Reading Nietzsche’s Genealogy of Morals … Twice!

COURSES > LIFELONG | COURSES > ONLINE

Using the strategy laid out in Mortimer Adler’s classic How to Read a Book, this course is devoted to developing a thorough understanding of Nietzsche’s On the Genealogy of Morals by reading it once quickly to get an overview and then again more slowly to figure out the details. Along the way, we’ll pay careful attention to both the dramatic and the philosophic features that Nietzsche interweaves in this “polemic”. Whether you’ve attempted Nietzsche’s Genealogy before or never cracked the cover, this course is for you.
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Reading Prometheus Bound and Frankenstein … Twice!

COURSES > LIFELONG | COURSES > ONLINE

Although Mary Shelley subtitled her most famous work “The Modern Prometheus,” few modern readers consider her novel in light of its ancient antecedent. This course will explore the full significance of Shelley’s Frankenstein by reading it closely in conjunction with a close reading of Aeschylus’ Prometheus Bound. We’ll use the strategy laid out in Mortimer Adler’s classic How to Read a Book of reading each work once quickly to get an overview and then again more slowly to figure out the details as we attempt to understand each work in its own right as well as the relationships between them. Continue reading

A Perfect Storm of Vitriol: A Review of Norman Finkelstein’s I’ll Burn that Bridge When I Get to It! (2023)

WRITINGS > FINISHED [→ ONLINE ARCHIVE MATERIAL]

Norman Finkelstein’s I’ll Burn that Bridge When I Get to It! Heretical Thoughts on Identity Politics, Cancel Culture, and Academic Freedom (2023) is an important book that ought to be read by anyone trying to figure out what the hell has happened to “progressive” America these past few years.
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Great Books and Big Lies (“Theirs” and “Ours”)

LECTURES > PREVIOUS

In contrast to Plato’s ideal polity ruled by a “philosopher-king”, an ideal democracy must be ruled by “philosopher-citizens”, each of whom pursues wisdom through independent, critical thinking. One of the central ongoing tasks of such free thinking is the recognition, analysis, and rebuttal of the assorted “big lies” (i.e., propaganda) perpetually perpetrated by foe and friend alike. Lifelong liberal education grounded in the great books can help us do this. As the preface to an old University of Chicago reader once put it: “If citizens are to be free, they must be their own judges. If they are to judge well, they must be wise. Citizens may be born free; they are not born wise. Therefore, the business of liberal education in a democracy is to make free men wise.” Continue reading

A “Great Conversation” Model of University DEI: At the University of Chicago, for Example

WRITINGS > FINISHED [→ ONLINE ARCHIVE MATERIAL]

The “Great Conversation” model of the university presupposes an intellectual posture of skepticism and humility that is incompatible with claims of epistemic privilege, the notion that some individuals or groups have greater inherent access to truth. UChicago DEI initiatives should reflect this by incorporating perspectives that question all aspects of DEI. Not doing so results in a “Great Monologue” that impedes the quest for truth and diminishes the possibility of truth-based activism, as well as denigrates those holding currently unfashionable views. Continue reading

The Foundation of Free Speech? John Stuart Mill’s On Liberty

COURSES > LIFELONG | COURSES > ONLINE

Often cited as one of the most celebrated defenses of free speech ever written, John Stuart Mill’s On Liberty makes its case on the basis of utility rather than natural rights. But is Mill’s argument sound? We’ll attempt to find out as we consider his argument in detail. Please read chapter 1 prior to the first class. Continue reading

Reading Plato’s Republic … Twice!

COURSES > LIFELONG | COURSES > ONLINE

Using the strategy laid out in Mortimer Adler’s classic How to Read a Book, this course is devoted to developing a thorough understanding of Plato’s Republic by reading it once quickly to get an overview and then again more slowly to figure out the details. Along the way, we’ll pay careful attention to both the dramatic and the philosophic features that Plato interweaves to create a Socratic “one man show” (think Fonda as Darrow or Holbrook as Twain) “on justice”. Whether you’ve attempted the Republic before or never cracked the cover, this course is for you. Please skim Books 1-4 of the Republic before the first class session. You may also want to read Adler’s How to Read a Book before or during the course but that is not required.
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21st-Century African-American Perspectives on Race

COURSES > LIFELONG | COURSES > ONLINE

Through close reading and discussion of a number of modern classics this course will seek to better understand two lines of African-American thinking about racism today. The more mainstream, “liberal” school of thought contends that America has always been — and is still today — a fundamentally racist nation. The less known, “conservative” school of thought contends not only that America has made great racial progress, but that the greatest obstacle to further progress is the “liberal” narrative itself. Readings includes works by Derrick Bell, Shelby Steele, Ta-Nehisi Coates, John McWhorter, Ibram Kendi, and Glenn Loury. Prior to the first class, please do the readings indicated on the syllabus and watch the 2020 documentary What Killed Michael Brown? … with as much “critical empathy” for each work as possible. Continue reading

Hannah and Hitler

COURSES > LIFELONG | COURSES > ONLINE

The causes and consequences of the rise and fall of Nazi totalitarianism are arguably among the most important lessons of the 20th century. This course will grapple with these issues through close readings of Hannah Arendt’s controversial classics The Origins of Totalitarianism and Eichmann in Jerusalem: A Report on the Banality of Evil alongside Adolph Hitler’s notorious Mein Kampf. Prior to the first class, please read the short assignments noted in the syllabus and watch Charlie Chaplin’s famous 1940 film, The Great Dictator. (Please do not watch any of the other films used later in the course.) Continue reading