SECOND RENAISSANCE HCONFE RENCES ANNOUNCES ~1DEA S FOR THE RATIONAL Ml ND,. A PHIL.OSOPHICAL. CONFERENCE
JUNE 29 TO JULY 14, 1996
THE MCLEAN HILTON AT TYSONS CORNER MCLEAN, VIRGINIA / ~ L;.;;;;;.;;;;;;;;;;;;.;;;;;;;;;;;;.;;;;;;;;;;;;.;;;;;;;;;;;;.;;;;;;;;;;;;;.;;.;;;.;;;;.;;.;;;.;;;.;;;;;;;;;;;;.;;;;;;;;;;;;____ .;;;;;;;;;;;;.;;;;;;;;;;;;.;;;;;;;;;;;;.;;;;;;;;;;;;.;;;;;;;;;;;; ______.;;;;,1 _, Dear Reader: ----- The hotel offers numerous amenities, including in SECOND RENAISSANCE CONFERENCES is door pool, outdoor sundeck, state-of-the-art fitness cen proud to announce a philosophical conference featur ter, sauna, wooded jogging trails around a pond, and ing lectures by Leonard Peikoff, the pre-eminent Ob complimentary bicycles. In-room extras include hair jectivist philosopher, and classes by Harry Binswanger. dryer, coffee maker, iron/ ironing board, voice mail, PC Detailed descriptions of the lectures, courses, and fac dataport(!), mini-bar, and a large selection of current ulty follow, so let me tell you something about the con videos. Guest services include free parking and shuttle ference site. I really think this is the best hotel ever se service to the subway and the nearby malls-which lected for an Objectivist conference. offer restaurants, movie theaters, and some of the best The McLean Hilton at Tysons Comer, in McLean, shopping on the East Coast. This is a marvelous hotel! Virginia, is a superb facility. It is centrally located be I'm sure you will appreciate the intellectual content tween National and Dulles International Airports, and of the conference and luxuriate in the accommodations just 25 minutes by shuttle and subway from downtown of the hotel. I hope you will attend and I look forward Washington, D.C. Its striking architecture features an to seeing you. · . ·exterior designed as a bold, three-sided pyramid, and an interior highlighted by a dramatic, nine-story atrium ~~ Sc~-ctL lobby (with live piano music in the afternoons). Sandra Schwartz GENERAL LECTURES Each ofthe four lectures by Dr. Peikoff is from 10:30 am-12:15 pm; each ofthe two lectures by Mrs. Sures is from 10:30 am-12 :30 pm; the Independence Day Celebration is from 10 am-11 am; all other General Lectures are from 10:30 am-12 pm.
UNITY IN EPISTEMOLOGY AND ETHICS Leonard Peikoff
1. Knowledge as a Unity: A detailed analy principles of epistemology? of ethics? of politics? Do we sis and concretization of the principles that !earn that reason is man's basic means of survival by study everything in the universe is interrelated, ing the nature of man or the history of men? Why did Ayn and that every item of knowledge is con Rand say that she could not have formulated her ethics prior n_ected to every other. Why these prin to the Industrial Revolution? How would an Objectivism ciples are the antidote for ra tionalism. Ex formulated in the 17th century differ from the philosophy in ercise: Students are given a simple item of Atlas S/Jrngged? knowledge, e.g., "The plane from Los An geles will be two hours late," and are led to 3. Definitions: The principle of two definitions: why a see connections between th is statement and certain category of philosophic term requires not one, but . the total content of human cognition in two definitions, both necessary to the unity of knowledge. every field, area, and era. Which terms fa ll into this special category, and therefore, how to answer such questions as: Does James Tnggart pur 2. How ~o Uni_te His~ory and Philosophy: Does philosophy sue any va /11es? Since Christianity preaches sacrifice, does it make ~ 1ence, including history, possible-or is it vice versa? real.ly offer a code of morality? ls Linguistic Analysis a What, if any, Is the role of historical fact in validating the p/Jilosop/1y? Exercise: Students are offered a definition ⇒ 2 i:~_~_1__,;_=-_.:,;:.__=.,;:=--==.:::::...::::::....::._ R ~ ( .( ,'\J l l ()[DJ U ITY I EPISTEMOLOGY AND ETHI THE VJ ION AND nlli GENESIS front J I OF THE O BCt.ARATION OF ,lt "r .ism~ f\>nnulatl."\l t ~,mth ~,11 • and an! mi'\'.! to INOEPENDEN E d :,:t m 1t .i 11m 11 nd , m\preh ruh , ph1h. ph v, ,, • p.iint
METAPHYSICAL V LUE•JUDGMEN Gary Hull THE ART OF THE ANOENT WORLD \Vhatpremisemotivates ~n 'sc:(lmm\'nt (2 I tures, illustrated with rolor slid ) to alt, in Atlas . lrru,_~~1-d: " \I e miver had Mary Ann llre to take an , of it •riousl , did we " In T/11• This s urvey of the nrt of the :indent world Fou11taillh.>ad, wh d0t~11•t Dominique want dcm nstrates the ronn ~ tion between art a ,u\.>er \, h , do some p•·opl •opt t11 hoard and ideas. Mrs. urcs follows the develop mone , fo r retirement rather than pursue n ment of ort from Egypt to ra-ce t() Rome bu iness drt.'am- \ hllc thcr take caku· to the Ea rly hristian era. Using exomples lated risk to make their value o reality? from l.'ach period, sh~' shows how ort re ach of theS(: ncretc 0 is ca used by n •rh1 in flects the rise nnd dee.line of philosophy metaphysical value-judgment . This lee• in particular, thl' hanging views of man. ture explain the · nee of su h iudgment , and the crucial Subje ts include: the characteristics of role the)• play in <1 11 area of li fo, from on •'s attitude toward Egypthm art, the evolution of the nude figure in Greek justice to Clnc's enjoyment of everyday activities. sculpture, the P,,rthenon frieze, Roman portraiture, Roman Sunday, July 7 painting, Ea rly hristinn mosaics, and perspective in an cient nrt. Sunday, June 30 & Monday, July 1 THE "TRIAL" OF MICHAEL MILKEN Edwin A. Locke ECONOMIC GROWTH: In 1990, after years of relentless persecu How to Foster It/How to Destroy It tion by the government and vicious treat M. Northrup Buechner ment by the press, Michael Milken, a fi. In the second half of the 19th century, the nancial genius, fe lt compe lled to plead rate of economic growth in the United guilty to charges of which he believed he Statesa er;1ged over S oayearfor40years. was innocent. (He subsequently served a Today o ur long-term grt1wth rate is less pdson sentence.) This presentation con- than half that. What has happened and sists of a fictionalized ending to the trial why? What are the preconditions for eco 1111 that should have taken place but m:ver did. ClosingI arguments are presented by the "prosecution" nomic growth? What is the role of saving? The role of production? In the process of and the "defense." A jury from the audience will be impan answering these questions, Dr. Buechner eled and will reach a verdict. Thursday, July 11 shows that if a diabolical genius had set I outtodestroyeconomicgrowth in America, EsSENTIALIZED THINKING he would have initiated exactly the policies we have been Peter Schwartz following for 100 years. Tuesday, July 2 Logical thinking takes place through the identification of essentials. This lecture dis cusses the meaning of essentialization. It INDEPENDENCE DAY CELEBRATION examines the crucial role of context-i.e., * * how two things can be essentially similar The highlight of our Independence Day celebration is a in one context and essentially different in reci ta ti on of the Declaration of Independence by another. It explains the process by which conference attendees who wish to participate by reading one reduces complex issues to their essen a chosen sentence. This is followed by a dramatic reading tials. And it shows the cultural hostility by Leonard Peikoff of a short work by John Adams, toward the principle of essentialized thinking, as manifested entitled "A Nation Was Born in a Day." Thursday, July 4 in the widespread practice of "package-dealing" (e.g., the use of anti-concepts). Saturday, July 13 3 EVENING EVENTS WHY BUSINESSMEN N EEO PHILOSOPHY: DANCE WITH DJ Friday,JulyS Videotape Presentation Leonard Peikoff This talk, given to a group of businessmen, shows how free AN OBJECTMST QUESTION PERIOD enterprise is under cultural attack, and how businessmen are Leonard Peikoff, Michael S. Berliner, Harry Binswanger, abetting their own destruction. Dr. Peikoff identifies the John Ridpath, and Peter Schwartz three crucial premises they need lo grasp in order to repel the Questions on any topic related to Objectivism may be ad attacks. Includes a question period, conducted in "talk-show" dressed to one or more of the participants. format. (Presented courtesy of the Ayn Rand Institute.) Sunday, July 7 Sunday, June 30
I NTRODUCTION TO OBJECTMSM: BALLROOM DANCE INSTRUCTION Videotape Presentation Leonard Peikoff Ted Gray and Marilyn George In this new video, Dr. Peikoff presents an overview of Objec In two, one-hour classes, this high-stepping couple teach the tivism-to a novice audience. Structured as a classroom foxtrot, waltz, rhumba, and swing. Students are taught the presentation, it explains all the essentials of Objectivism, same steps in the first three dances, thereby reinforcing the from metaphysics to esthetics, including the importance of idea that the differences among these ballroom dances are philosophy as such. Even for those well-versed in Objectiv primarily differences in style. A small amount of time is also ism, this is a unique object-lesson in how to convey complex, devoted to technique-such as leading for the men and challenging ideas to complete beginners. (Presented cour following for the ladies-as well as dance-floor etiquette. tesy of the Ayn Rand Institute.) Thursday, July 11 Ted Gray and Marilyn George have taught ballroom dancing for 2 years, and recently, were dance instructors on a cruise ship. Monday, July 1/fuesday, July 9 AYN RAND IN RussIA Michael S. Berliner THE N ATIO NAL G ALLERY OF ART: What to Recent biographical projects-some still in See and H ow to See It (Illustrated with color slides) progress-have greatly increased interest Mary Ann Sures in Ayn Rand's early life. Drawing largely Although this talk is designed for those planning to visit the on material in the Ayn Rand lnstitute's National Gallery of Art in Washington, D.C., it is of interest recently created archives, Dr. Berliner pro- to museum-goers in general, potential and actual. First, Mrs. vides new information and insights about Sures suggests ways to make a visit to any museum interest the years prior to Miss Rand's arrival in ing and enjoyable. She then presents some major works from America. Sources include: letters from her the National Gallery of Art, including paintings by Leonardo, family; photographic collections; official Raphael, Rembrandt, and Vermeer- along with selections documents- from her high-school, university, and post-gradu from the French and American galleries. (Note: Mrs. Sures ate files; and a never-before-revealed, 1995 interview with does not speak here as an official representative of the her youngest sister. The evening features slides and record National Gallery of Art.) Wednesday, July 3 ings of Ayn Rand's favorite music. Friday, July 12 OPTIONAL COURSES Each seven-hour course (whose course number ends with a ''7") consists ofsix 70-min ute classes; each four-hour course (whose course number ends with a "4") consists offour 60-minute classes. All courses, with the exception of Dr. Binswanger's five hour Philosophy 25, are presented twice: the "B" section is a mzw of the "A" section. Registration is on aJir st-comc,Jirst served basis, with enrollment limits indicated for each course. Courses with insufficient registration may be cancelled.
LITERATURE ■ HEROISM IN MODERN ■ T HE MAN W HO L AUGHS: AMERICAN LITERATURE Hugo's Greatest Novel Andrew Bernstein Shoshana Milgram The United States is a heroic country, a be Ayn Rand calls The Man Who Laughs Victor nevolent giant with the power and will to do Hugo's "best novel," the one with "the most good. But blinded by a lack of proper intellectual gu.idance, dramatic, ingenious and tightly integrated of Hugo's plot the country is helpless against irra tional ideas that are de structures." This course examines that plot-structure, Hugo's stroying it. This theme-the strong, moral hero destroyed by colorful, stylistic antitheses, and his portrayal of Gwynplaine, his lack of intellectual understanding-is the essence of post a hero with the soul of Hercules and the passion of Prome World War II America and is a leitmotif running through theus. Dr. Milgram focuses on key dramatic events in the much of its best fiction. Dr. Bernstein philosophica lly 1.'!Xam plot: the three turning points in Gwynplaine's life, and the ines three such novels-Shane, A Separate Peace, and 0 11 i: Flew final moments of the "comprachicos"- the moment about Over the Cuckoo's Nest-analyzing America's conception of which Ayn Rand states: " in all literature, this is the one scene heroism and the foundations of th.is view. (This is a revised I wish I had written." version of a course presented at prior conferences.) ⇒ 4 OIYfIONAL COURSES fCONTINUEDJ
!lo,,,·. ~t~ ·- -~- ,;/ -.;. . ..( , SELECTED TOPICS IN • 't • .,. a • ! PHILOSOPHY OBJECTIVIST ESTHETICS ■ ABSTRACTION FROM Gary Hull ABSTRACTIONS This course "chews" various issues in esthet Harry Binswanger ics. Its purpose is to give you a fuller under The real power of the conceptual level stems standing of key principles so that you can gain greater value . fr?~ highe_r-level concepts, concepts that ■from your artistic experiences. Topics include: art as con integrate or subd1v1de earlier concepts. It is these higher cretization-e.g., why an irrational man hates Galt and a level concepts that enable us to think. This course is based on rational man despises Toohey; the role of selectivity in the Chapter 3 ,of Introdu_ction to Objecti~ist Epistemology and on function of art; why people still respond to art even when A_yn Rands elaborations on the sub1ect in the book's Appen ignorant of philosophy; and why most people think that dix. ln these classes, Dr. Binswanger expands the highly artistic responses are incomprehensible. c~nden~ed tr~a tment_given in ~hapter 3 and supplements the discuss1_on with _new ideas of his own. Emphasis is placed on the topics of hierarchy, reduction, cognitive content, the ■ ARISTOTLE: analytic-synthetic dichotomy, and Objectivism vs. Rational . The Father of Romanticism ism. (This course is given only in the first week of the Robert Mayhew c9nferen~.)_ ,,_ -=- _,... __ _ Plato, the first philosopher with a theory o esthetics, had an extremely negative view of ■ AYN RAND vs. art. He believed that art is the product of irrationality, and is MODERN PHILOSOPHY dangerous because it is emotionally evocative. The Poetics is Andrew Bernstein Aristotle's brilliant and profound reply to Plato. After a brief Modern philosophy, from its beginning in look at Plato's dismissal of art, Dr. Mayhew discusses the Descartes to its death as an independent basic principles of Aristotle's esthetics. Topics include: art as field in its current submersion in linguistics, holds two the representation of things as they might be and ought to be; fundamental premises: the primacy of consciousness in meta the nature and importance of plot; art and emotion; and (time physics, and subjectivism in epistemology. This course fo. permitting) comedy and humor. Throughout the course, cuses on Descartes, Hume, Kant, and Hegel as the four major Aristotle's theories are compared to and contrasted with exponents of these views. Dr. Bernstein shows their contin those of Ayn Rand, whoregardsRomanticismasa productof ued influence in contemporary culture, and demonstrates Aristotelian philosophy. Ayn Rand's striking originality in opposing the entire mod em philosophical tradition. ■ THE FRENCH REVOLUTION: From Rousseau's Noble Savage to ■ CAPITALISM'S Robespierre's Mass Savagery PSEUDO-DEFENDERS John Ridpath Robert Garrnong Why did the French Revolution lead, not to The facts are obvious: capitalism is the only a Ge01:g_e Was~ington ~nd a ~ee republic, but to Napoleon system which protects man's life and free and_m1ht _ar~ dictatorship? This course answers this question dom, and it has historically been a productive dynamo. Yet by identifying the social and political philosophy of Jean it is perishing for lack of an intellectual defense. To see ~hy, Jacques Rousseau as the central influence on the leaders of this course examines the major (alleged) defenders of cap1tal th~ French ~evolution. Dr. Ridpath covers the key events of ism-conservative, utilitarian, social Darwinian, libertar ~his revolu~1on, and shows how-in theory and in practice ian-from the Enlightenment to the present. It shows how, in it progressively abandoned Enlightenment ideas in favor of every case, these advocate~ were Jed by their_ph~o_sophical a new mystical, emotionalist, and tribalist view. premises to betray capitalism-and how Ob1~cti~1sm pro vides the first consistent, moral defense of cap1tahsm. ■ THE PHILOSOPHY OF ■ THEORIES OF HAPPINESS: MOTIVATION The Intrinsic and the Subjective Darryl Wright vs. the Objective ls_achieving a value equivalent to avoiding a Onkar Ghate . . d1svalue? ls pursuing life the same as avoid· Thepurposeof philosophy is to give one the 1~g ~eath.1 This course explores Ayn Rand's important dis- knowledge needed to achieve happiness. Yet for the most hnctionf " T between · • "motivation by love" and ,, moti ' vati on b y part, philosophers have defaulted on this task. To under ear. . ,?P1cs 1~c1 ude : the primacy of existence vs. "zero- stand why, this course looks at some of the major figures in worship ; ~ar:i s need of "conceptual values" · how non- the history of ethics. It discusses how the false dichotomy of co. nceptuahzation. . leads to mot 1vation· · by fear; conceptu' ally intrinsicism vs. subjectivism in epistemology has led in eth ~ntegrah~g optional values; motivation b 1 d . l- 1ty; motivation b f ,. Y ove an rohona ics toa hopeless choice between sacrificial duty and mind.less . t . . . d Y ear and second-handedness" · how hedonism. By contrast, Ayn Rand's advocacyofobjectivity in in nns1c1sm. t· ban f. subi'e c rivism · replace value--pursuit' with epistemology makes possible the detailed advice she has to mo t1va ion y ear; the contem ·. with disvalues- and ' t porary equation of vah~ offer in the field of ethi.cs. In particular, Mr. Ghate examines • s consequences· ·h , t ' how several principles of Objectivism are crucial tools in the promisers are praised as men : . '~ . ) pr-agm a_ ic ~-O,tn• individuals disparag~-' of principle, and pnnc1plro achievement of happineBs. ,,u as amoral. ::;:;:> 5 JPTIONAL COUR 1E fCONTl UEDJ ,...... ,W., ECONOMICS HISTORY
■ NEW PERSPECTIVES ON THE LIFE AND ACHIEVEMENTS ECONOMIC THEORY OF THOMAS EDISON M. Northrup Buechner Edwin A. Locke The indispensable foundation for a valid Thomas Edison has been called the world's science of economics is Ayn Rand's concept greatest inventor. He was awarded 1,093 of objective value. Building on this concept, Dr. Buechner patents for creations pertaining to: the vote recorder, the discusses the implications of objective economic value for stock■ ticker, the repeating telegraph, the inrnndesc nt lamp, two fundamental economic theories. He presents (1) a radical the phonograph, and many other devices. He wa a major reformulation of th.e law of supply and demand that answers figure, both as an inventor and as an industriali t, in bringing the modem objections to the law, making it fully applicable the world into the electrical age. The course summarizes his to economic reality for the first time, and (2) a new conceptual life, major inventions, and commercial achievem ~nts. framework for grasping the economy as a whole, which eliminates the foundation of Keynesian economics. (Some material in this course was presented at prior conferences.) LAW
■ CONCRETIZING THE PRINCIPLES ■ IN DEFENSE OF FINANCIAL MARKETS OF OBJECTIVE LAw Yaron Brook Thomas A. Bowden The laws of a proper legal system must be Free, unregulated financial markets serve objectively derived, formulated, en<1cted, the vital function of providing capital to the applied, and enforced. This course concretizes each of these producers. Yet, through the ages, banking and other finan five aspects of legal objectivity by e amining actual court cial activities have been viewed as corrupt and exploitative. cases, which have been chosen for their unusual and memo From the money-changers of the Middle Ages to modem rable (even entertaining) facts. Because each aspect of objec innovators such as Michael Milken, financiers have been tivity is grounded in at least one easily remembered concrete, crippled by the hostility of looters. In this course, Dr. Brook the broad abstractions of legal objectivity take on a more defends these victims, and delineates the philosophical pre perceptual immediacy. The result is a richer under tanding mises necessary to end the destructiveness of government of what objective law means in practice. No knowledge of the controls. He also examines the functions of various financial institutions-such as banks, S&L's, stock markets, and the law or reading of cases is required. "junk bond" market-and focuses on the dramatic changes that have occurred in this field over the last 20 years. MUSIC EDUCATION THE Music OF P ETER TCHAIKOVSKY THE MONTESSORI METHOD St~lten Siek . OF EDUCATION . Tchaikovsky's music has been denounc(•d by Western intellectuals and subjected to . Anne Locke This is a detailed discussion of the two com countless adultera tions by hack arrangers, but it continues to ponents of Montessori education: its basic speak■ to milli ons with an unmatched cmotfon,il power. philosophy and its method of teaching. The philosophy Tchaikovsky's symphonies, concerti, and ball et scores repre segment■ covers the history of the movement, and explains sent the highpoint of Romantic expression m music, but their key concepts such as "planes of development," "sensitive creation often reflects a complex synthesis of artisti and periods," and the "prepared environment." Mrs. Locke then personal factors. Through an analysis of carefully selected compares Montessori with traditional educational philoso musical examples, Dr. Siek examines the blending of techni phy. The method segment shows how the child's conceptual cal and persom,I clements which gives Tchaikovsky's music faculty and, ultimately, intellectual independence, are devel its distinctive style. The course includes live demonstrations oped through the use of materialized abstractions and atten at the piano and taped musical selections. Presuming no tion to hierarchy, among other techniques. (Sections of this musical background, this course i designed to be accessible course were presented at prior conferences.) to a general audience. FACULTY MICHAEL S. BERLINER ANDREW BERNSTEIN Ph.D., Philosophy; &ston University, I 9 70. Ph.D., Philosophy; Ory University of New York. I 986. Dr. Berliner taught philosophy of education and philosophy for twenty Dr. Bernstein is currently teaching Objecclvism at Marymount Col years until he became Executive Director of the Ayn Rand Institute in lege, in Tarrytown, New York. and has taught Objectrvism ac che ew 1985. He is the editor ofletters ofAyn Rond and has recently completed School for Social Research in New York C ity He is an Ad1un t the archiving of Ayn Rand's papers. Professor of Philosophy at Pace University. Iona Unlvcrmy, ⇒ 6 FACULTY (CONTINUED>
ANDREW BERNSTEIN (co11t'd) H NORTHRUP BUECHNER and the State Univ ral ry of N w York at Purchaso. He Is the author or Ph.D Economics· University of Virginia, 1971. the "Teach r's Gulde to The founro/nhend," published by New Amerl D~. Buechner ,~ an Associate Professor of Economics at St. John's c~n library, ind Is a member of the Spoakors Bureau of the Ayn Rand Unlversl , New York, and Is a member of the Speakers Bureau and the Institute. anel of bistlngulshed Supporters of the Ayn Rand lns~tut~. He has ~ubllshed articles In both scholarly and popular publications, and regularly contributes papers to professional meetings. HARRY BINSWANGER Ph.D., Philosophy; Columbia University, I 973. Dr. Blnswanger Is a member or the Board of Dlroctors of the Ayn Rand ROBERT GARMONG 8.A Institute, and Is tho author of The 8/olorlcal 8os/s o(Te/eologlcol Concepts. Pollt/cal Science/Economics; University of Chicago, I 991 . . ··G I Adjunct Professor of Philosophy at Pace University He Is also the editor of The Ayn Rand Lexicon. Until Its closing In 1987, Mr . armong s an Ob · he was the editor and publisher of The Objectlvlst Forum. He taught In New York. He Is a graduate student of philosophy at th~ ject1vlst philosophy for many years at Hunter College and at the New School Graduate Center and at the University of Texas at Austin. for Social Research. Dr, Blnswanger Is currently teaching full time at the Objectlvlst Graduate Center, of which he Is the Director. ONKARGHATE M.A., Philosophy; University of Caliary, I 991. . . Mr. Ghate Is currently a Ph.D. candidate In philosophy at ~e University THOMAS A. BOWDEN of Calgary In Canada, where he Is writing a dtssertatlo~ 1~ the area of J.O.; University o(Morylond, 1987. epistemology. He Is presently a student at the Object1v1st Graduate An attorney In private practice In Baltlmore, Maryland, Mr. Bowden Center. He has taught an Introductory philosophy course for adult hu taught at the University of Baltimore School of Law and Is a students at the University of Calgary. member of the Board of Directors of The Association for Objective Law. He Is also the author of the booklet ''The Enemies of Christopher GARY HULL Columbus" and has contributed articles to The Objectivlst Forum. Ph.D., Phllosophy: The Claremont Graduate School, 1993. Dr. Hull teaches philosophy at Whittler College and ethics in the MBA program at the Claremont Graduate School. A graduate of the VARON BROOK advanced philosophy seminars of the Ayn Rand Institute, he Is Ph.D., Finance; University of Texas, Austin, I 994. currently teaching a year-long undergraduate seminar on Objectlvism Dr. Brook Is an Assistant Professor of Finance at Santa Clara Univer and Is a member of the lnstltute's Speakers Bureau. Dr. Hull Is the sity in Santa Clara, California, where he teaches courses In flnanclal author of the "Study Guide to Leonard Pelkoff's Objectivism: The management, finance and ethics, and flnanclal Institutions and markets. Phllosophy of Ayn Rond" and has written articles for The Intellectual Dr. Brook Is a student at the Objectlvist Graduate Center. He Is also Activist. a founder and co-owner of Lyceum International and Is the U.S. representative of Values. FACULTY ROSTER continues on last page
Please use the following 14-day table to plan yo11r co11rse sc/red11/e and free lime at the conference. Each seven-hour course (whose course number mds with a "7") consists of six 70-minute classes; eac/r four-hour co11rse (whose course number ends willt a "4 "), which consists offour 60-mi,mte classes. The one five-hour co11rse and all fo11r-ho11r co11rses end ten minutes earlier than the time periods below indicate. All courses.with thecxc-eptjon Q,fOr, Biuswanger' s,five-ho11r Phjlosopbv 25. are presented twice: the "B" sect ion is a!.fll.'{!1. oftl1e "A" section. Co11rses listed together in the same day and time period conflict.
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Lil 11111 I H t1/A I.J1 , ll7A 1,1111711 I.JI lf/11 l~il ll71J Lol OIIJ Lu. 1lf l) Lu M U l'lltl 1.3 11 11I 2S Ph~ ii f lUt ll PliJI 1, l'hil lS l'Rllll UOpto 14 .. 1 14A l'M )4A 11,IJ J.4A Mui 1 h11 1•1111 l-"U PIIJI M U l'ltil l RATES IMPORTANT INFORMATION • Rates for Double and Single Occupancy and for a participating child 13-17 include: General Lectures, Evening Events, room, Register earlyl All prices. including unpaid. l,alam::u, board (all dinners except on 7/2, 7/4, 7/6, & 7/10, and all break- will increase by 10% after March 31, 1996. fasts), opening and closing banquets, taxes, and meal gratuities. • Please send in the Registration Form below with a depoSit of Rates for commuters include all of the above except room/board. $200 per person. (One form per registrant; photocopy as neces- • The two-week registration is for 15 nights/14 days, with breakfast sary.) Balance is due March 31 , 1996. Those with unpaid balances on Sunday, July 14th. The one-week registration is for 8 nights/7 after that date will lose their priority in courses ar,d accommocil(Das. days, with breakfast, but no lecture, on Sunday, July 7th. • Those not registering for the conference may take optional 2:WUk Rates (per person 1 ~ courses, space permitting, with priority given to conferees fllldud- $1,595 ...... Double Occupancy •···························· $1,185 ingcommuters). YouwiDbenotifiedbyJune 1, 1996. whether or not $2,090 ...... Single Occupancy •··············· ...... $1,495 space is available. Please remit totaltuition with registration. $ 695 ...... Commuter ...... $ 490 Children /sharing room with parents} • Cancellation Policy: Written cancellation requests postmarked $ 995 ...... Child 13-17 (full participation) ...... $ 795 by March 31 , 1996, will receive a total refund. If the total due~ $ 675 ...... Child 13-17 (room/board only) ...... $ 385 been paid, written cancellation requests postmarked April 1-50% $ 290 ...... Child 5-12 (room/board only) ...... $ 170 30, 1996, will receive a 75% refund; May 1--May 31, 1996 no chrg ...... Child Under 5 ...... no chrg. refund;June 1-June 14, 1996, 25%refund; afterJune 14, 1 996Uati, no Jujtjon for Each Optional Course refund. If only the $200 deposit has been paid, cance ons With Basic Registration Course Onlv postmarked after March 31, 1996, will receive a 25% refund. 7-Hour Course ...... $105 ...... $155 IPhone: 1-203-791-1755; Fax: 1-203-730-9722; 4-Hour Course ...... _...... $ 60 ...... $1 1 0 E•Mail: [email protected]. 5-Hour Course (H. B1nswanger) ...... $125 ...... $190 l.a======a. ~ ------~ lb Registration Form lb Two-Week Basic Registration (June 2:>-July 14): (One Form Per Registrant; Photocopy as Necessary) D_ouble Occupancy.t: ·············· ...... $1,595 ····•·········· ... ___ Single Occupancy: ...... $2,090 ...... ___ Place addreH label from laat page here, with any correctiona. Commuter: ...... S 695 ...... ___ Name: ______Child 13-17 (full participation; Address: ______sharing room with parents): ...... $ 995 ...... ___ Child 13·17 (room/board only; sharing room with parents): No. of Children __ x ...... $ 675 ...... ___ Child 5-12 (room/board only; sharing room with parents): No. of Children __ x ...... $ 290 ...... ___ Child Under 5: ...... No. __ ...... no chrg. Telephone Number: (day) ______First-Week Basic Registration (June 2:>-July 7): (eve) ______Double Occupancy*: ...... $1 , 185 ...... ___ Single Occupancy: ...... $1 ,495 ...... ___ Child's Name: ______Age: ___ Commuter: ...... $ 490 ...... ___ Child's Name: ______Age: ___ Child 13-17 (full participation; sharing room with parents): ...... $ 695 ...... ___ REGISTRATION FOR OPTIONAL COURSES (use chart below): Child 13•17 (room/board only; sharing room with parents): Courses within the same time period conflict. Since courses may be No. of Children _ _ x ...... S 385 ...... ___ filled by the time you register, please indicate your first and second Child 5-12 (room/board only; sharing room with parents): choices by entering a "1" or a ·2• in the space provided. (See page No. of Children _ _ x ...... $ 170 ...... ___ 6 for exact schedule.) Child Under 5: ...... No. _ _ ...... no chrg. FIRST WEEK (6/30 - 7/6) SECOND WEEK (7n- 7/13) Optional Courses (with conference registration): No. of 7•Hour Courses __ x $ 105 ...... ___ - - 9 am- 10:10 am 9 am-10:10 am No. of 4•Hour Courses _ _ x $ 60 ...... ___ _ _ Economics 87A Education 94A • 5·Hour Course: (H. Binswanger) $ 125 ...... _ _ _ __ Law 114A• -- Law 1149• __ Philosophy 44A' = Philosophy 449• Optional Courses Only (without conference registration): __ Philosophy 54A• _ Philosophy 549• No. of 7-Hour Courses __ x $ 155 ...... _ _ _ No. of 4•Hour Courses _ _ x $ 11 O ...... ___ 1:50 pm-3 pm 1:50 pm-3 pm 5-Hour Course: (H. Binswanger) $ 190 ...... ___ _ _ Economics 87B __ Education 94B' __ Music 124A• __ Music 124B' SUB·TOTAL ...... ___ _ Philosophy 27A _ Philosophy 27B ADD: 10% of sub•total (after 31 31196) ...... ___ __ Philosophy 64A' __ Philosophy 64B' TOTAL DUE ...... ___ LESS: $200 Deposit Enclosed (before 31 31196) ...... _ _ _ 3:10 pm--4:20 pm 3:10 pm--4:20 pm BALANCE (due by 31 31196) ...... _ _ _ __ Economics 84A• __ Economics 84B' __ Literature 07 A __ Literature 07B ; I am Registering for Double-Occupancy: _ Philosophy 25• My roommate will be: ______Philosophy 34A• __ Philosophy 340• Please assign a roommate for, me: 4:30 pm-5:40 pm 4:30 pm-5:40 pm _ History 104A • __ History 1048' 1 am: male female O a non•smoker O a smoker __ Literature 14A" __ Literature 140• Please make your check (in U.S funds, drawn on a U.S. -- Philosophy 74A' _ _ Philosophy 748' bank only) payable to SR CO N FERE N CES and mail to: -- Philosophy 77 A __ Philosophy 77B "' SR CONFERE N CES • ENDS 10 MINUTES E.ARLIER THAN THE TIME PERIOD INDICATES. rr: 130 Federal Road. Suite 56. Danbury. CT 06811 r FA.CULT t ~ 0, TI. -- UED 1 ANNE LOCKE JOHN RlOPA TH M Ed , Un,verS1ty of M.aryund, 1970 Pfl.D . ~ onomta U,.JVW"SIQt cf V.rr-,~ l 97~ Mn Loclc:e. who hu e2rned both Monteson Primary ar,d .A.c!v.lnced Or Ridpath 1s an "3.soo-atll Pre~ of :-onon•n and lr,taha:ual D1pfonus from the Wash1ngtofl Moncesson lnrolllte. founde SAVE JOo/o-REGISTER BY MAR~ 31, 1996 In addition, the earlier you register, the greater your likelihood ofgetting your first choice in the optional courses.