Shimer Great Books School Required and Suggested Texts

Total Page:16

File Type:pdf, Size:1020Kb

Shimer Great Books School Required and Suggested Texts SHIMER GREAT BOOKS SCHOOL Required and Suggested Texts HUMANITIES 111: FUNDAMENTAL SUGGESTED TEXTS: SUGGESTED TEXTS: CONCEPTS OF ART AND MUSIC Enuma Elish Catherine of Siena, letters or Dialogue of Divine Providence Mahabharata REQUIRED TEXTS: al-Ghazali, Deliverance from Error Joshua C. Taylor, Learning to Look 1001 Arabian Nights Maimonides, Guide for the Perplexed (selections) Alberti, On Painting Murasaki Shikibu, The Tale of Genji Upanishads Josef Albers, Interactions of Color Sophocles, Oedipus at Colonus Bhagavad Gita Svetlana Alpers, Vexations of Art Other works of premodern literature from various Confucius, Analects world traditions Susanne Langer, Feeling and Form HUMANITIES 212: PHILOSOPHICAL Rainer Maria Rilke, Letters on Cézanne HUMANITIES 113: LITERATURE IN REASONING THE MODERN WORLD REQUIRED ARTWORKS AND MUSICAL REQUIRED TEXTS: PIECES: REQUIRED TEXTS: Plato, Apology, Phaedo, Phaedrus Renaissance paintings illustrating the use of Shakespeare, Hamlet, Othello or King Lear (if Aristotle, Nicomachean Ethics perspective choosing Hamlet, Grammaticus’s Amleth may Descartes, Meditations on First Philosophy Paintings by Cézanne and at least one be used) Locke, Essay on Human Understanding, or Hume, Impressionist Selections from Norton Anthology of Poetry Dialogues on Natural Religion Velazquez, Las Meninas At least one of the following major novels: Austen, Kant, Prolegomena to Any Future Metaphysics Bach, Goldberg Variations (Glenn Gould recording) Pride and Prejudice or Emma; Dostoevsky, Nietzsche, “On the Prejudices of the Philosophers” Brothers Karamazov or Crime and Punishment; (Beyond Good and Evil) Mussorgsky, Pictures at an Exhibition (piano Ellison, Invisible Man; Morrison, Beloved or Wittgenstein, Philosophical Investigations version and orchestration by Ravel) Song of Solomon Beauvoir, Ethics of Ambiguity SUGGESTED TEXTS AND OTHER COURSE At least one of the following works of shorter fiction: Chopin, The Awakening; Dostoevsky, SUGGESTED TEXTS: MATERIALS: Notes from Underground; Hurston, Their Eyes Dhammacakkappavattana Sutta (with Plato, Ion Were Watching God; Woolf, To the Lighthouse; commentaries) Ovid, Metamorphoses short stories by Borges, James, Joyce, Kafka, Book of Equanimity Melville, or O’Connor Leo Tolstoy, What is Art? Dhammapada One modern play from the following list: Beckett, Tao Te Ching Boralsky, A Brief History of the Artist from God to Waiting for Godot; Chekhov, Three Sisters; Picasso Pinter, The Homecoming; Stoppard, Rosencrantz Aristotle, Metaphysics Vasari, Lives of the Artists (e.g., Uccello and and Guildenstern are Dead (to be used only in Ibn Tufayl, Hayy Ibn Yaqzan Michaelangelo) conjunction with Shakespeare’s Hamlet) Ralph Ellison, Jazz Writings HUMANITIES 213: CRITICAL HUMANITIES 211: RELIGIOUS ASSESSMENT IN THE HUMANITIES Alex Ross, The Rest is Noise REASONING Representative compositions from Western REQUIRED TEXTS: classical, jazz and other world musical REQUIRED TEXTS: Nietzsche, Birth of Tragedy (with music by traditions Hebrew Bible: Genesis, with selected rabbinic Debussy and Wagner) Representative works of visual art from a range of literature Buber, I and Thou artistic traditions New Testament: Gospel of John, selected Pauline Woolf, Mrs. Dalloway Representative works of aesthetics and fine arts Epistle Heidegger, Origin of the Work of Art (with art by van Gogh) criticism Qur’an: early Meccan surahs, surahs retelling biblical stories Harlem Renaissance unit: visual art, jazz, texts by Locke, Schuyler and Hughes HUMANITIES 112: LITERATURE IN Augustine, Confessions THE ANCIENT WORLD Cone, God of the Oppressed and/or The Spirituals Anselm, Proslogion and the Blues (with music) REQUIRED TEXTS: Julian of Norwich, Showings or Teresa of Avila, Sontag, On Photography (with photography by Diane Arbus and others) Bible: David narratives Autobiography or Interior Castle Butler, Antigone’s Claim Homer, Odyssey Kierkegaard, Fear and Trembling (Preface, Exordium, Eulogy on Abraham) Sophocles, Oedipus and Antigone Pascal, Pensées Aristotle, Poetics Auerbach, Odysseus’ Scar Office of Admission | 30 North Brainard Street | Naperville, IL 60540 | 630-637-5800 northcentralcollege.edu/majors SUGGESTED TEXTS: Wheelwright, The Presocratics Descartes, Optics, On Light, On Refraction Derrida, Plato’s Pharmacy Black, Lectures on the Elements of Chemistry Huygens, Treatise On Light Nietzsche, Genealogy of Morals Lavoisier, Memoir on the Calcination of Tin . ., Representative works of criticism on texts in the Elements of Chemistry (selections) REQUIRED LAB EXERCISES AND Humanities curriculum DEMONSTRATIONS: Macquer, excerpts from A Dictionary of Chemistry, The Theory and Practice of Chemistry Repeat Galilean experiments (pendulum, rolling LOGIC AND MATHEMATICS 121: balls, etc.) CLASSICAL FOUNDATIONS OF Pascal, Scientific Treatises Types and behaviors of waves LOGIC AND MATHEMATICS Priestly, On Depholgisticated Air Snell’s Law Stahl, excerpts from On Sulfur REQUIRED TEXTS: Reflection and refraction of light Thompson, Source of the Heat Which is Excited by “Bits and Bins” (faculty-authored logic problem) Friction Wave tank Aristotle, Posterior Analytics Du Chatelet, Dissertation on the Nature and Prisms Euclid, Elements, Book 1 Propagation of Fire Diffraction of light (one slit and two slits) Descartes, “Discourse on the Method” and/or REQUIRED LAB EXERCISES AND Measurement of distance between rulings in a “Rules for the Direction of the Mind” diffraction grating DEMONSTRATIONS: SUGGESTED TEXTS: Air and hydraulic pressure NATURAL SCIENCES 231: ATOMS Aristotle, On Interpretation, Prior Analytics, Topics, Weight of air AND ELECTRICITY Categories, Sophistic Refutations Boyle’s law Euclid, Elements, Book 5 REQUIRED TEXTS: Latent heat Nicomachus of Gerasa, Introduction to Shamos, Great Experiments in Physics Mathematics Mechanical equivalent of heat Avogadro, A Manner of Determining the Relative Diogenes Laertius, Book 7 of Lives of Philosophers “Dephlogistication” (burning) of Masses. (excerpts on Stoic Logic) magnesium Berzelius, excerpts: Electrochemical Theory, Descartes, “Geometry” Specific heats of different elements Chemical Symbols and Formulas Apollonius of Perga, Treatise on Conic Sections Supercooling Curie, 1911 Nobel Lecture, On Radioactivity Calcination of iron Cannizzaro, Sketch of a Course of Chemical LOGIC AND MATHEMATICS 122: Philosophy MODERN FOUNDATIONS OF LOGIC NATURAL SCIENCES 132: Clausius, On the Nature of the Motion that We AND MATHEMATICS EVOLUTION, CLASSIFICATION AND Call Heat ANIMAL BEHAVIOR REQUIRED TEXTS: Dalton, 1810 extract, Atomic Principles of Chemistry, Letter to Nicholson, 1808 Extract “A Little Reasoning about Reasoning and Logic” REQUIRED TEXTS: Dulong, Atomic Weights and Specific Heat (faculty-authored essay) Lamarck, Zoological Philosophy DuFay, The Two-Fluid Theory of Electricity Lobachevsky, Geometrical Investigations on the Darwin, Origin of Species, Descent of Man Franklin, The One-Fluid Theory of Electricity Theory of Parallel Lines Goodall, The Chimps of Gombe Newton, Principia Faraday, Decomposition of Tin Chloride, On some Lorenz, On Aggression Points of Magnetic Philosophy… Einstein, Relativity Tattersall, Masters of the Planet “On Paradox” (faculty-authored essay) Maxwell, On Action at A Distance (Faraday’s Point Aristotle, On the Soul of View), On Ether Nagel & Newman, Gödel’s Proof Cuvier, Revolutionary Upheavals on the Surface of the Globe REQUIRED LAB EXERCISES AND SUGGESTED TEXTS: DEMONSTRATIONS: Paley, Natural Theology Newton and/or Leibniz on fundamental theorems Simple quantitative analysis: Percent acid in a of calculus REQUIRED LAB EXERCISES AND mixture by weight using titration Boole, Laws of Thought DEMONSTRATIONS: Coin lab Venn, On the Diagrammatic and Mechanical Fastener Lab Measurements of specific heats of elements Representation of Propositions and Reasonings Observing and describing variation in Atomic motion (TBD) Foundational texts in statistics and probability (e.g., Bayles 1763, Laplace ca. 1820, Fisher » Nature Observation of elements and qualitative 1925) » Preserved specimens descriptions of metals and non-metals Cantor on infinite numbers Observing animal behavior (ape or fish, human) Electrostatics Dedekind, Essays on the Theory of Numbers Dominance lab Mapping of electromagnetic field Measurement of electromagnetic induction NATURAL SCIENCES 131: NATURAL SCIENCES 133: CLASSICAL Precipitation of tin PREMODERN SCIENCE AND THE PHYSICS, MOTION AND LIGHT CHEMICAL REVOLUTION The properties of electromagnetic waves REQUIRED COURSE MATERIALS: REQUIRED TEXTS: Galileo, Dialogues Concerning the Two New Aristotle, The Physics Sciences Bacon, The Novum Organum Newton, Principia: The Central Argument, Opticks Shamos, Great Experiments in Physics (selections) Shamos, Great Experiments in Physics Lucretius, On the Nature of the Universe Newton, Newton’s Philosophy of Nature Office of Admission | 30 North Brainard Street | Naperville, IL 60540 | 630-637-5800 Be central. northcentralcollege.edu/majors NATURAL SCIENCES 232: SOCIAL SCIENCES 141: SOCIETY, SUGGESTED TEXTS: TWENTIETH CENTURY CULTURE, AND PERSONALITY Mann, writings on public education REVOLUTIONS IN PHYSICS REQUIRED TEXTS: Thoreau, Civil Disobedience REQUIRED TEXTS: Benedict, Patterns of Culture Douglass, What to the Slave is the Fourth of July? Shamos, Great Experiments in Physics James, Psychology: The Briefer Course Lincoln, selected speeches Feynman, The Character of Physical Law, QED: The Durkheim, Suicide Strange Theory of Light and Matter Alexander Stephens, Cornerstone
Recommended publications
  • AS.450 ( Liberal Arts) 1
    AS.450 ( Liberal Arts) 1 AS.450.605. Art Since 1960. 3 Credits. AS.450 ( LIBERAL ARTS) What is contemporary art, and what are the factors that shaped it? This course will attempt to answer those questions through a chronological AS.450.082. MLA Capstone: Portfolio. and thematic investigation of some of the most influential artworks, The MLA Portfolio is a zero-credit Capstone option. Students who select movements, and theories of the past 60 years. Beginning with a close the Portfolio option will take 10 courses in the program (one core course look at mid-century modernism, we will move into a consideration of Pop, and 9 electives), and register for the zero-credit portfolio in their final Minimalism, conceptual art, land art, performance art, postmodernism, semester. The portfolio will be completed within the same semester as AIDS activism, and relational aesthetics. Along the way, we will also the 10th course. The portfolio consists of a sampling of the best papers consider the relevance of feminist and phenomenological theory and of and projects written over the course of the student's graduate career, institutional critique and globalization; at the same time, we will explore and it is designed to highlight the intellectual points of convergence in ways in which art of our own time constitutes both an extension of, and each student's course of study, presenting the student's reflections on reaction against, some of the historical ideas we encounter. Throughout, knowledge gained and lessons learned. students will have a chance to read and discuss both primary and AS.450.600.
    [Show full text]
  • Leibniz's Monads Vis-À-Vis the Immortality of the Soul
    LEIBNIZ’S MONADS VIS-À-VIS THE IMMORTALITY OF THE SOUL: A COMPARATIVE APPROACH George Franklin Umeh* Abstract Gottfried Wilhelm von Leibniz published little during his lifetime, and his philosophical masterpiece, Monadology is such a triumph of succinct expression that, to fully interpret it, one must look at many other works and to his correspondence, in order to know the detailed arguments which underlie its conclusions. Leibniz raised a problem in his attempt to compare his monads with the human soul, sharing the same features of immortality. Philosophers are divided in this idea, while some refute it as illogical, some still accept it though with a pinch of salt, saying that he is not the originator of the idea. However, I salute his courage for taken such a bold step in making this delicate comparison of the monads and souls’ immortality. It is also worthy of note that more philosophers have written on the immortality of the soul but the most classical of them all is that of Thomas Aquinas. The importance of this work is to help us understand the deep relationship between the monads and the human souls. To achieve this, the method of comparative analysis of the ideas is going to be used, giving it an interpretation to discover the strength of Leibniz’s argument and his flaws. Solution to the flaws will be proffered. Keywords: Monads, Soul, Immortality, Substance Introduction Interpretation of Leibniz is made doubly difficult by the fact that he changed his mind about certain of his most influential ideas during the course of his lifetime, while remaining obstinately attached to them and unable overtly to reject them.
    [Show full text]
  • What Is the Western Canon Good For?
    What is the Western Canon Good For? Adam Kotsko AM IN THE MIDST OF MY SIXTH YEAR OF TEACHING AT SHIMER COLLEGE, A SMALL LIBERAL arts school in the Great Books tradition. This tradition, which began in the I early 20th century in response to the perception that higher education was becoming too specialised, starts from the premise that every college student should engage with primary texts of enduring importance. A Great Books education is a broadly humanistic one, aimed at inducting students into the ‘Great Conversation’. In many ways, it is a very optimistic pedagogical model, throwing students into the deep end without textbooks or background lectures, on the assumption that nothing human is foreign to them. Hence they will be able to make at least some productive headway with exemplary products of human thought. It has also tended to be a deeply conservative pedagogical model, reifying the ‘canon’ of the Western Tradition—the intellectual trajectory that postcolonial theorists have lampooned as stretching ‘from Plato to NATO’. The best-known Great Books school is St. John’s College, where students read great texts from the Greeks forward, in chronological order, meaning that they do not encounter a single text by a woman until late in their career. A colleague of mine calls Shimer’s program ‘Reformed Great Books’, meaning that we make room for more contemporary and diverse texts in our curriculum. © Australian Humanities Review 60 (November 2016). ISSN: 1325 8338 157-61 158 Adam Kotsko / What is the Western Canon Good For? Unlike the St. John’s program, the Shimer curriculum is divided into three broad disciplines—Humanities, Natural Sciences, and Social Sciences—and does not necessarily proceed in chronological order, even within a single course.
    [Show full text]
  • GREAT BOOKS of the WESTERN WORLD a Collection of the Greatest Writings in Western History
    GREAT BOOKS OF THE WESTERN WORLD A Collection of the Greatest Writings in Western History Author/Title List by Volume: VOLUME 1 and 2 The Syntopicon This unique guide enables you to investigate a particular idea, such as courage or democracy, and compare the perspectives of different authors. VOLUME 3 Homer The Iliad The Odyssey VOLUME 4 Aeschylus (C. 525-456 BC) The Suppliant Maidens The Persians Seven Against Thebes Prometheus Bound Agamemnon The Libation Bearers The Eumenides Sophocles (C. 495-406 BC) Oedipus the King Oedipus at Colonus Antigone Ajax Electra The Women of Trachis Philoctetes GREAT BOOKS OF THE WESTERN WORLD 1 VOLUME 4 (cont.) Euripides (C. 480-406 BC) Rhesus The Medea Hippolytus Alcestis The Heracleidae The Suppliant Women The Trojan Women Ion Helen Andromache Electra The Bacchae Hecuba Heracles The Phoenician Women Orestes Iphigenia in Tauris Iphigenia in Aulis The Cyclops Aristophanes (C. 455-380 BC) The Acharnians The Knights The Clouds The Wasps Peace The Birds The Frogs Lysistrata The Poet and the Women The Assemblywomen Wealth VOLUME 5 Herodotus (C. 484-425 BC) The History Thucydides (C. 460-400 BC) The History of the Peloponnesian War GREAT BOOKS OF THE WESTERN WORLD 2 VOLUME 6 Plato (C. 428-348 BC) Charmides Lysis Laches Protagoras Euthydemus Cratylus Phaedrus Ion Symposium Meno Euthyphro Apology Crito Phaedo Gorgias The Republic Timaeus Critias Parmenides Theaetetus Sophist Statesman Philebus Laws The Seventh Letter VOLUME 7 Aristotle I (C. 384-322 BC) Categories On Interpretation Prior Analytics Posterior Analytics Topics On Sophistical Refutations Physics On the Heavens On Generation and Corruption Meteorology On Sense and the Reminiscence On Sleep and Sleeplessness On Dreams On Prophesying On Longevity and Shortness of Life On Youth and Old Age, On Life and Death, On Breathing VOLUME 8 GREAT BOOKS OF THE WESTERN WORLD 3 Aristotle II (C.
    [Show full text]
  • Great Books Colloquium Self-Study February 22, 2019
    Great Books Colloquium Self-Study February 22, 2019 THE INTERNAL CONTEXT Program Overview The Seaver College Great Books Colloquium comprises a four-course sequence in which students read and discuss celebrated, "classic" works of Western thought and literature. The Colloquium also includes under-represented and minority voices, particularly in Great Books IV, and Great Books V (an optional course) offers students the opportunity to study classics of the Asian tradition. Although many of the works included represent the humanities, the Colloquium is broadly interdisciplinary. The curriculum includes works of literature and philosophy, such as epics by Homer, Virgil, Dante, and Milton and philosophical treatises by Plato, Aristotle, Kant, and Nietzsche. Students also study works of religious, social, and political thought by such writers as Augustine, Machiavelli, Luther, Rousseau, Kierkegaard, and Freud. The attached brochure describes the program. ​ ​ Great Books students undertake challenging reading and writing assignments. They read full-length texts of the works in the curriculum and write several essays each term analyzing and interpreting this material. The small classes are conducted as seminars involving discussion and shared inquiry. Students are expected to participate actively in class discussions and, occasionally, to lead discussions. Both discussions and writing assignments emphasize close reading and critical thinking; students identify important 1 problems and questions, and they defend their interpretations and evaluations using textual and argumentative evidence. Rather than axiomatically accepting the texts as "great" or "classic" documents that embody artistic or epistemological perfection, students learn to examine the works critically, to query why they command enduring appeal, and to evaluate their relevance to contemporary experience.
    [Show full text]
  • PHIL 2400-001 Ethics
    Fall Semester 2017 Utah State University Philosophy 2400: Introduction to Ethics 105 Geology Bldg. | MWF 12:30 – 1:20 Instructor: Justin Clark | Office: Geology 417 | Email: [email protected] Office Hours: Tuesday 9:30-11:00, or by appointment Course Website: phil2400.posthaven.com I. Course Description: This course is designed as an introduction to normative ethics. How ought we to live our lives? How ought we to treat other people? What are the specific features of an action that make it morally right or morally wrong? What are the character traits of a person that make her a good or bad person? We will spend most of our time discussing three of the major traditions in ethical theory—Consequentialism, Deontology, and Virtue Ethics. Along the way, we will discuss some “applied” ethical questions concerning the morality of abortion, poverty, pornography, and the treatment of non-human animals. We will also explore some questions of moral motivation. An effort will be made to read the great books in the history of moral philosophy, and to criticize the views of some authors in light of the views of others. There are two main objectives. First, students should leave the course with a deeper understanding of ethical questions and theories, knowing what philosophers have said, and why they have said it. Second, the course should develop each student’s ability to make informed decisions, and to reflect on what’s important. In other words, the course should enhance your ability to reason— to think, discuss, and write more clearly about moral issues.
    [Show full text]
  • “GREAT BOOK”? (Here in Hanover Magazine, 2007) Great Is a Word
    JUST WHAT IS A “GREAT BOOK”? (Here in Hanover Magazine, 2007) Great is a word maDe of rubber. From the presidency of Abe Lincoln to the taste of Ben anD Jerry’s Cherry Garcia, it commonly stretches to Fit anything we love, admire, or like. So what on earth Do we mean by Great Books? The everyday answer is a book that someone you know can’t wait to talk about. More than once, you’ve surely heard someone say, “I’ve just reaD a great book on the Galapagos / Fly Fishing/ golF / bridge / Alzheimer’s / investing / sex after sixty.” But no such book is ever likely to become a capital-letter Great Book. Why? Because it won’t make the Western Canon. Strictly speaking, the Canon is the set of writings—from Genesis to Revelation—that are ofFicially recognized as books of the Bible. In 1919, a secular version of the Biblical canon emerged when a Professor of English named John Erskine taught a course at Columbia University on what he considered the Great Books oF the Western Canon—a list of 100 primary works of Western literature. Though Erskine soon decampeD for the University oF Chicago, Columbia still oFFers a great books course, and a Few years ago it was taken anD enthusiastically describeD by DaviD Denby in Great Books: My Adventures with Homer, Rousseau, Woolf and Other IndestructiBle Writers of the Western World (Simon & Schuster, 1997). Great Books courses have spreaD like mighty oaks. Long before Denby read his way through Columbia’s list, many other colleges and universities launcheD their own versions of Erskine’s course.
    [Show full text]
  • For Those with Ears to Hear : Emerson, Rhetoric, and Political Philosophy
    FOR THOSE WITH EARS TO HEAR: EMERSON, RHETORIC, AND POLITICAL PHILOSOPHY RICHARD E. JOINES A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2001 ACKNOWLEDGEMENTS I would like to thank my dissertation committee members at the University of Florida—John P. Leavey, Stephanie A. Smith, Philip E. Wegner, and Robert Zieger—for their help in seeing this project through to its completion. I would also like to thank Michael Hofmann for his generosity and the several incarnations of the Marxist Reading Group, the members of which helped me realize the urgency of my tasks. I owe a special debt of gratitude to my friends Peter Sokal and Ralph Savarese who offered support and guidance, and to Raina Joines whose breadth of knowledge and love has helped me find my way through many a dark passage. What I owe Geoff Waite goes beyond thanks, but I hope these pages both reveal my debt and go towards paying it. 11 TABLE OF CONTENTS page ACKNOWLEDGEMENTS ii KEY TO ABBREVIATIONS v ABSTRACT vi CHAPTERS 1 INTRODUCTION: READING BETWEEN THE LINES 1 2 AMERICAN ESOTERICISM 19 Standard Received Emerson and the Problem of Emerson’s Esoteric Rhetoric 19 Rhetorical Difficulties 37 Hiding in the Light, or, Esotericism as Method 56 Emersonian Democracy? 74 The Esoteric Emerson 94 3 EMERSON’S PROLEPTIC ELOQUENCE 97 Strategemata 97 The Young Emerson 104 Education in Eloquence 114 Proleptic Eloquence 118 Emerson, Nietzsche, Hitler, Strauss, or. Borrowing by Anticipation 133 From the Lyceum, or, Emerson’s Agrapha Dogmata 141 To Fashion Great Men 154 4 EMERSON’S COLERIDGE 164 Obscurity and the Asthmatic Reader 164 Prudence as Method 175 Emerson’s Prudence 187 in 5 HOW TO JUDGE OF THE PILOT BY THE NAVIGATION OF THE SHIP 194 Hieroglyphics: Hermeneutics and Composition 194 The Patience of Books 200 E.
    [Show full text]
  • The Great Books and the Burgeoning of Citizenship Katherine A
    “I Sit with Shakespeare and He Winces Not”: The Great Books and the Burgeoning of Citizenship Katherine A. Kersten Katherine Kersten is Center of the American Experiment’s distinguished senior fellow for cultural studies and a former chair of the board of directors. She holds a law degree from the University of Minnesota, an M.B.A. from Yale, and a bachelor’s degree in philosophy from Notre Dame. A columnist for the Minneapolis-based Star Tribune, she is coauthor—with American Experiment President Mitch Pearlstein—of Close to Home: Celebrations and Critiques of America’s Experiment in Freedom. For generations, the Great Books University of Notre Dame. The have formed the indispensable program was a three-year curriculum foundation of a liberal education in the Great Books, modeled on the in American universities. Our famous University of Chicago forebears viewed acquaintance program established in the 1930s and with the intellectual giants of our 1940s by Mortimer Adler and Robert civilization—Homer, Plato, Hutchins. We read the classics, which Cicero, Dante, Shakespeare, and philosopher David Hume defined as others—as vital to a good books that have withstood the test of education. They believed that time. Probing insights of these knowledge of the classics seminal texts, we discovered that they cultivates students’ minds, have endured because they have promoting intellectual discipline raised the most profound questions and instilling wisdom. In addition, about the human condition and they held that acquaintance with offered the most eloquent answers the philosophical roots of Western Today, unfortunately, a classical morality and law prepares students liberal education is no longer available for responsible democratic to most American students.
    [Show full text]
  • Can and Kant. the Critique of Pure Reason, By
    The Globe and Mail, Saturday, May 10, 2008 ᔤ D13 ........................................................................................................................................................................................................................................... 50 GREATEST BOOKS 8 THE CRITIQUE OF PURE REASON, BY IMMANUEL KANT 8 SUSAN NEIMAN MAKES THE CASE CONGRATULATIONS TO Carol Bruneau Can Quotable GLASS VOICES Nothing, indeed, can be more and Kant harmful or more unworthy of a finalist for the the philosopher, than the vulgar appeal to so-called experience. ant was a terrible writer. Such experience would never Dartmouth Book Award He was honest enough to have existed at all, if at the prop- Kadmit it, and gracious er time, those institutions had enough to publish his longing been established in accordance for the elegance and clarity of with ideas. … This perfect state style with which two of his may never, indeed, come into contemporaries – David being; nonetheless, this does Hume and Moses Mendels- not affect the rightfulness of the sohn – were born. Kant knew idea, which in order to bring the The Critique of Pure Reason legal organization of humankind was a problem, and his later ever nearer to its greatest possi- attempts to revise or summa- ble perfection advances this rize it only made things worse. maximum as an archetype. For Still, the book is the single what the highest degree may be greatest work of modern phi- at which humankind may have losophy, and has but one rival ANTHONY JENKINS/THE GLOBE AND
    [Show full text]
  • Bibliography for Mental Physics
    Bibliography [ADLE]: Mortimer J. Adler, et. al., The Great Ideas, in vol. 2, 3 of Great Books of the Western World, Robert Maynard Hutchins, et. al. (eds.), Chicago, IL: Encyclopedia Britannica, Inc., 1952. [AK]: Immanuel Kant, Kant's gesammelte Schriften, in 29 volumes, Preukilchen Akademie der Wissenschaften, Berlin: Walter de Gruyter, 1902+. [AMBR]: Alice Ambrose and Morris Lazerowitz, Fundamentals of Symbolic Logic, NY: Rinehart & Co., 1948. [AQUI]: St. Thomas Aquinas, The Summa Theologica, in vol. 19, 20 of Great Books of the Western World, Robert Maynard Hutchins, et. al. (eds.), Chicago, IL: Encyclopedia Britannica, Inc., 1952. [ARBI]: Michael A. Arbib (ed.), The Handbook of Brain Theory and Neural Networks, 2nd ed., Cambridge, MA: The MIT Press, 2003. [ARIS1]: Aristotle, Categories, in The Complete Works of Aristotle, vol. 1, (ed.) Jonathan Barnes, Princeton, NJ: Princeton University Press, 1984, pp. 3-24. [ARIS2]: Aristotle, De Interpretatione, in The Complete Works of Aristotle, vol. 1, (ed.) Jonathan Barnes, Princeton, NJ: Princeton University Press, 1984, pp. 25-38. [ARIS3]: Aristotle, Prior Analytics, in The Complete Works of Aristotle, vol. 1, (ed.) Jonathan Barnes, Princeton, NJ: Princeton University Press, 1984, pp. 39-113. [ARIS4]: Aristotle, Posterior Analytics, in The Complete Works of Aristotle, vol. 1, (ed.) Jonathan Barnes, Princeton, NJ: Princeton University Press, 1984, pp. 114-166. [ARIS5]: Aristotle, Topics, in The Complete Works of Aristotle, vol. 1, (ed.) Jonathan Barnes, Princeton, NJ: Princeton University Press, 1984, pp. 167-277. [ARIS6]: Aristotle, Physics, in The Complete Works of Aristotle, vol. 1, (ed.) Jonathan Barnes, Princeton, NJ: Princeton University Press, 1984, pp. 315-446. [ARIS7]: Aristotle, Metaphysics, in The Complete Works of Aristotle, vol.
    [Show full text]
  • Great Books Program Syllabi
    GREAT BOOKS COURSES GREAT BOOKS PROGRAM COURSES Sequence/ Course Course Title Semester No. Great Books of the Ancient Greeks I 1 401I Great Books of the Ancient Greeks II 2 401II Great Books of the Ancient Romans 3 402I Great Books of the Ancient Romans to the Early Middle Ages 4 402II Great Books of the High Middle Ages to the Renaissance 5 403I Great Books of the Renaissance to the Enlightenment 6 403II Great Books of the Enlightenment to the Modern Era 7 404I Great Books of the Modern Era 8 404II GREAT BOOKS PROGRAM SYLLABI The information immediately following is applicable to all eight semesters (i.e. 8 courses) of the Great Books Program, followed by an individual syllabi for each course. The headings/topics covered below are in RED. ASSESSMENT CRITERIA The Great Books seminars are routinely conducted by two (2) moderators. This has several advantages beside the obvious one of drawing on the learning and experience of two, rather than one, moderators. Additionally, we sometimes substitute moderators from different classes or even bring in outside moderators who are often from major universities or colleges with wide experience in the classics, literature, philosophy or other related areas. This wealth of knowledge makes for an enriching experience and also allows us to trade notes on the students (particularly by the two regular moderators) – to obtain various perspectives and opinions regarding the assessment of individual students. This reduces the possibility of individual bias in assessment. Your moderators will grade you through a mix of continuous assessment (a combination of seminar participation and written work submitted throughout the semester) and oral examination at the conclusion of the semester.
    [Show full text]