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Course Criteria
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3.00 Credits
Education is often shaped by a culture's dominant understanding and expectations of childhood, adolescence, and emerging adults. This course explores anthropological, philosophical, theological, and literary texts in order to understand changing views of "the young person," or as they are commonly called "emerging adults." The course also identifies how these changing views impact education and society more generally. It aims to help students address the following questions: How did different eras view children and adolescents? When did our current understandings emerge, chy, and are they helpful? What philososophies or theologies of personhood are embedded in various understandings of children and childhood? How might these views impact our own teaching?
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1.00 Credits
Special Topic
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3.00 Credits
Thomas Aquinas said that teachers uniquely move back and forth between the contemplative life and the active life: first, we love and pursue the truth about certain objects or fields of knowledge; and secondly, we attempt to nurture a comparable love and understanding within our students. The three foci of this tutorial together address this bifidity: (1) virtue and learning; (2) virtue and teaching; and (3) the school as a polis of virtue. Among the many challenges that face any school are these: (1) reaffirming the school's original mission, or determining whether or not it needs to be modified (and why and how); (2) identifying and describing the school's ethos - what is valued, and its understanding of learning and teaching, the meaning of persons, and the pursuit of virtue (&c.); and (3) perceiving how to maintain its culture, ethos, and identity, whether the school is shrinking, relatively stable, or rapidly growing.
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3.00 Credits
The readings and seminars from the Classical Education and the Black Intellectual Tradition provide a brief introduction to several key themes of the "Great Conversation" that has taken place among esteemed writers from ancient times to the present. Traditionally, the authors included in this Great Conversation have included very few, or even no black intellectuals. Writers of the black intellectual tradition have, however, much to say that contributes directly to this conversation and that is indispensable to rigorous contemplation of ideas such as liberty, equality, freedom, democracy, citizenship, and more, that are core to the conversation.
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3.00 Credits
The reality of truth is the indispensable basis of logic and with it the power of reason, which is to say the ability to give reasons for what one thinks is true. The pursuit of truth distinguishes knowledge, which always means knowing the truth, from the mere acquisition of information. To be liberally educated is to acquire an autobiography that includes one's adventures in the pursuit of truth, and thus the growth of one's capacity for knowledge. Hence this course will include both instruction in logic and reflection on the nature of belief, knowledge, and reason.
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3.00 Credits
Classic authors contend that the literature we encounter shapes us, for good or for ill. Hence this course will investigate how poetry and stories form and perhaps deform us, shaping our moral character and our perceptions. In addition to ancient and contemporary readings in literary criticism, this class will read poetry together, discuss particular stories, and consider how to teach so that what we read forms souls in wisdom and virtue.
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3.00 Credits
'The Good' is the second in a series of three courses on 'The Great Conversation' in Templeton's MAT program in the tradition of classical education. This tradition has always been concerned with the central question: "How ought I to live?" The ancients began their inquiry into this question from the conviction that in order to know how we ought to live, we need to know what is good. But knowing this is not an easy or a straightforward task. In this course, we will explore the nature of the good and the process of how we come to know it. This exploration will lead us into an inquiry about the nature of virtue and from there into questions of where and how we may live the good life. In conversation with ancient and contemporary sources, we will consider topics including leisure, home, community, craft, and technology. Throughout the course, we will consider together how the aspects of the good explored in our various readings and discussions might be integrated into our schools and classrooms, as well as into our own lives. We will end our course together with a week exclusively devoted to how we can teach the good in the classroom.
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3.00 Credits
'The Beautiful' is the third in a series of three courses on 'The Great Conversation.' These courses spring from the conviction that teachers will be most effective at embodying and passing on the classical ethos if they themselves are steeped in the classical tradition. Of the three "transcendentals"-goodness, truth, and beauty-beauty is arguably the most controversial and least understood. This course explores classical and contemporary ideas of beauty, art, and aesthetics, probing such questions as: Is beauty subjective (in the eye of the beholder)? Is beauty merely the servant of the good and the true or does it offer its own pathway to knowledge of reality? In works of art, can depictions of darkness, tragedy, and suffering be said to be beautiful? How does beauty interact with our concepts of the true and the good? The goal is not only to help students understand these concepts, but also to help them love the beautiful and consider how it can be embodied in their curricula, classrooms, and schools, as well as their own lives. Because coming to love art and the beautiful requires more than merely philosophical reflection, this course will also include experiential-poetic-knowledge of a variety of artistic media.
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1.00 Credits
No course description available.
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0.00 Credits
Required forum for the Templeton Honors College
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