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By Philip Roth
The Best of the 60s Articles March 1961 Writing American Fiction Philip Roth December 1961 Eichmann’s Victims and the Unheard Testimony Elie Weisel September 1961 Is New York City Ungovernable? Nathan Glazer May 1962 Yiddish: Past, Present, and Perfect By Lucy S. Dawidowicz August 1962 Edmund Wilson’s Civil War By Robert Penn Warren January 1963 Jewish & Other Nationalisms By H.R. Trevor-Roper February 1963 My Negro Problem—and Ours By Norman Podhoretz August 1964 The Civil Rights Act of 1964 By Alexander M. Bickel October 1964 On Becoming a Writer By Ralph Ellison November 1964 ‘I’m Sorry, Dear’ By Leslie H. Farber August 1965 American Catholicism after the Council By Michael Novak March 1966 Modes and Mutations: Quick Comments on the Modern American Novel By Norman Mailer May 1966 Young in the Thirties By Lionel Trilling November 1966 Koufax the Incomparable By Mordecai Richler June 1967 Jerusalem and Athens: Some Introductory Reflections By Leo Strauss November 1967 The American Left & Israel By Martin Peretz August 1968 Jewish Faith and the Holocaust: A Fragment By Emil L. Fackenheim October 1968 The New York Intellectuals: A Chronicle & a Critique By Irving Howe March 1961 Writing American Fiction By Philip Roth EVERAL winters back, while I was living in Chicago, the city was shocked and mystified by the death of two teenage girls. So far as I know the popu- lace is mystified still; as for the shock, Chicago is Chicago, and one week’s dismemberment fades into the next’s. The victims this particular year were sisters. They went off one December night to see an Elvis Presley movie, for the sixth or seventh time we are told, and never came home. -
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. -
Richard “ “Leading Me to Be a Writer
Everything was Richard “ “leading me to be a writer. I just Peck didn’t know it. What does it take to be a successful children’s author? A DREAM COME TRUE For multi-award-winning Richard Peck, it took many Lori: You were born and raised in Decatur, Illinois, but have lived in New York a long years of teaching junior high students. Through his time now. How have your Midwestern interactions with that volatile age group, he learned roots affected your writing? three rules of writing that he follows to this day—rules Richard: The older I get the more Midwestern I become. The Midwest was that have helped him write to an audience now four a great beginning for a writer because the town I grew up in was the most generations behind him. Here, Mackin’s Lori Tracy thoroughly integrated place I was ever to live. We all went to the same high chats with Richard, now 77 years old, about how he school regardless of race or religion. Our keeps up with young readers’ lives today, his new book neighborhoods were all next to each other. It wasn’t ghettoized like New York that is different than anything he’s ever done, and how is; it wasn’t suburbanized, like where most of my readers live. It was a whole he writes novels without using a computer or pen. community mixed together, and people were careful of each other’s sensitivities. It was a town that got along. I didn’t value that then; I thought that was just America. -
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. -
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. -
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. -
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. -
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” -
Discussion Questions for a Long Way from Chicago by Richard Peck
7-19-2011/Galesburg Public Library Discussion Questions for A Long Way From Chicago by Richard Peck (Some questions taken or adapted from http://us.penguingroup.com/static/rguides/us/richard_peck.html .) Discussion Questions 1. Is the book’s title a good one? 2. Did you find the characters believable? Which of the characters did you like the most or least? 3. Did you find the dialog in the story realistic? 4. What did you think of the plot line development? How credible did the author make the plot? Did the plot take turns you did not expect, or did you find it predictable? 5. Did the author convey the era well? Did it feel like the author did his homework? 6. This novel is made up of several short stories, one for each summer that Joey and Mary Alice visited Grandma. What did you like or dislike about this short story approach? 7. Which story if any was your favorite and why? 8. Why do Joey and Mary Alice’s parents think it’s important that they get to know their Grandma? What kind of mother do you think Grandma Dowdel was to Joey and Mary Alice’s father? Joey says that Grandma frightens his mother – Grandma’s daughter-in-law. What characteristics of Grandma make her so frightening? 9. Joe Dowdel is an adult sharing his memories of Grandma Dowdel. He says, “Are all my memories true? Every word, and growing truer with the years.” (p. 1) What does Joe mean when he says, “growing truer with years?” What kind of relationship do you think Joe Dowdel has with his grandchildren? How might the summers spent with Grandma Dowdel have shaped the kind of grandfather he became? 10. -
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. -
“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. -
Fair Weather Recommended for Grades 5-8
Fair Weather Recommended for Grades 5-8 ,. Book Summary: Fair Weather 1893. Rosie and her siblings are invited by their mysterious Aunt Euterpe to visit her and see the Chicago World’s Fair. Initially their mother is dubious but she sends them to visit in order to get Lottie award from her boyfriend, whom mother considers a drifter and grifter. The visit bodes ominous from the start when Granddad appoints himself their chaperone and they are thrust into high society. Aunt Euterpe loses her cook and her dignity as Rosie, Lottie and Granddad attempt to help her out. [SPOILER] While Aunt Euterpe’s intention was to educate the children through the World Fair, she is changed herself when Rosie and Lottie insist she stop wearing mourning clothes. In the Buffalo Bill show, Granddad surprises them all when he turns out to be an old friend of Buffalo Bill and Aunt Euterpe is singled out as the luckiest woman when she is given a bouquet of roses in front of the entire audience. She makes the acquaintance of a famous singer, Lillian Russell, and receives her first calling card the day after. The calling card turns out to be from Everett Evan’s family. At the party, Lottie is reunited with Everett and Rosie thinks about how clever her sister really is. Author Biography: Richard Peck Richard Peck was born April 10, 1934 in Decatur, Illinois. He earned his Bachelor’s in English from DePauw University and a Master’s degree from Southern Illinois University. After college, he was drafted into the army as a Chaplain’s Assistant and served in Germany.