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                <text>Video recording of a lecture delivered on September 26, 2025, by Annapolis Dean Joseph Macfarland as part of the Formal Lecture Series.&lt;br /&gt;&lt;br /&gt;Mr. Macfarland offers the following description: "According to Galileo, the grand book of the universe standing before our eyes is written in the language of mathematics, in the characters of geometrical figures. On account of this conception of nature as fundamentally mathematical, he is taken to be a sort of founder of modern science and philosophy. By one account, the subsequent rapid progress of mathematical methods entails a forgetfulness of, or distrust of, mere appearances. The things known objectively, that is, mathematically, are not what they seem. This way of thinking seems fitting to the replacement of the Ptolemaic system by the Copernican one. The lecture will consider a few examples of how Galileo takes in what is before his eyes and thinks about it, and it will consider some limits to his efforts to account for phenomena mathematically. These characteristics of his natural philosophy will be viewed within the context of his attempt to secure a freedom to philosophize. The lecture will focus on his &lt;em&gt;Dialogue Concerning the Two Chief World Systems, Ptolemaic and Copernican&lt;/em&gt;, with attention to his letter to Christina of Lorraine. No familiarity with either text will be presupposed."</text>
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                  <text>Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.&lt;br /&gt;&lt;br /&gt;For more information, and a schedule of upcoming lectures, please visit the &lt;strong&gt;&lt;a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener"&gt;St. John's College website&lt;/a&gt;&lt;/strong&gt;.  &lt;br /&gt;&lt;br /&gt;Click on &lt;strong&gt;&lt;a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;amp;sort_field=Dublin+Core%2CDate&amp;amp;sort_dir=d"&gt;Items in the St. John's College Formal Lecture Series—Annapolis Collection&lt;/a&gt;&lt;/strong&gt; to view and sort all items in the collection.&lt;br /&gt;&lt;br /&gt;A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit &lt;a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772"&gt;Apple Podcasts&lt;/a&gt; or &lt;a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify"&gt;Spotify&lt;/a&gt; to listen and subscribe.</text>
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              <text>&lt;a href="https://youtu.be/0c_RLKHU7L8?si=UlpuI97hJ8ZN4G7N"&gt;https://youtu.be/0c_RLKHU7L8?si=UlpuI97hJ8ZN4G7N&lt;/a&gt;</text>
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                <text>&lt;a href="https://youtu.be/0c_RLKHU7L8?si=UlpuI97hJ8ZN4G7N"&gt;‘Foams Forth to Him His Infinity': The Puzzle of Phenomenology's Ending&lt;/a&gt;</text>
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                <text>Video recording of a lecture delivered on October 10, 2025, by Annapolis tutor Khafiz Kerimov, as part of the Formal Lecture Series.&lt;br /&gt;&lt;br /&gt;Mr. Kerimov offers the following description: The final lines of Hegel’s &lt;em&gt;Phenomenology of Spirit&lt;/em&gt; are not his own. Hegel ends the book with a quotation from Friedrich Schiller’s poem "Friendship" ("Freundschaft")—and misquotes it in a number of ways. Hegel's closing gesture invites a range of questions: why conclude with a quotation at all? Why a poetic one, and why Schiller’s "Friendship" in particular? Why misquote Schiller's poem? While I will touch on all of these questions in my lecture, my chief goal is to examine how this misquotation operates as the culminating moment of the Phenomenology and how it fulfills the book’s overarching project.</text>
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                <text>Schiller, Friedrich, 1759-1805. Poems.</text>
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                <text>&lt;a href="https://youtu.be/6JtMriQmN-Y?si=g2ssUx9SZrHF-d_T" title="A Timely Untimely Education"&gt;A Timely Untimely Education&lt;/a&gt;</text>
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                <text>Video recording of a lecture delivered on September 19, 2025, by Santa Fe Dean Sarah Davis. &lt;br /&gt;&lt;br /&gt;Ms. Davis offers the following description: "I hate everything that merely instructs me without augmenting or directly invigorating my activity.” Nietzsche opens &lt;em&gt;The Advantage and Disadvantage of History for Life &lt;/em&gt;with this quote from Goethe. It appropriately frames Nietzsche’s own meditation, which does not just walk us through different ways to relate to the past, giving us a schema for making sense of history, but invigorates and leads to a quickening within us. But how? This lecture investigates Nietzsche's claim that the "excess of history" in modern times compromises the health and vitality of human life. It then considers &lt;em&gt;The Advantage and Disadvantage of History for Life&lt;/em&gt; itself as presenting an alternative way to relate to history. Finally, it asks how, if at all, this alternative informs a St. John's education."</text>
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                <text>Nietzsche, Friedrich Wilhelm, 1844-1900. Vom Nutzen und Nachteil der Historie für das Leben</text>
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Professor Kambo describes his lecture: "In Plato's Republic, Socrates suggests that the best regime is doomed to fail. This failure is often attributed to inevitable errors in the rulers' eugenic calculations. I propose that the city's constitution must decline not because the eugenic calculations go wrong, but because the calculations have always been wrong, and this on account of congenital errors in the city's establishment. In this dramatic arc, from noble founding to destined fall, the reversal perhaps reveals the city to be a tragic figure. The Republic, then, would not be, as some read it, a prescription for authoritarianism or totalitarianism, but a reflection on political lies, human sacrifice, and the tragedy of politics." &#13;
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                <text>Video recording of a lecture delivered on November 15, 2024, by Stephanie Nelson as part of the Formal Lecture Series.&lt;br /&gt;&lt;br /&gt;Dr. Nelson (SJC Annapolis, 1983) is Professor of Classical Studies at Boston University and a Visiting Tutor at St. John’s. Her most recent book is titled, &lt;em&gt;Time and Identity in Ulysses and the Odyssey&lt;/em&gt; (2023), and explores how each work benefits from being read alongside the other.&lt;br /&gt;&lt;br /&gt;Professor Nelson offers this introduction to her lecture: It is not too much of a stretch to say that Aristophanes’ &lt;em&gt;Clouds&lt;/em&gt; is primarily about two topics: logos and the gods – and about Socrates’ relation to them both. Aristophanes, in his most serious playful manner, challenges us to think about who gets to be a god, and even, this lecture will suggest, proposes the Logoi as the real gods of human experience. The play thus asks us to consider both the nature of gods and the nature of logos, and in so doing juxtaposes the way that Socrates views the relation of logos and reality to the way the comic poet sees the same question.</text>
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                <text>&lt;a href="https://youtu.be/C0yBZMyVfIU?si=9vGm6K0T9XrIeFqa" target="_blank" title="A Meditation on Multiplication" rel="noreferrer noopener"&gt;&lt;span&gt;A Meditation on Multiplication&lt;/span&gt;&lt;/a&gt;</text>
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                <text>Video recording of a lecture delivered on August 22, 2025, by Suzy Paalman as part of the Formal Lecture Series. &#13;
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Ms. Paalman offers the following description: 'We learn as young children that multiplication is taking a number a certain number of times, to form the times tables. As we learn more, the meaning of multiplication subtly changes, even as the methods of doing actual problems don't really change much. For instance, we learn early on to multiply length by width to find the area of a rectangle. How is finding the area of a shape related to taking numbers a certain number of times? This naive question will lead us to ask about the relation between number and magnitude, using Euclid and Descartes for help. In the end, our inquiry will come to mathematics as a discipline. The question, "What is multiplication?" will lead us, in the end, to the question, "What is mathematics?"'&#13;
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                  <text>Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.&lt;br /&gt;&lt;br /&gt;For more information, and a schedule of upcoming lectures, please visit the &lt;strong&gt;&lt;a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener"&gt;St. John's College website&lt;/a&gt;&lt;/strong&gt;.  &lt;br /&gt;&lt;br /&gt;Click on &lt;strong&gt;&lt;a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;amp;sort_field=Dublin+Core%2CDate&amp;amp;sort_dir=d"&gt;Items in the St. John's College Formal Lecture Series—Annapolis Collection&lt;/a&gt;&lt;/strong&gt; to view and sort all items in the collection.&lt;br /&gt;&lt;br /&gt;A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit &lt;a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772"&gt;Apple Podcasts&lt;/a&gt; or &lt;a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify"&gt;Spotify&lt;/a&gt; to listen and subscribe.</text>
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                  <text>St. John's College Greenfield Library</text>
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              <text>&lt;a href="https://youtu.be/e17Q-D6ZQp8?si=KHXK2yyc4yFOEjg1"&gt;https://youtu.be/e17Q-D6ZQp8?si=KHXK2yyc4yFOEjg1&lt;/a&gt;</text>
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                <text>&lt;a href="https://youtu.be/e17Q-D6ZQp8?si=-oE0QAVsHfhgsBOQ"&gt;On How to Be Judgmental About Eros&lt;/a&gt;</text>
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                <text>Video recording of a lecture delivered on January 9, 2026, by Annapolis Assistant Dean Ron Haflidson, as part of the Formal Lecture Series.&lt;br /&gt;&lt;br /&gt;Mr. Haflidson offers the following description of his lecture: "In Genesis, when the Man first meets the Woman, he says: 'This one at last, bone of my bones/ and flesh of my flesh…'. Then, the narrator adds, 'Therefore does a man leave his father and his mother and cling to his wife and they become one flesh.' In &lt;i&gt;The Symposium&lt;/i&gt;, Aristophanes offers this pithy summary of the origin of love: 'Before…we were one, but now, because of our injustice, we have been split up and scattered by the god…We were whole, and the name for our yearning for and pursuit of wholeness is Love.' Both stories identify three moments in eros. First, in the present, there is an encounter with another with whom one feels an immediate and intense unity. Second, that experience of unity is partially explained by a strange, forgotten past. And then, third, that experience becomes a task for the future, as the lovers labor to make it an ongoing, sustained reality. Despite this cluster of similarities, there is also a difference with much at stake: in Genesis, the erotic heroes are a married man and woman, while Aristophanes most praises the intergenerational male couple. In terms of what it’s like to be in love, these two stories share much in common, but when it comes to judging which couple best fulfills the potential of eros, they diverge. A guiding question of this inquiry, then, is what criteria are at work in making these judgments?"</text>
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                <text>&lt;a href="http://rightsstatements.org/vocab/InC/1.0/"&gt;In copyright&lt;/a&gt;</text>
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                <text>Bible. Genesis</text>
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