Category Archives: Courses

How to Read Classic Texts

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COURSES > LIFELONG | COURSES > ONLINE

One of the foundational premises of the Basic Program is that reading is a skill. And that like many skills, one can get better at reading through theoretically-informed practice. In this short course, we will examine the theoretical perspective on good reading contained in Mortimer Adler’s famous How to Read a Book, which we will practice through a close examination of the beginnings of a range of classic texts. After all, if we don’t understand the beginning of a work, how can we hope to understand the ending? Continue reading →

“It Can’t Happen Here”? Sinclair Lewis on Tyranny in America

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COURSES > LIFELONG | COURSES > ONLINE

In a time when many believe that contemporary events are unfolding in ways that bode ill for the future, the dystopian classics of youth are the focus of renewed interest as possible guides to “what might happen”. This course will be devoted to a careful, mature consideration of one such classic, It Can’t Happen Here by Sinclair Lewis (the first American writer to receive the Nobel Prize in Literature in 1930) as we seek both to understand the text as a literary work originating in its own time and place and to glean possible insights into our own time and place. For the first class, please read chapters 1-13.
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Could It Happen Here? Now? Dystopian Novels for Our Time

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COURSES > LIFELONG | COURSES > ONLINE

In a time when many believe that contemporary events are unfolding in ways that bode ill for the future, the dystopian classics of youth are the focus of renewed interest as possible guides to “what might happen”. This course will be devoted to a careful, mature consideration of four such classics as we seek both to understand each text as a literary work originating in its own time and place and to glean possible insights into our own time and place. The texts are: Aldous Huxley’s Brave New World; Sinclair Lewis’s It Can’t Happen Here; George Orwell’s Nineteen Eighty-Four; and Ray Bradbury’s Fahrenheit 451. Continue reading →

Does Humanity Have a Death Wish? Sigmund Freud’s Civilization and Its Discontents

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COURSES > LIFELONG | COURSES > ONLINE

Although most famously known for his “erotic” theories that postulated a fundamental human drive for sex, reproduction and the continuation of life itself, during the period between the two world wars Sigmund Freud began to consider whether or not humanity also had a fundamental drive for self-destruction — a drive that was exacerbated by the conditions of modern, civilized life. After a brief introduction to Freud’s seminal theory of the human mind, this course will focus on a close reading and discussion of one of Freud’s last books, Civilization and Its Discontents, paying particular attention to Freud’s claim that “the fateful question for the human species seems to me to be whether [they] will succeed in mastering the disturbance of their communal life by the human instinct of aggression and self-destruction.” Continue reading →

The Nature of Knowledge: Plato’s Theaetetus and Descartes’ Meditations on First Philosophy

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COURSES > LIFELONG | COURSES > ONLINE

In an age of “alternative facts”, it is perhaps worthwhile to revisit the foundational texts that have helped establish a longstanding conviction that some “facts” are more equal than others. This course will be devoted to a close consideration of two such texts: Plato’s ancient dialogue Theaetetus and Descartes’s modern monologue Meditations on First Philosophy. In the first, Socrates and his interlocutors examine three different notions of knowledge (and Socrates proclaims himself a “midwife of the soul”). In the second, Descartes claims to demonstrate the indisputable truth of (a) the existence of God and of (b) the existence of the immortal human soul — not to mention of (c) the existence of himself (because he thinks). In addition to seeking to understand each text on its own terms, we will compare and contrast them as alternative approaches to “certain knowledge”. Continue reading →

Shakespeare’s “Letter to the Ephesians”: The Comedy of Errors as a “Christianized” (Not “Plagiarized”) Pagan Play

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COURSES > LIFELONG | COURSES > ONLINE

Perhaps because it is one of Shakespeare’s earliest and “lightest” plays, The Comedy of Errors has long been understood primarily as little more than an Elizabethan re-telling of an ancient Roman farce, The Brothers Meneachumus by Plautus. By reading Shakespeare’s work in conjunction with Plautus’s and also Paul’s Letter to the Ephesians, however, this course will explore the possibility that Shakespeare not only modernized Plautus’s play but also (and more importantly) Christianized it, thereby giving The Comedy of Errors a much deeper significance than is generally realized. Continue reading →

Jesus for Jews (and Others)

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COURSES > LIFELONG

Although the figure of Jesus has permeated Western culture for nearly 2,000 years, many Jews and other non-Christians find the figure of Jesus a problematic one, difficult to study and comprehend. As a result, many of the great Western works that presuppose a sympathetic understanding of Jesus remain opaque. This course provides a sympathetic introduction to the figure of Jesus as well as an exploration of some of the challenges that Jews in particular often face in dealing with Christianity’s appropriation of one of Israel’s greatest sons. Readings from the Bible will be supplemented by Chaim Potok’s My Name is Asher Lev and Mel Gibson’s The Passion of the Christ. Continue reading →

Pirsig’s Progress: Zen and the Art of Motorcycle Maintenance as a Modern Spiritual Journey

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COURSES > LIFELONG | COURSES > ONLINE

Since its publication in 1974, Zen and the Art of Motorcycle Maintenance: An Inquiry into Values (ZAMM) has been widely hailed as a modern classic as well as a work that defies conventional characterization. Part novel, part diary, part manifesto, ZAMM relates the thoughts and experiences of a philosophically-oriented unnamed middle-aged narrator as he progresses along a number of simultaneous personal journeys, all of which facilitate an overarching spiritual journey toward wholeness and wellness. Overall, though, ZAMM appears to be a special kind of “Chautauqua” designed to induce analogous journeys in readers. This course will undertake the ZAMM journey through close reading and discussion of this modern masterpiece along with related Platonic dialogues that lurk in the background. Continue reading →

Hubris and Empire: Livy on the Early History of Rome

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COURSES > LIFELONG | COURSES > ONLINE

The Roman Empire is frequently evoked as a cautionary tale for modern America. Rising from humble beginnings, Rome dominated the western world for over 600 years before falling to barbarian hordes and its own dysfunction. As a Republic, Rome developed institutions based on law and justice that were used by the Founding Fathers of the United States as models for their own government, but which may also have contained the seeds of their own destruction. In this course we will read and discuss the first five books of Livy’s history, Ab Urbe Condita (From the Founding of the City), often known in English as The History of Rome. These books begin with the semi-mythical founding of Rome by Romulus and chronicle the early development Republic. Through his discussion of early Rome, Livy also gives us a commentary on the contemporary upheavals that he witnessed during his own lifetime as Rome moved from Republic to Empire under Julius and Augustus Caesar. Continue reading →

Homer’s Odyssey

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COURSES > ONLINE

Although often regarded as the sequel to the Iliad, Homer’s Odyssey is perhaps better understood as an independent work with its own beginning, middle and end, and its own concerns, motifs and messages. This course provides participants an opportunity to personally engage with Homer’s “other”, “domestic” epic through close reading and discussion of the text in a way that pays due attention to both the “big picture” and the “little details” that combine to give the Odyssey a force that still resonates today. The process of gaining familiarity with, and insight into, the text and the culture(s) of which it was originally a part it will also shed light on some of the major differences — as well as some of the major commonalities — between “then” and “now”. No background or prior experience is required. Continue reading →