndes en Sciences Social es, Committee on Social Thought, University of Chicago, Admissions, St. John's College, Santa Fe, 1997-99; Ph.D., History of Religions, University of Virginia, Paris, 1994-95; Ph.D., Committee on Social Thought, 2002; Visiting Assistant Professor, University of Notre Tutor, St. John's College, Santa Fe, 1999-. 2002; Dupont Writing Fellowship, 2000-01; Adjunct University of Chicago, 2002; Lecturer in tl1e College, Dame, 2002-03; Lyons Chair in Professional Ethics, Instructor, History ofAsian Religions, University of University of Chicago, 1998-2002; Visiting Assistant United States Air Force Academy, 2004-05; Tutor, St. Professor, Political Science, Furman University, 2002- John's College, Santa Fe, 2005-. JAN ARSENAULT 1999; Vistir1g Lecturer, Sanskrit Epics, Sweet B.A., St. John's College, Santa Fe, 1982; MA, Univer Briar College, 1999; Tutor, St. John's College, Santa Fe, 03; Tutor, St. John's College, 2003-. sity of Denver Counseling Psychology, i989; Diploma 2001-. JESSICA)EROME ii1 Analytical Psychology, C. G. Jung Instirnte of Santa Erne POPPELE BA, University of California at Berkeley, 1993; Anthro Fe, 2006; Tutor, SL John's College, 1996-. JAY SMITH University of Chicago, 1979-80; BA, St. John's pology, University of Chicago, M.A., 1995, Ph.D., BA, St. John's College, 19n MA, Philosophy, College, Santa Fe, i989; l\tS.K, Environmental Engi 2003; Visiting Assistant Professor, DePaul University, neering, University of Michigan, 1991; Associate 2002-2003; Postdoctoral Fellow, MacLean Center DAVID CARL 1979; Ph.D., Philosophy, for BA, Philosophy, Pomona College, 1990; M.A., Philos Fordham University, 2002; Environmental Protection Engineer, Montgomery Watson, 1992-93; Environ Bioethics, University of Chicago Hospitals, 2003-04; ophy, Claremont Graduate School, 1991; Ph.D., 1986-89; Environmental Consultant, 1990- mental Engineer, Hinds Environmental, Inc, Tutor, St. John's College, Santa Fe, 2005-. Comparative Literature, University of California at 2000; Tutor, St. John's ColJege, Santa Fe, 2001-. licensed Professional Engineer, New Mexico, 1997-; Davis, :woo; Lecturer in Philosophy, California State Ph.D", Civil Engineering, University of Minnesota, T ANDREW KlNCSTON 2006; Tutor, St. John's College, Santa Fe, 2003-. University San Bernardino, 1991-93; English Instructor, LISE VAN BOXEL A.B, English, Kenyon College, 1995; Ph.D., Philoso Germany, 1992; Philosophy and Religion BA Honors, High Distinction, English Specialist, phy and Music, The University Professors Program, Instructor, Diablo Valley College, 1993-95; Poet in Political Science Major, Trinity College, The University l WALTER STERLING IV Boston University, 2003; Lecnrrer, English, Boston Residence, Shakespeare and '"''"""·"v ~vv'c'"v' of Toronto, 1992; MA, High Distinction, Political BA, St. John's College, Annapolis, 1993; Jacob K University, 2001-02; Visiting lnsuuctor, Integrated Paris, France, 1998; Comparative LiteranITe Instructor, Philosophy, Boston College, 1995; Ph.D., Political Javins Fellow, U.S. Dept. ofEducation, 1993-97; M.A. Program in Humane Studies, College, 2001- UC Davis, 1995-2000; Tutor, Sc John's Santa Philosophy, The University of Toronto, 2006; Tator, Philosophy, Emory 1997; Doctoral Candi- 02; Adjm1ct Insuuctor, Jazz Piano, Fe, :woo-; ,Assistant Dean, St. John's St. John's Santa Fe, 2001-. date, Philosophy, 1997-; Philosophy 2001-02; Instructor, Writing Program, Boston Univer Fe, 2008-2010. lnsuuctor, Loyola College in Maryland, 1997-99; sity, 2002-03; The University Professor's Program Philosophy Instructor, Gwynedd-!viercy College 1999- Post-Doctoral Fellow, Boston University, 2003-04, KENNETH R WOLFE Instructor, Core Curriculum, Boston University, 2004- MICHAEL GOLLUBER B.A., SL John's College, Santa Fe, 1994; M.A., Latin, 2000; lntellecrnal Heritage Instructor, Temple RA , Liberal Arts, Sarah Lavrrence College., 1988; M.A. , inn'""''"'" Of California at Berkeley, Ph.D., Clas- 1999-2000; Adult Learning Instructor, 05; Tutor, St. John's College, Santa Fe, 2005-. Philosophy, State of:New York at sics, University of C2Jifornia at Berkeley, 2000; Visiting Philadelphia, 2000-03; Tutor, St. Brook, 1991; Ph.D., Philosophy, Tulane University, Assistant Professor in Classics and Humanities, Reed John's College, Santa Fe, 2003- LAURENCE NEE 1998; Instructor of Philosophy, Somhwestem Univer- College, 2000-02; Tutor, St. John's College, Santa Fe, BA, Political Science, of Illinois, Urbana, ltssistam Professor Xavier 2002-. KERl ELIZABETH AMES 1992; M.A., 1994, Ph.D., Politics, University of Louisiana, 1998-2000; Tutor, St. John's A.B , of Chicago, 1993; Cernmy Fellow in Dallas; lD., School of Law, Northwestern 2003; Adjunct Professor of Politics, Santa Fe, 2000-. P!-IILIP 13ARTOK Social Thought, University of Chicago, 1993-97; M.A., B.S., Physics, of Connecticut, 1992; The Committee on Social Thought, University of Dallas, i996-2000; Adjunct lnstructor of Political Chicago, Bradley Dissertation Fellow, University Science, University of North Texas, 1998-99, SUSAN STICKNEY Instructor, Denver Institute ofTechnoloi:,ry, 1995; M.A., BA., 1970; Fulbright Scholar, Philosophy, University of Notre Dame, 2004; Ph.D., 1999-2000; Instructor in English., Professor of Law and Political Science, John Cabot Freiburg, Germany, 1970-71; IvLA., Philosophy, of Notre Dame, 2004; Tutor, Connecticut College, 2000-01; Comcast Television 2005; AdJunct Professor of Political gan, 1972; Gennan teacher, School, St. Joh_n's College, Sante Fe, 2003-. Tutor on TV Tutors Live, 2001-02; Instructor in the Science, A_Jnerican of Rome, 2005; Tutor, St. 1972-75; Albert-Ludwigs University, Freiburg, Humanities, University of Chicago, 2002-03; Ph.D., John's College, Santa Fe, 2005-. Ph.D., University of Massachu The Committee on Social Tho light, University of setts, imiherst, 1985; Tutor, St. John's College, Santa Chicago, 2003; Research .Associate, Zurich James Joyce Fe, 1992-. Foundation, 2003-; Lecturer, College Dublin James Joyce Summer School, 2003; Lecmrer in the Humanities, Yale University, 2003-04; Andrew W. !Ylellon Postdoctoral Fellow in the Humanities, Yale University, 2004-05; Tutor, St. John's College, Santa Fe,2005-. 48 The Faculty The Faculty 49 GREOGORY W. SCHNEIDER CHRJSTINE CHEN TOPI HEIKKERO B.A., Philosophy, University of Dallas, 1990; M.D ., B.A., magna cum laude, Wellesley College, Russian M. Th., Theological Ethics and Philosophy ofReligion, University of Missouri-Columbia, 1995; Resident Physi Studies, 1999; l998-199g, Yale University M.A., Harvard University of Helsinki, 2000; M.A., Theoretical Philos cian, Family Medicine, University ofMissouri University, Regional Studies: Russia, Eastern Europe, ophy, University of Helsinki, 2005; Ph.D., Social Columbia, 1995-98; M.L.A., liberal Arts, Southern Central Asia, 2001; Program Coordinator, Institute for Ethics, University of Helsinki, 2009; Researcher, Methodist University, 2005, Assistant Professor of Democracy in Eastern Europe, 2001-2002; Ph.D: candi Center for Social Ethics, University of Helsinki, 2002- Family Medicine, Medical Ethics, and literature and date, Modern and Medieval Languages, Cambridge 2007; Visiting Scholar, Colorado School of Mines, Medicine ath the University of Texas Southwestern University, U.K.; Graduate tutor, departmental lecturer, 2003-2004; University Lecturer in Ethics, Depart Medical School, 1998-2004; M.F.A. Candidate, Science Cambridge University, 2004-2006; Tutor, St. John's ment of Systematic Theology, University of Helsinki and Natural History Filrnmaking, Montana State Univer College, 2006-. 2007; Tutor, St. John's College, Santa Fe, 2008-. sity, 2004-; Tutor, St. John's College, Santa Fe, 2005-. MARK SINGLETON LLYD EwANWEUs MICHAEL EHRMANTRAUT Dimplome D'Etudes Europeennes Integrees (Lettres B.A., Near Eastern Studies (Assyriology) and Natural B.A., Political Theory and International Relations, Modernes) Stendhal University, Grenoble, France, 1994; Sciences, The Johns Hopkins University, general and Michigan State University; Ph.D. Political Science, B.A., English and French Combined Honours (First departmental honors, Phi Beta Kappa, 1999; M.S. Boston College, 2001; Bradley Foundation Post-doctoral Class), Birmingham University, U.K., 1995; M.Phil in Oceanography, University ofWashington, 2001; Fellowship, Boston College, 2002, Visiting Scholar, European Literature (Distinction), Cambridge Univer Graduate Certificate, Astrobiology, and Ph.D., Boston College, 2003-2004; Tutor, St. John's College, sity, U.K., 1998; Education coordinator, Alice Project, Oceanography, University of Washington, 2006; 2005-. Sarnath, India 1998-2001; Yoga Instructor 1997-; Beneficial-Hodson Trust Scholar, Urnm el-Marra, Syria, Research Assistant, Dharam Hinduja Institute oflndic 1999; National Defense Science and Engineering Grad 1999-2002; DAVID McDONALD Research 2003-04; PH.D. Candidate, Divinity, uate Fellow, National Science Foundation B.A., St. John's College, Santa Fe, 1995; Graduate Cambridge University 2002-06; Tutor, St. John's Integrated Graduate Education and Research Trainee, Research Assistant, Theoretical Biology & Biophysics, College, 2007-. 2002-2005; Scholar in Residence, Center for North Los Alamos National Laboratory, 1995-96; Programmer, ern Studies, Sterling College, VT, 2006-2007; Andrew W. Mellon Postdoctoral Fellow in the Humanities, Santa Fe Institute, Santa Fe, NM, 1996-98; Applications JACKY. WALES, JR. 2007-2008; Developer, PE Informatics, Santa Fe, NM, 1998-99; B.S., Mechanical Engineering, Stanford University, University of Pennsylvania, Visiting Faculty, Wagner Free Institute of Science, 2008; Asso Manager of Technical Services, Panorama Point Web 1968; Ranch Hand, 1969-1974; Graduate Study in Philos ciate, Colillilittee on Space Research (COSPAR), Development, Santa Fe, NM, 1999-2001; Senior Techni ophy, University ofWisconsin-Green Bay, 2008-; Tutor, St. John's College, 2008-. cian, Theoretical Biology & Biophysics, Los Alamos 1975-1978; Laboratory Instructor, University ofWiscon National Laboratory, 2001-2007; Tutor, St. John's sin-Green Bay, 1975-1978; Mathematics Teacher, The College, Santa Fe, 2005-. Thacher School, Ojai, California, 1978-2006; M.A., GUILLERMO BLEICHMAR St. John's College, Santa Fe, 2000; Tutor, St. John's B.A., English literature, Columbia University, 1997; ALAN ZEITLIN College, Santa Fe, 2007-. Ph.D., Comparative Literature, Harvard University, 2007; Harvard University Teaching Fellow, 2001-2005; B.A. English University of California, Davis 1979; RUSSELL WINSLOW sumrna cum laude, Phi Beta Kappa M.A. English B.A., Literary Studies, University of Texas at Dallas, Tutor, St. John's College, 2009-. (Creative Writing) University of California, Davis 1985; 1997; M.A., 2001, and Ph.D., 2006, Philosophy, J.D. University of California, Berkeley 1987; Visiting Graduate Faculty of the New School for Social Research; ERIKA TROSETH MARTINEZ student Hebrew University 1988-89; Graduate student in Teaching fellow, Eugene Lang College, New York City, B.A., English, Colby College in 1995; M.A., Philosophy Comparative literature, University of California, Berke 2001-2005; Post-doctoral fellow at Fordham University (linguistics), 2005, and Ph.D., linguistics, 2009, The ley 1990-92; Ph.D. Classics University of California College at Lincoln Center, 2006-2007; Tutor, St. John's Graduate Center, City University of New York; Tutor, Berleley 1998; Lecturer, University of California, Berke College, Santa Fe, 2007-. St. John's College 2010 - . ley, Spring 1999; Visiting Assistant Professor, Emory University, 1999-2000; Visiting Assistant Professor, ARCELIA RODRIGUEZ Bard College, 2000-04; St. John's College, 2005-. B.A., University of Maryland, College Park, 1996; Ph.D., Goverl.1lilent and Politics, University of Maryland, 2006; Tutor, St. John's College 2008-. 50 The Faculty The Facult)' 51 HONORARY FELLOWS OFFICERS, ASSOCIATES & STAFF ...... SHARON BISHOP ANNAPOLIS SANTA FE B.A., St. John's College, Annapolis, 1965 Presidenr President R.AYCAVE Christopher B. Nelson Michael P. Peters B.A., St. John's College, Annapolis, 1948. Dean Dean Pamela Kraus Victoria Mora STEPHEN FEINBERG B.B.A., University of Texas, Austin, 1967. flee Preszdenr.for Advancemelll, Annapolis flee President.for Advancemenr, Santa Ee Barbara Goyette James W. Osterholt RONALD FIELDING Treasurer Treasurer B.A., St. John's College, Annapolis, 1970 Bronte D. Jones Bryan E. Valentine WARREN WINIARSKI Direcrorofrhe Craduare Inslilule Director ofthe Graduate Jnsneure B.A., St. John's College, Annapolis, 1952 Marilyn Douville Higuera Krishnan Venkatesh Assisrant Dean Assistant Dean PRESIDENTS EMERITI Susan Paahnan Edward A. Walpin Director ofAdmissions Director ofAdmissions John Agresto John M. Christensen Lawrence H. Clendenin John E. Balkcom Direcror ofAlumniAcnvities Direcror ofAlumniAcrivities Edwin Jules Delattre Jo Ann Mattson Nanci Wingo William M. Dyal, Jr. Direcror ofArhlenes Student Acnvities Director Leo Pickens KarenStarz FACULTY EMERITI Direcror ofCareer Services Direcror ofCareer Services Jaime Dunn Margaret E. Odell Curtis A. Wilson E. Ray Davis, Jr. Director ofFinancia!Azd DirectorofFinancia!Azd Thomas King Simpson GlennA. Freitas Dana Kennedy Michael Rodriguez Edward Grant Sparrow Katherine Boaz Thomas J. Slakey Robert Richardson Librarian Library Director Catherine M. Dixon Jennifer Sprague Elliott Zuckerman Elliott Skinner Geoffrey Comber Joe Sachs Direcror ofCommunicanons Direcror ofCommunicanons Roger S. Peterson Gisela Berns Rosemary Harty Anna Sochocky R. Thomas Harris, Jr. Hans von Briesen Registrar Registrar Robert Williamson GeorgiaS. Knight Daniel Crowe Marline Marquez Scally Chaninah Maschler Stewart Umphrey Director ofSnzdenr Health Family Nurse Practitioner RobertD. Sacks Kent Taylor Nancy Calabrese Terri Selvage Laurence Berns Howard}. Fisher Director ofHuman Resources Samual S. Kutler Basia Miller LoisE. Rael George Doskow Jon Lenkowski Edward Malcohn Wyatt Charles Fasanaro Don Cook 52 Faculty Officers, Associates & Staff 53 Fe Map SOCCER FIELD Lower TENNIS COURTS STUDENT ACTIVITIES CENTER Site Plan 54 Site Plan 55 1 .2010-n...... STUDENT...... BunGET...... Tuition $41,792 -·· ---·--··· -·-·-·- ··-·- ·----- Room & Board 9,984 ...... Books 280 ...... , ...... Activities Fee 400 ...... Personal fa.'Penses 750 ...... ········ ·· ··· ······ ...... Transportation roo, 350, 6002 1 Fees are subject to chm1ge without notice. 2 The alJowance for o-ansportation vari es wid1 the distance betwee n the student's home and the co ll ege. For detailed information about fees and financial aid, visit www.stjohnscollege.edu ANNAPOLIS Financial Aid Office St. John's College P. 0. Box 2800 Annapolis, MD 21404 410-626-2502 Fax:410-626-2885 [email protected] SANTA FE Financial Aid Office St. John's College n6o Camino Cruz Blanca Santa Fe, NM 87505 505-984-6058 Fax: 505-984-6164 [email protected] 56 TuiLion and Fees