11 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/111b3bd400a68c77997a00cd4fb2f2c3.pdf 91a0e465e34a7c57a40ee9ab92c25fce PDF Text Text STATEMENT OF THE ST. JOHN'S PROGRAM S!JOHN'S College ANNAPOLIS • SANTA FE SANTA FE, NEW MEXICO 87505 505-984-6000 g'William's School, I696; chaitered as St. John's College, I?84; accreditd State Depaitment of Education, by the Middle States Association of ols (362.4 Maiket Street, Philadelphia, PAI9Io4; 2.IS-662.-5606), by the ciation of Colleges and Schools (30 N. La Salle Street, Suite 2.400, 2.; 800-6u-7440), and by The American Academy for Liberal ode Island Avenue, NW, 4th F1oor, Washington, D.C. 2.0036; 2.02.ege is co-educational and has no religious affiliation. St. John's dents of any race, religion, or national or ethnic origin, without ility, or sexual orientation. Academic facilities and most resie to persons with physical disabilities. The college reserves the sand policies herein stated without notice. �{COLLEGE CALENDAR 2006-2007} {COLLEGE ANNAPOLIS CALENDAR 2006-2007} SANTA FE 2006-2007 August22 Upperclass Registration ...........................................................................................................................,._ August23 ........................................................... ············································ .............................................................................. ········································································· ................................................................................................. Freshman Registration and Convocation Upperclass Registration ····························-···· ························ .................................................... Freshman Registration ······························ ································· ···················································· August24 Classes Begin with Seminars October 6- 9 Long Weekend November 22 - 26 Thanksgiving Recess Long Weekend DecemberI4 End of First Semester Thanksgiving Recess December IS - January 7 Winter Vacation End of First Semester January8 Second Semester Registration February 2- 5 Long Weekend February 2 - March I8 Spring Vacation Mayu End of Second Semester End of Second Semester MayI3 Commencement Commencement Undergraduate Classes Begin with Seminars ......................................................................................................................................................... Convocation ben5-JanuaryI4 Winter Vacation ··········································· January Freshman Registration .................................................................................................................................... Spring Vacation SUMMER 2007 June I8 Augustg January Freshman Second Semester Begins .............................. Graduate Institute Summer Session Begins ······························ January Freshman Second Semester Ends Graduate Institute Summer Session Ends �{TABLE 6 · THE 8 IO II r6 20 22 THE 27 28 28 29 30 3r 32 32 33 33 35 37 CONTENTS} Introduction CURRICULUM Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Great Books ACADEMIC ORDER Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Careers after St. John's Graduate Institute in Liberal Education Degree of Master of Arts in Liberal Arts Degree of Master of Arts in Eastern Classics Directory Information and Right to Privacy RESIDENCE 39 42 45 48 OF & STUDENT LIFE Annapolis Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS SI 52 53 55 FEES Overview Requirements for Admission Procedure for Applying Campus Visit & FINANCIAL AID 56 57 58 59 60 63 Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 65 Bibliography 66 Board of Visitors and Governors 67 Faculty 87 Officers, Associates, and Staff 88 Profile: 2005-2006 Freshman Classes �6 {INTRODUCTION} t. John's College is a community dedicated to liberal education. Liber educated human beings, the college believes, acquire a lifelong co ment to the pursuit of fundamental knowledge and to the search unifying ideas. They are intelligently and critically appreciative oft common heritage and conscious of their social and moral obligatio They are well equipped to master the specific skills of any calling, and they poss the means and the will to become free and responsible citizens. St. John's College is persuaded that a genuine liberal education requires the of great books - texts of words, symbols, notes, and pictures - because they exp most originally and often most perfectly the ideas by which contemporary li knowingly or unknowingly governed. These books are the most important teac They are both timeless and timely; they illuminate the persisting questions ofh existence, and they bear directly on the problems we face today. Their authors speak to us almost as freshly as when they spoke for the first time, for what they to tell us is not of merely academic concern or remote from our true interests. change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human tions, they lend themselves to different interpretations that reveal a variety of· pendent and yet complementary meanings. And while seeking the truth, they pl us as works of art with a clarity and a beauty that reflect their intrinsic intelligib · They are, therefore, properly called great, whether they are epic poems or poli treatises, and whether their subject matter is scientific, historical, or philosop They are also linked together, for each of them is introduced, supported, or criti by the others. In that sense they converse with each other. They draw the reade take part, within the limits of their abilities, in a large and continuing conversati This conversation, however, is unavoidably one-sided. The great books can o repeat what they have to say, without furnishing the clarifications that we desire. remedy this defect is the goal of the St. John's seminar. Here a number of stude varied backgrounds, faced with a text that may present unfamiliar thoughts, atte to discuss it reasonably. It is presupposed that the students are willing to submit opinions to one another's questions. The demands of the individual and those of group are in continuous interplay, setting limits within which the discussion m with the utmost possible freedom. The discussion may concern itself primarily trying to establish the meaning of a poem or the validity of an argument. On the o hand, it may concern itself with more general or with very contemporary ques · that thrust themselves forward. The students bring to the seminar the assumpti {ST. JOHN'S COLLEGE} 7 ey have derived from their experience in the contemporary world. Through discuson they acquire a new perspective, which enables them to recognize both the sameess of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things e - to help the students make reasonable decisions in whatever circumstances they ce. And it is the ultimate aim of the program that the habits of thought and discuson thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational ethods of the seminar are carried over into the tutorials. AB much as possible, the tual instruction in all classes and laboratories is made to depend on the activity and 'tiative of the students. The tutors function as guides, more intent on listening to the dents and working with them than imposing upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primafunction of the liberal arts has always been to bring about an awareness of the rms that are embodied in combinations of words and in numbers so that they come means of understanding. Traditionally, the liberal arts were seven in num: grammar, rhetoric, logic - the arts of language; and arithmetic, geometry, sic, and astronomy - the arts of mathematics. In more contemporary terms, the beral arts bring to light what is involved in the use of words and numbers in all · ds of discursive thought, in analyzing, speaking, and writing, and also in measurg, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of hem: discussion, translation, writing, experiment, mathematical demonstration, d musical analysis. Whatever methods are used, they all serve the same end: to 'te the students to think freely for themselves. By these means, students will be e to envisage actual situations, to deliberate by articulating clear alternatives with hope of arriving at a proper choice. The acquisition of these intellectual skills · serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over e centuries, but these arts of understanding remain in one form or another indissable. They enable men and women to win knowledge of the world around them d knowledge of themselves in this world and to use that knowledge with wisdom. nder their guidance, men and women can free themselves from the wantonness of rejudice and the narrowness of beaten paths. Under their discipline, men and men can acquire the habit of listening to reason. A genuinely conceived liberal ts curriculum cannot avoid aiming at these most far-reaching of all human goals. �8 {THE CURRICULUM} THE SEMINAR T he heart of the curriculum is the seminar - a discussion of assigned readings from the boo~s of the program. In each semmar seventeen to twentyone students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, for two hours - or sometimes longer if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once underway, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices and on humanity's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading, but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of mon courtesy, there are only two r first, all opinions must be heard explored, however sharplytheymayc second, every opinion must be sup by argument - an unsupported op does not count. In a freshman se the students may tend to express opinions with little regard fort relevance to the question or their re to the opinions of others. Gradual their interplay with one another students learn to proceed with care, ing to the topic and trying to un the meanings of the terms they They learn, gradually also, that to extent the procedure of the seminar with the kind of reading under st poetry is not philosophy, and it require a different approach. S progress in learning together ma crowned by sudden insights on the p a few of the seminar members, or by sions when the seminar as a wh achieves illumination. The course of the discussion cann fixed in advance; it is determined by the necessity of "following the ment," of facing the crucial issues, seeking foundations upon which a tr · reasoning can be pursued. The argu does not necessarily lead to the ans a question. More often than not the q tion remains open with certain alte rives clearly outlined. The progress of seminar is not particularly smooth; discussion may sometimes branch off entangle itself in irrelevant difficul · Only gradually can the logical rigor of argument emerge within the sequence analogies and other imaginative de ' by which the discussion is kept alive, seminar may also degenerate into rath empty talk, without being able for s time to extricate itself from such a co At its best, the seminar may reach insi far beyond the initial views held by any its members. {ST. JOHN'S Under these circumstances, the primarole of the leaders is not to give inforation, nor is it to produce the "right" 'nion or interpretation. It is to guide e discussion, to keep it moving, to raise jections and to help the students in ery way possible to understand the thor, the issues, and themselves. The st useful instrument for this purpose is question; perhaps the most useful ·ce of all is the question "Why?" But e leaders may also take a definite and itive stand and enter directly into the ment. If they do so, however, they can ect no special consideration. Reason is only recognized authority. Consequentall opinions must be defended with rean, and any single opinion can prevail y by general consent. The aim is always COLLEGE} 9 to develop the students' powers of reason and understanding, and to help them arrive at intelligent opinions of their own. Every freshman, sophomore, and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling (see page 3r). �10 {THE CURRICULUM} THE PRECEPTORIAL ·or about seven to eight weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually a choice of to on books or subjects of particular interest to the tutors who offeT them. Students may suggest a and invite a tutor to study it with them. many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some may deal with books and themes the students would not otherwise encounter. There are generally not more Guided by a tutor, at a pace more than that permitted the semithe students' work is completed by the wTiting of papers, which may be read in draft to the and other members. Listed below are some of the pn~ce·otc\, al subjects offered on the two ~~'""u"c' recent years. {ST. JOHN'S seminar cannot suffice as only setting for liberal eduBy its very nature, the does not give the stuan opportunity to cultiate the habits of methodical and careful and of persistently precise discusand vVTiting. Other learning devices :must therefore support it; these are the 'tutorials in language, mathematics, and music, For each of four years, a student ends one language and one mathemats tutorial three times a week. Sophoalso attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students study and iearn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to together toward a careful analysis, often through translation or demonstra-tion, of an important work Ai; in the semfaar, students talk freely with one another with the tutor, but the discussion "'"'Ancoc sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows, Other tutors often attend, seeking to learn about a particular 'subject that they may later teach. Writing assignments are normally in all classes: mathematics, music, laboratory sections, as well as in lantutorials. The students are thus upon continually to articulate and their thinking in both the writand spoken forms, :Sn,ecializaticm in higher education has led profound neglect oflanguage skills. As is separated from country the 11 COLLEGE} means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and of terms; to the role analogies and images; and to the logical relations that connect The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) an effective means to these ends, By studying these languages, by from them into English, comparing them with each other and with English, the students learn of the nature of lanancl of theiJ: own in particulaL During the four years, then, study language as the discourse of reason, as the articulation of and as the medium of the art di:rectly and through the interof their own language. They discover the resources of articulate and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to and e11HJJr1a,01s is on iiHUHaLlCaJ COn- structions, and the guage being studied, Thus the rapid reading for the seminar, with its attention to the large outlines and to the trend and of the central idea, is and corrected by a more one that is details and shades of and with the abstract logical structme and rhetorical pattern of a work. Those are matters that do �12 {THE CURRICULUM} not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of ano language is to extend the boundar' one's sensibility. The choice of foreign languages · part dictated by the seminar rea schedule and is in part arbitrary. and German might be used wit changing the pattern and aims of the rial. The first year of Greek, how goes well with the freshman seminar mathematics tutorial, and the con ance of Greek into the second advances the work of the first. The se year ends with analysis and discussi works by Shakespeare, Donne, and English poets. The French of the third year be with a brief, intensive study of Fr grammar followed by the reading French text. The aim here is econo progress toward facility in the rea · simple French. Students already flu French may be exempted from these stages. Then follows examination of form and content of French prose se tions. Discussions of both form and tent are related to appropriate wri assignments, including exercises in lation in which the students attem match in their own tongue the excell of their models. In the second semest play is read - Racine's Phedre. The principal activity of the fourth is the reading of French prose and including a number of poems Baudelaire's Fleurs du Mal. Its imm object is the understanding and enj of each poem in its parts and as aw also provides a substantial basis for sion of the art of poetry and clarifica the relation of that art to the traditi eral arts of language. Writing assi include exercises in translation more tious than those attempted in the t year. The year ends with analysis and cussion of modern British and Am poets, such as T. S. Eliot, Dylan Tho W. B. Yeats, and Wallace Stevens. {ST. JOHN'S thematics is a vital part of education; t this is true or ought to be is suggested the word itself, for it is derived from a eek word meaning "to learn." It is rettable, then, that students should e to dislike mathematics or to think of mselves as unmathematical. It is equalregrettable that competent mathematis are often unaware of the philosophiassumptions upon which mathematical ations and formulas are based. Mathetics at St. John's is studied as a liberal , not artificially separated from what e come to be called the humanities. en mathematics is taught at an unhurd pace, in an atmosphere of reflective · , and from treatises chosen not only their matter but also for their gance and imagination, as it is at John's, mathematics becomes not only most readily learnable liberal art but one that provides ready access to oths and significant analogies with them. There are two main reasons for studyg mathematics. First, it pervades our odern world, perhaps even defines it. erefore anyone who means to criticize reform, to resist or cooperate with this rld, not only must have some familiariwith the mathematical methods by ·ch it is managed, but also must have ought about the assumptions that derlie their application. It is the task of mathematics tutorial and the laboratogether to help students to think t what it means to count and measure ngs in the universe. The second main reason for studying thematics concerns the mathematics rial more specifically. Since mathe:tics has, as its name implies, a particuly close connection with the human acity for learning, its study is especialuseful in helping students to think out what it means to come to know ething. COLLEGE} 13 To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? What do "better" and "worse," "ugly" and "beautiful" signify in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios - which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between �74 {THE CURRICULUM} the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: His work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They study Copernicus' transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year, calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. In the second semester, students take up Newton's treatment of astronomy in the Principia, in which he brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The year concludes with an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year, the reading of Lobachevski's approach to non-Euclidean geometry invites reflection on the postu- {ST. JOHN'S COLLEGE} 15 lates of geometry, as well as on the of the geometric art as a whole. S also study Einstein's special theory ativity, which challenges our conven understanding of the nature of time space. THE Music TUTORIAL One of the aims of the St. John's pro has been to restore music as a liberal the curriculum. The study of mus St. John's is not directed toward mance, but toward an understandin phenomena of music. The ancients ac ed music a place among the liberal because they understood it as one o essential functions of the mind, ass with the mind's power to grasp numb measure. The liberal art of musi based, for them, on the ratios among numbers. In particular, the music progra St. John's aims at the understandi music through close study of musical ry and analysis of works of musical ture. In the freshman year, students once a week to study the fundament melody and its notation. Demons takes place primarily by singing, and second semester the students pe some of the great choral works. I sophomore year, a tutorial meets times a week. Besides continui singing, the music tutorial reflects ferent but complementary aspe music. On the one hand, music is in · ly related to language, rhetoric, and:\> On the other, it is a unique and self. cient art, which has its roots de nature. The work of the tutorial inclu investigation of rhythm in words as in notes, a thorough investigation diatonic system, a study of the ra musical intervals, and a conside melody, counterpoint, and harmony. of these are done apart from the so 'ty of good music. The inventions of h, the songs of Schubert, the masses of trina, the operas of Mozart, and the umental works of Beethoven are the textbooks. In the second semester, at tone major work is analyzed closely. Seminars on great works of music are luded as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �76 {THE CURRICULUM} THE LABORATORY T ree hundred years ago, algera and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one that the college takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose, St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology, and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory, and fact has to be carefully scrutinized. All of this is sup- {ST. JOHN'S COLLEGE} 77 ported by the mathematics tuto which provide the necessary unde ing of mathematical techniques. The task, however, is not to c exhaustively the various scientific plines, to bring the student up to them, or to engage in specialized res It is rather to make the student exp and understand the significance of as a human enterprise involving mental assumptions and a variety of The college does not subscribe sharp separation of scientific studi the humanities, as iftheywere distin autonomous domains of learning. need not be "two ''cultures." Dif fields of exploration require dif methods and techniques, but the in of scientific pursuits stems from so common to all intellectual life. THE ORGANIZATION OF THE WORAT WORK The laboratory program is largely mined by three considerations rele the liberalization of the study of scie The formally scheduled experiment must be combined with a full and cussion of the instruments and p · involved in it. (2) The content of the should be so chosen as to enable th dents to trace a scientific discipline roots in principle, assumption, and vation. Thus certain integrated who subject matters are to be selected as lems in which the roles of theory and imentation can be distinguished t critical study. (3) The schedule ofla rywork should give opportunity for ly but intensive experimentation. dents must have time to satisfy the as to the degree of accuracy their i ments permit, to analyze procedur sources of error, to consider alter methods, and on occasion to re entire experiment. Only thus ca come to a mature understanding of ences called "exact." A laboratory section consists of fourn to sixteen students working under guidance of a tutor, with the help of e advanced students serving as assiss. Sections meet two or three times a k. A laboratory session may be used exposition and discussion of theory, experimentation, or for both, as the gress of the work requires. In most s, the basis for discussion is a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �{THE 18 CURRICULUM} WORATORY TOPICS THE FIRST YEAR The general topics of study have bee~ ch~­ sen from elementary physical and b10logrcal sciences. The sequence of study may be outlined as follows: The laboratory begins with twelve w devoted to topics in observational b" gy: classification of types, anatom structure, cells and their aggregation differentiation, and embryological de opment. Close observation by the n eye or with microscopes is accomp by constant theoretical interpret based on reading important works of logical scientists. Here the student fronts organisms as self-moving enti with properties of wholeness, intim dependent on, yet distinct from, the rounding world. The freshman laboratory next tur the nonliving in a search for fundam laws. Archimedes on the lever a hydrostatics is studied, then the l equilibrium of gases, temperature, ISTYEAil ..................................... . -~;··~~~k;:....Ob~~~ational biology 20 weeks: Studies of matter and measurement, leading to the atomic theory of chemistry .'.?..I!-P.Xl'.~ ............................................................................. Topics in physics: mechanics, optics, heat, electricity, magnetism 4!.1.IY.~~-- ........................... . 10 weeks: Quantum physics 18 weeks: Genetics, evolution, molecular biology {ST. JOHN'S orimetry are taken up, experimentally d in discussion of the relevant theories. ese topics lead into an examination of e phenomena, largely chemical, and e arguments that are involved in the eory that matter is composed of discrete tides. The student compares the views Aristotle and Lavoisier on the nature of bstance and substantial change, and es on to study and discuss important iginal texts bearing on the development the atomic-molecular theory. Experients are performed to help with the derstanding of the texts and the ysical and chemical transformation of "ch they speak. The year's work culmites in the resolution of the problem of termining atomic weights and in an ination of some consequences of this e third-year laboratory deals with topcommon to a number of the traditional "sions of physics, such as mechanics, tics, and electromagnetism. Throught the year, experimentation is accompaby the reading of important original · 'ngs by Galileo, Descartes, Huygens, on, Leibniz, Carnot, and Maxwell. e mathematical tools of physics are to put to work in the laboratory at the e time that their rigorous developt is pursued in the mathematics tutos. As the tools of the calculus become ailable, the emphasis shifts from a ct, qualitative description of force, leration, work, energy, and potential s to their reformulation in terms of ·vative and integral; at the same time, physical concepts serve to illustrate mathematical ideas. The concepts of hanics are to be used to formulate rnative theories of light - corpuscular wave - and the success of either theoin accounting for optical phenomena is COLLEGE} 19 examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. The Laboratory program ends as it began - with a study of living organisms. In the spring of the senior year, students finally confront the evidence and arguments for their modern views of evolution and genetics. The semester begins with Darwin and Mendel, proceeds to a synthesis, and then traces developments in cellular and molecular biology which are thought to undergird this synthesis, as presented in seminal papers by 20th century biologists. In addition, this work raises questions about whether there is purpose in nature, whether there are natual kinds, what distinquishes living from nonliving, whether living things have a wholeness, and if so, what is responsible for it. �20 {THE THE FORMAL LECTURE T {ST. JOHN'S CURRICULUM} he curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a disc Here the lecturers submit themse prolonged questioning by the st with the faculty participating. Of discussion turns into a seminar. Th formal lecture serves two purpqs inculcates in the students the habit tening and following the exposi · subject they may not be familiar with, also provides them an opportunity, discussion period, to exercise their cal skills in a setting very different fr classroom. It is here that they can degree of their understanding a applicability of what they have lear The lectures range through av subjects. Sometimes the students fronted with opposing views on a gi: ject. Some of the lectures have im repercussions in the seminars and als. Others may have a lasting effect direction that students' work takes the framework of the program. CTURES AND CONCERTS e following list provides some examples ctures and concerts given on one or the er campus in recent years: at Makes Crime Go Down?" esQ.Wilson aerie Nuclei, Active Galactic Nuclei, COLLEGE} 21 "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord ofWagner's Ring" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Ray Coppinger "Desiring What is Beautiful" Samuel Kuder "Minds and Brains: Men and Machines" Mortimer J. Adler es Madison and the Bill of Rights" bert Goldwin "Visualizing Infinitesimals" BarryMazur "The Parable ofDon Quixote" Joe Sachs "Vedic Orthodoxy and the Emergence of Philosophy in Ancient India" James Carey "The Meaning of Romantic Love: Flaubert's Madame Bovary" B. F.Bart Stanford String Quartet adness, Reason, and Recantation lato' s Phaedrus" "Citizenship in a Mass Democracy" Mark Hatfield "Mimesis and the End of Art" John Sallis at Good and What Harm Can hiatryDo?" lfgang Lederer tticelli'sPrima Vera: Anatomy of a "Butterflies of the Brain: on Neurons, Neuroanatomy, and Consciousness" JorgeAigla �22 {THE {ST. CURRICULUM} ST. JOHN'S LIST OF GREAT BOOKS · he list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since 1937, it has been under continuous review at St. John's College. The distribution of the books over the four years is More than two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, Medieval, and Renaissance the third year has books of the seventeenth and eighteenth centuries, most of w were written in modern languages; fourth year brings the reading into t nineteenth and twentieth centuries. The chronological order in which books are read is primarily a matt convenience and intelligibility; it doe imply a historical approach to the su matter. The St. John's curriculum convey to students an understanding the fundamental that hum. beings have to face today and at all fan It invites them to reflect both on continuities and their discontinuities. The list of books that constitute t the JOHN'S COLLEGE} 23 FRESHMAN YEAR *Sophocles: •Thucydides: *Euripides: *Herodotus: '*.Aristoph~nes: *Plato: Iliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at ColomlS, Antigone, Philoctetes Peloponnesian TVar Hippolytus, Bacchae Histories Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, TheaetetllS, Sophist, Timaeus, Phaedrus ''Poetics, *Physics, *Metaphysics, *Nicomachean Ethics, On Generation and Corrupu·on, *Politics, Parts ofAnimals, Generation ofAnimals Elements On the Nature of Things '"Lycurgus," "Solon" Arithmetic Elements ofChemistry 11/lotion oftheHeartandBlood Archimedes, Fahrenheit, Avogadro, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Gay-Lussac, Stears, J.J. Thomson, Mendeleyev, Berthollet, J.L. Proust SOPHOMORE YEAR ''The Bible '' DeAnima, Onlnterpretau·on, Conics Aeneid '(Caesar??? "Cato Discourses, Jl!fanual Annals Almagest TheEnneads Confessions Proslogiwn Summa Tlzeologzca, Summa Coml"a Gentiles Divine JV!ass The Prince, Dtscourses On the Revolutions The Freedom ofa Christian "IntToduc1ion to the �24 *Bacon: Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: {THE CURRICULUM} Novum Organum *Richard/I, *Henry Iv, *Henry V, *The Tempest, *As You Like It, *Hamlet, *Othello, *Macbeth, *King Lear, *Coriolanus, Sonnets Marvell, Donne, and other r6th- and r?th-centurypoets Geometry, *Discourse on Method Generation ofConic Sections St. Matthew Passion, Inventions Quartets Operas Sonatas Songs Symphony ofPsalms JUNIOR YEAR *Cervantes: Galileo: *Hobbes: *Descartes: *Milton: La Rochefoucauld: La Fontaine: *Pascal: Huygens: *Eliot *Spinoza: *Locke: Racine: Newton: Kepler: Leibniz: *Swift: *Hume: *Rousseau: *Moliere *Adam Smith: *Kant: *Mozart: *Austen: Dedekind: Fielding: Tocqueville: Essays by: Don Quixote Two New Sciences Leviathan Meditations, Rulesfor the Direction ofthe Mind Paradise Lost Maximes Fables Pensees Treatise on Light, On the Movement ofBodies by Impact Middle march Theologico-Political Treatise Second Treatise ofGovernment Phedre Principia Mathematica Epitome IV *Monadology, *Discourse on Metaphysics, Essay on Dynamics, *Philosophical Essays, *Principles ofNature and Grace Gulliver's Travels Treatise ofHuman Nature Social Contract, The Origin ofInequality The Misanthrope Wealth ofNations Critique ofPure Reason, Foundations ofthe Metaphysics ofMorals Don Giovanni Pride and Prejudice Essay on the Theory ofNumbers Tom Jones Democracy in America Young, Taylor, Euler, D. Bernoulli, 0rsted, Ampere, Faraday, Maxwell {ST. JOHN'S COLLEGE} SENIOR YEAR *Articles of Confederation, *Declaration oflndependence, *Constitution of the United States of America, *Supreme Court Opinions The Federalist Darwin: *Hegel: Lobachevsky: *Tocqueville: *Lincoln: *Douglass *Kierkegaard: *Wagner: *Marx: Origin ofSpecies Phenomenology ofMind, "Logic" (from the Encyclopedia) Theory ofParallels Democracy in America Selected speeches Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital Political and Economic Manuscripts of1844, The German Ideology Brothers Karamazov War and Peace The Adventures ofHuckleberry Finn Selected stories Psychology, Briefer Course Birth ofTragedy, Thus Spake Zarathustra, Beyond Good and Evil *Freud: General Introduction to Psychoanalysis Valery: Poems *BookerT. Washington: Selected writings *DuBois: The Souls ofBlack Folk *Heidegger: Mtat is Philosophy? Heisenberg: The Physical Principles ofthe Quantum Theory Einstein: Selected papers Millikan: The Electron Heart ofDarkness TheBear Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud Faraday, J.J. Thomson, Mendel, Minkowski, Rutherford, Davisson, Schri:idinger, Bohr, de Broglie, Driesch, 0rsted, Ampere, Boveri, Sutton, Morgan, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, Hardy •These authors or works are read in seminar. The others are distributed among the tutorials and laboratory. 25 �26 {THE CURRICULUM} {THE THE TUTORS CLASSIFICATION OF AUTHORS, AccoRDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FouR YEARS Literature Philosophy and Theology History and Social Science Freshman Homer Plato Herodotus Year Aeschylus Sophocles Euripides Aristotle Thucydides Plutarch Lucretius Aristophanes Sophomore Virgil Dante Chaucer Rahelais Shakespeare Donne Marvell Year Aristotle Plutarch Epictetus Plotinus Tacitus Machiavelli The Bible Augustine Anselm Aquinas Luther Montaigne A Mathematics and Natural Science Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Pascal Fahrenheit Avogadro Mariotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Driesch Ptolemy Apollonius Copernicus Descartes Pascal Viete Bacon ............................ Junior Year Senior Year ..................................... .................................... ACADEMIC Cervantes Milton Swift Racine La Fontaine J.Austen LaRochefoucauld G.Eliot Moliere Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Locke Rousseau Adam Smith Hamilton, Jay, Madison Documents from American political history Galileo Kepler Young Euler S. Carnot L. Carnot Taylor Nev.rton Leibniz Huygens Dedekind D. Bernoulli Faraday Maxwell 0rsted Ampere Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka W. Stevens T. S.Eliot Twain Conrad V.Woolf O'Connor Melville Faulkner Hegel Kierkegaard Nietzsche W. Jrunes Heidegger Plato Hegel Marx Documents from American political history Tocqueville Lincoln Supreme Court opinions F.Douglas B. Washington DuBois Hamilton, Jay, Madison Faraday Lobachevski Rutherford Minkowski Davisson Dries ch de Broglie Mendel Wagner J. J. Thomson Bohr Millikan Sehr Odinger Darwin Freud Einstein Heisenberg Watson & Crick Jacob&Monod t St. John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the principal teacher of the class - it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful exam. ples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors re-educate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare ORDER} 27 themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This preparation is necessarily demanding because no full-time tutor is confined to a sirlgle part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are sometimes relieved of part of their ordinary teaching duties. The groups engage in a thorough study and exploration of a subject chosen by themselves or the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. �28 {THE ACADEMIC T THE LIBRARY T he books chosen for study at St. John's are collected in the best editions and translations that can be obtained. These works form the basis of the collection, with additional volumes serving as secondary sources and representative works in the major fields of learning. Holdings are most extensive in philosophy, literature, and the history of science. The library also provides newspapers and periodicals, audio-visual materials, multiple copies of some seminar readings, and other smaller collections. A faculty committee assists the librarians with collection development. The Greenfield Library in Annapolis houses a collection of approximately I23,ooo volumes, in addition to pamphlet collections, rare books, and lectures available in both audio and print. The current library structure was renovated in Ig96, and occupies the old historic building formerly known as the Maryland Hall of JOHN'S alumni publications collection and the Holtzman Music Collection. THE INSTRUCTION COMMITTEE he Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on appointments to the faculty. The committee consists of the deans and twelve tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets annually, alternating between the two campuses, and the dean at the host campus presides at those annual meetings. {ST. ORDER} SCHEDULES r Records on campus. The library's catal is available online, as are library databas and other electronic resources. Intern access is provided via the public ter nals. Comfortably situated study spa with subtle natural light are available reading and contemplation. The mu library is housed apart in the Mello building, and offers sound recordings an printed scores, all available for loan. The Faith and John Meern Librar opened in Santa Fe in Iggo. The libr now contains more than 65,000 vol and offers a variety of study ar designed to accommodate up to half of student body at a given time, inclu two 24-hour study rooms, and a mu room with listening carrels and more 8,ooo compact discs, records, and ta The library also provides public ter · for accessing the online catalog, electro ic resources and the Internet. Both libraries hold interesting spe collections, including several hun early or first editions of works read in Program. Annapolis has retained seve of the original books from the Br Collection, dating from I696 and kno as the "first public library in America." also possesses the Prettyman Collection Signed and Inscribed Books, some 8 titles of first editions signed by t authors. The Witter Bynner Collecti and the Edgar Allen Poe Collection Santa Fe contain first editions of each as well as other belles lettres. In ad the Santa Fe library contains a facul haps the most distinctive ark of St. John's College is the ct that all the students of the ame year are reading the same ooks at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' timer- 29 COLLEGE} al oration. Thus all students, having a common program of study, have a common ground for conversation. Except for the preceptorials in the junior and senior years, and certain periods oflaboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three-and- one-half hours to fourand-one-half hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Two evenings, from eight to ten, all students attend a seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS MONDAY TUESDAY Language WEDNESDAY Language Mathematics r:oo - 3:40 P.M. THURSDAY Laboratory Language Mathematics Laboratory Seminar FRIDAY Mathematics Chorus Seminar Formal Lectnre WEDNESDAY THURSDAY FRIDAY Mathematics Mathematics A SAMPLE FRESHMAN SCHEDULE, SANTA FE MONDAY TUESDAY Mathematics Language I:oo - 4:00 P.M. Language Laboratory Language Laboratory Chorus 2;30 - 4:00 P.M. Seminar Seminar Formal Lectnre �30 {THE ACADEMIC ESSAYS AND EXAMINATIONS Es SAYS Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL ExAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. {ST. ORDER} JOHN'S THE ALGEBRA ExAMINATION ACADEMIC STANDING Before the second semester of their sop more year, students must pass an ex tion in elementary algebra and trigono try. Review sessions are offered. ecause St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE FINAL EssAY AND ORAL EXAMINATION In the senior year, the student is require present to the faculty a final essay relate some aspect of the four years' work. It is intended to be a piece of speciali research, but rather a sustained per£ mance in the liberal arts. Four weeks at start of the second semester are rese for essay writing; during this period seniors attend no classes. If the final is approved by the faculty committee which it has been assigned for reading, student is examined about it by the co mittee in an hour-long public examinatio No degree is awarded unless both the and the oral examination are satisfacto The senior essay is regarded as a culmina~ tion of the student's learning. B COLLEGE} 31 time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college. The normal probationary period is one semester. LETTER GRADES Students are encouraged not to work for grades, but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, Dor F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college. SOPHOMORE ENABLING Within the college, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores, and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, conferences replace some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. By the Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the college. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student writing an acceptable senior essay. �32 {THE ACADEMIC THE ST. JOHN'S DEGREE, BACHELOR OF ARTS T he student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, complete a four-year curriculum. On the transcript, St. John's seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-four semester hours. GRADUATE STUDY AND CAREERS AFTER ST. JOHN'S I n a world in which careers and work environments are changing rapidly, a rigorous, broadly based liberal arts education is recognized increasingly as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have reaffirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 2I.93 are in teaching or educational administration; about two-thirds of these work in colleges or universities; • 18.83 are in communications or the arts; • 17.33 are in business or business-related occupations; {ST. ORDER} • 9.73 work in the field oflaw, with m in private practice or the judiciary; • 9-43 work in computers/sciences/m ematics; • 6.93 work in the health professio mainly as physicians; • 6.63 work in social services, inclu · counseling, psychology, social work, the ministry. • 9-43 choose other fields, includi urban planning, skilled craftsmans foreign service/Peace Corps, gove ment service, veterinary medici homemaking, farming, armed fore and conservation/ecology. More than 753 of St. John's gradua; pursue formal education beyond the calaureate level, with close to 303 of ea graduating class pursuing advanced studi at leading universities across the coun St. John's students consistently score s stantially above the national averages on Graduate Record Examination (GRE) an the Law School Admission Test (LSAT). Most fields of study may be enter directly from St. John's. Some of the mo highly technical fields may require addi tional preparation, either prior to or duti ing the first year of graduate study. St. John's has developed special progr and relationships with specific gradu and professional schools to help entry in fields such as medicine, business, engi" neering, and teaching. THE ST. JottN's DEGREE, MASTER OF ARTS Tutors who have completed two years teaching at St. John's may receive a ter's degree in liberal arts. They m petition the Instruction Committee fi permission to present themselves as c didates for the degree. They must th submit a thesis on a topic approved by Instruction Committee and stand for oral examination upon it. The topic have some bearing on the understan and practice of the liberal arts. JOHN'S COLLEGE} 33 THE GRADUATE INSTITUTE IN LIBERAL EDUCATION T .,.........................................................,. ........................................................ he Graduate Institute at St. John's College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, modeled on that of the undergraduate college, have two distinctive features: the curriculum consists exclusively of classic or "great" books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from college graduates with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS T he aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are organized into five segments: Literature, Politics and Society, Philosophy and Theology, Mathematics and Natural Science, and History. Students must complete four of these five segments to earn the Master of Arts in Liberal Arts degree (thirty-six semester credit hours). These segments taken together constitute a closely integrated program of study. Classes are small and based on discussion of classic texts, but differ in significant ways. The heart of the curriculum is the seminar in which fourteen to twentyone students engage in a discussion initiated by a tutor's question about the assigned reading. In the tutorial, a slightly smaller group of students (twelve to sixteen) focuses more intensively on smaller assignments, either mathematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students (eight to twelve), engages in the study of a single book or topic and requires that students write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments are offered in the sixteen-week fall and spring terms, and usually four are offered in the eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet twice as often. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order compatible with the sequence of offerings. An optional master's essay may be written by students who have completed at least two terms. In recent years, approximately sixty to ninety students have been enrolled on each campus during each session. The program leading to the Master of Arts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools. �35 34 DEGREE OF MASTER OF .,ARTS IN EASTERN CLASSICS ...........................................................,....................................................... THE LIBERAL ARTS CURRICULUM** ~ LITERATURE PRECEPT 0 RIAL (examples) SEMINAR Montesquieu: The Spirit ofthe Laws Shakespeare: The history plays Smith: The Wealth ofNations Rousseau: Emile Hegel: The Philosophy ofRight Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Investigations Nietzsche: Thus Spake Zarathustra MATHEMATICS AND NATURAL SCIENCE HISTORY Homer: Riad, Odyssey Aeschylus: Agamemnon, Choephoroe, Eumenides Sophocles: Oedipus Rex, Oedipus at Colonus, Antigone Euripides: Hippolytus, Bacchae, Electra Aristophanes: Frogs SEMINAR TUTORIAL Chaucer: Canterbury Tales in Middle English* Shakespeare: King Lear Aristotle: Poetics Selected English lyric poetry PRECEPT 0 RI AL (examples) Cervantes: Don Quixote Joyce: Ulysses Virgil: Aeneid Eliot: Middlemarch Dostoevski: The Brothers Karamazov SEMINAR Plato: Timaeus* Lucretius: On the Nature a/Things Aristotle: Physics* Ptolemy: Almagest* Galileo: Dialogue on the Two Chief World Systems* Darwin: The Origin ofSpecies* Freud: Selected Works Herodotus: Histories* Thucydides: Peloponnesian Wi Livy: Early History ofRome* Polybius: Histories* Plutarch: "Caesar" and "Cato Younger" Tacitus: Annals* Tocqueville: The Old Regime a the French Revolution* TUTORIAL Euclid: Elements* Lobachevski: The Theory of Parallels* PRE C E PT 0 RI AL (examples) POLITICS AND SOCIEIT SEMINAR Plutarch: "Lycurgus" and "Solon" Plato: Republic Aristotle: Politics* Machiavelli: The Prince Locke: Second Treatise of Civil Government Rousseau: On the Origin and Foundations ofInequality Marx: The Economic and Philosophic Manuscripts of 1844* Tocqueville: Democracy in America* TUTORIAL Aristotle: Nicomachean Ethics* Thomas Aquinas: Treatise on Law* Hobbes: Leviathan* Declaration oflndependence Articles of Confederation U.S. Constitution Hamilton, Jay, and Madison: The Federalist* Selected U.S. Supreme Court Decisions Light: Aristotle, Descartes, Huygens, and Newton Lavoisier: Elements of Chemistry Maxwell: Theory ofHeat Bacon and the Principles of Natural Philosophy Galileo: Two New Sciences PHILOSOPHY AND THEOLOGY SEMINAR Genesis Exodus Job Matthew Romans Augustine: Confessions* Thomas Aquinas: Summa Theologica * Kant: Groundwork ofthe Metaphysics ofMorals Kierkegaard: Philosophical Fragments TUTORIAL Plato: Meno Aristotle: Metaphysics* Descartes: Meditations Hume: An Enquiry Concerning Human Understanding Kant: Prolegomena to Any Future Metaphysics Nietzsche: Beyond Good and Evil* TUTORIAL Augustine: The City of God* Vico: The New Science* Kant: Idea ofa Universal Histo Herder: Ideas Toward the Philosophy of the History of Mankind* Hegel: Philosophy ofHistory* Marx: The German Ideology Nietzsche: Uses and Abuses of Historyfor Life Dilthey: Introduction to the Human Sciences* Collingwood: The Idea ofJli" Strauss: Political Philosophy History* PRECEPTORIAL Tolstoy: War and Peace Machiavelli: The Florentine Histories Weber: TheProtestantEthic the Spirit of Capitalism Arendt: The Origins of Totalitarianism **Readings may differ slightly between the two campuses * Selections · r h e aim of the Eastern Classics program is to help students seek a deeper understanding of the fundamental and enduring questions that have been :raised by thoughtful human beings in the rich traditions of the East. Its course of study consists of thirty-four semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered only on the Santa Fe campus. The program includes a series of semiars, preceptorials, and a language tutoriin either Sanskrit or classical Chinese. n the seminar, fourteen to twenty-one dents discuss assigned readings from a de range oflndian, Chinese, and Japane texts. In the tutorial, twelve to fifteen dents study either Sanskrit or classical hinese. The goal is not mastery, but ather sufficient familiarity with the eleen ts of the languages to gain some sight into their structure and to trans- late selected short passages from classical texts. In the preceptorial, eight to twelve students study a single work or theme for an eight-week period. Each student is required to write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive nature of the program, full-time work is not encouraged. �37 36 THE EASTERN CLASSICS CURRICULUM FALL SEMESTER SPRING SEMESTER SUMMER SEMESTER CHINESE TUTORIAL CHINESE TUTORIAL _S_E_M_I_N_A_R _ _ _ _ _~ _ Pronunciation and grammar Confucius: Analects* Lao Tzu: Tao Te Ching• T'ang Poetry Mencius: Works* SANSKRIT TUTORIAL Bhagavad-Gita • Nagarjuna: Madhyamika-shastra • The Tale ofthe Heike LotusSutra Sei Shonagon: The Pillow Bo Kenko: Essays in Idleness Dogen: Shobogenzo • Basho: The Narrow Road to th( Deep North Chushingura: The Treasuryof Loyal Retainers SANSKRIT TUTORIAL Gonda, A Concise Elementary Grammar ofthe Sanskrit Language Devanagari script SEMINAR Lao Tzu: Tao Te Ching Confucius: Analects, The Great Learning and The Doctrine of theMean Mo Tzu: Basic Writings ofMo Tz,; • Chuang Tzu: Basic Writings Mencius: Works• Hsiin Tzu: Writings ofHsun Tzu• Han Fei Tzu: Writings ofHan Pei Tzu* Ssu-ma Ch'ien: Records of the Grand Historian• !Ching Rig Veda Brihad-Aranyaka Upanishad Kena Upanishad Mundaka Upanishad Katha Upanishad Ishvara Krishna: Sankhya Karika Tattva-Kaumudi* Patanjali: Yoga Sutra Jayadeva: Gitagovinda PRECEPT 0 RIAL (examples) Mahabharata (required) !Ching Confucius: Analects Chuang Tzu: Basic Writings Lao Tzu: Basic Writings SEMINAR Kalidasa: Shakuntala, Kumarasambhava and Meghaduta Jamini: Mimamsa Sutra • Kumarila Bhatta: Slokavartika Katha Upanishad Institutes ofManu Kautilya: Artha-Shastra KamaSutra• Mahabharata Bhagavad-Gita Abhinavagupta: Dhvanyaloka* Jayarasi Bhatta: Tattvopaplavasimha • Asvaghosa: Buddhacarita Majjhima Nikaya • Vimalakirti Sutra • Nagarjuna: Madhyamika-shastra Chandrakirti: Prasannapada Lankavatara Sutra * Guadapada: The GreatKarika on the Mandukya Upanishad Shankara: Commentary on the Vedanta Sutras T'ao Ch'ien: Record ofthe Peach Blossom Fountainhead Chinese Poetry* Diamond Sutra HeartSutra Hui-Neng: Platform Sutra ofthe Sixth Patriarch Chu Hsi: Chu Tzu ch 'uan-shu, and Chu Tzu wen-chi PRECEPT 0 RI AL (examples) Rig Veda Upanishads Ts' ao Hsueh-Shin: Story ofthe Stone Ssu-ma Ch'ien: Records ofthe Grand Historian Neo-Confucian Texts Chinese Vernacular Prose of the Ming Dynasty PRECEPTORIAL Murasaki Shikibu: The Tale of Genji (required) FoR ADDITIONAL INFORMATION To receive a Program Statement containing more detailed information about the Graduate Institute, as well as application ··forms, contact us at either of the following addresses: Graduate Admissions Office St. John's College P.O. Box2800 Annapolis, Maryland 2r404-2800 4ro-626-254r giadm@sjca.edu www. stjohnscollege. edu *selections Graduate Admissions Office St. John's College n6o Camino Cruz Blanca Santa Fe, New Mexico 87505-4599 505-984-6083 giadmissions@sjcsf.edu www. stjohnscollege. edu DIRECTORY INFORMATION AND RIGHT TO PRIVACY I n compliance with the Family Education Rights and Privacy Act, the college retains the right to publish, at its discretion, the following information about each student currently or previously attending the college: the student's name, street address, telephone listing, e-mail address, date and place of birth, photograph, field of study, participation in officially recognized activities and sports, dates of attendance, class year, enrollment status, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the act, the college will provide public notice annually of its intention to publish such directory information. Students have a right to inform the college within areasonable period of time that any or all of this directory information should be withheld. The college will respect any such request for privacy. �{R E s I D E N c E & The college is well aware that physical activities, artistic expression, and light- hearted recreation are necessary complements to an intellectual life, and it is committed to pro-viding the facilities, funds, and support . needed to make them available. Such activities in Annapolis are sponsored both by the Director of Athletics and by the Senior Resident for student activities. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS S ince its founding as King William's School in r696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 40,000 people is occupied principally with the government of the state and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab, and oyster industry; and with the sailing and recreational activities of the Chesapeake Bay. The campus of thirty-six acres lies in the historic district, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include r8th-century historic homes, rgth-century Victorian structures, and 20th and 2rst-century buildings designed to complement the older ones. There are eight student dormitories, offering single, double, and triple rooms. The community of students has governed itself since r945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to remind students of their responsibilities to the college community, and to express student opinion on common problems. The Delegate Council sT u D E NT L I F E } 39 also meets with college officials to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; essays, reviews, and news are included. Energeia, the college's student-run literary magazine, is published annually and contains longer and more polished essays, poetry, and fiction. Students are also welcome to contribute to The College, an official publication of St. John's. Extracurricular organizations at St. John's are generally informal. Some continue year after year, while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes and study groups - some led by students, others by tutors - in harmony, Latin, Chinese, German, the New Testament, Hegel, Leibniz, African-American literature, and selected women writers. Other activities stem from interests independent of the college curriculum, such as astronomy, dance, and the martial arts. A network of PC and Macintosh computers is available for student use in a computer lab. The lab, open 24 hours a day, serves mainly to provide students with free access to word-processing and Internet services. Students can use the lab for writing essays, corresponding by email, printing out papers written on personal computers, and exploring the World Wide Web. All dorm rooms are wired for Internet access. �40 {ST. JOHN'S COLLEGE} {RESIDENCE & Prints, The Figure in 20th Century Sculpture and Space and Place: Map making East and West. Lectures and discussions are scheduled during each show. An exhibit in t_he spring displays work by members of the college community. There are trips to galleries and museums in and Baltimore; transportation is free of charge for St. John's students. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture, and pottery throughout the year. Materials and tools are fnrrtished without chai-ge in most cases. Parties, an important part of con1munity life, come in several varieties. The St. John's Waltz Committee arranges in the Great Hall, featuring waltzes and big-band swing music. These parties include the Halloween Masked Ball, MidWin ter Ball, Croquet Cotillion, and Commencement Waltz. Rock parties are held reguJa:rly in the Coffee members of the junior class, who also organize Weekend, a festival in late Reality begins with student skits and parodies, and then provides two full days Theater life is active. The K..ing William stage one or two classical plays a one or two modern works, ~·~ucc~~ several one-act Recent have included The Winter's Tale, The Nature and Purpose of the Universe, Phaedre, The JYlidlife Crisis of Dionysus and The Tempest. weekend, the student film club presents foreign and domestic films - the classics of cinema art. The selection is eclectic: recent screenings have included Reservoir Dogs, Potemkin, Citizen Kane, and The Seventh Seal. There are also occasional special film series. Music is pursued in groups and individuVoice and instrumental ensembles STUDENT LIFE} 41 the plays, historic tours, seafood, Naval hiking, cycling, state government, work, service groups, and so on. and Baltimore, Maryland, both within an hour's drive, offer activities too numerous to mention; the Senior Resident for Student Activities schedules to both cities ATHLETICS The college an extensive intramural sports program that includes team in soccer, flag football, handball, basketball, and croquet, as well as individual tournaments in tennis and table tennis. This highly ular program, for both men and women, is a mainstay of the college's extracurricular life. students abandon athletics when they enter find prothe select few. At are able to rediscover the of amateur athletics in setbetween intramural potMivu.,w:, but Smclents and faculty also pursue interests in fencing (the chi, dance, aerobics, and Pilates. Alumni, siblings, staff, and even parents may lege provides practice rooms, ""'"u·"'-'·""' rock room, and of scores and ~P,0 rnN·hn ceramic studio, izes in stature. Recent shows have 1wcwcucou Rembrandt Etchings, Japanese liw>nr.ibb?cA;; Located at the confluence of the and the Severn River, is synonymous vvith water sports. The Hodson Boathouse, one of the lovliest in the mid-Atlantic region, serves for an active crew proand are fun. has a small fleet of boats, from lasers to a 22-foot sloop, �42 {ST. JOHN'S and kayaks in which students may explore the beauties of the Chesapeake Bay. An annual sail picnic, organized by The Friends of St. John's, provides an opportunity for sailing aboard large yachts. In addition, St. John's has a newly formed intercollegiate sailing team. As a member of MidAtlantic Intercollegiate Sailing Association, the St. John's Sailing Team competes in four regattas per semester in Fjs, 42os and lasers. The sailing team has a dedicated coach and practices several times a week, including weekly scrimmages with the Naval Academy. Croquet, too, has a large following, and each spring a team from St. John's takes on the Naval Academy in a much celebrated match for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-equipped weight room, a dance studio, and a suspended running track. COLLEGE} THE SANTA FE CAMPUS I n the early r96os the college ed to expand its student body. Board of Visitors and Gover chose to establish a campus in West, rather than sacrifi virtues of a small campus. St. College in Santa Fe was opened int of r964 in New Mexico's capital, fo in r6rn by Spanish colonists. Its trial population of 65,000 people is pied principally with the governm the state and of Santa Fe County; wi tural pursuits in the fine arts, muse and opera; and with archaeologic historical research. Scientists in n Los Alamos do research in nuclearp and related fields. Neighboring ins. tions of higher education include Institute of American Indian Arts, College of Santa Fe, Santa Fe Co College, and the University of New co in Albuquerque. Sixty miles tq {RESIDENCE & south, Albuquerque provides the attractions and conveniences of a city of 500,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The campus includes a classroom building, a science laboratory building, a library, a student center, an athletic center, a computer laboratory, a music and fine arts building, an administration building, three clusters of dormitories, and ten furnished, two-bedroom apartments. A conference services office, dining hall, and student health office are also located in these buildings. Each of the r6 dormitory units on the .main campus houses from r2 to r8 students, and the eight dorm suites, which house five people, serve as a smaller community of friends within the college. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and, at the same time, close companionship with a fellow student. The eight dorm suites house five private rooms. Students living in these dorms are responsible for all cleaning in their rooms, athroom, and common room. The direcr of residential life helps students arrange live with others who share similar opinons about smoking, music, and so on in a ormitory area. Students in Santa Fe find it effective to rk out problems and ideas on an individbasis with the administration and faculas well as through the machinery of a mal student government, since both the e of the college and the form of the pro- STUDENT LIFE} 43 gram are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee, and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities, including the artistic, the academic, and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the Fine Arts Building, the darkroom, and the pottery studio provide appropriate settings for these activities. The college's art gallery, which is open to the public, has a new show by professional artists monthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting, and making jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the college and the world at large. Grout, a literary magazine, contains essays, art work, poetry, short stories, and photography from students and faculty alike. �44 {ST. JOHN'S Musical performances of many kinds are given by students through the Collegium Musicum. Formed to stimulate musical activity on campus, the association provides members of the college community with an opportunity to perform before small, receptive audiences. Through this organization, students and faculty who play instruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the small chorus also give recitals. The college provides numerous keyboard instruments, including two grand pianos and a harpsichord, for student practice and performance. Practice rooms are available in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide variety of classic and current films for the college community every Saturday night. Many students are attracted to the town of Santa Fe by its crafts, music, theater, and visual arts. Santa Fe is the third largest art market in the U.S. with more than 250 art galleries and art dealers. Others have participated in tutoring in elementary schools, counseling, working on local church restoration, or other local activities. City buses stop every half hour near the campus, providing economical transportation to town. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups, both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Latin, German, Spanish, and Hebrew. Thorne Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. COLLEGE} AE in Annapolis, waltz parties, rock ties, and such regular events as the O berfest (in the mountains surrounding college), the Halloween Costume Party, Fasching Ball, the Graduation Ball, Reality Weekend provide occasions informal gatherings of tutors and stud Reality Weekend includes a talent show, picnic, and athletic competition. ATHLETICS Like Annapolis, the Santa Fe camp encourages all students to participate amateur intramural athletics, regardless their athletic skills. The new athletic c has a full-sized basketball court, two quetball/squash courts, a well-equip weight room, men and women's lo rooms, and a large outdoor equip room. The student outdoor progr office, the director's office, and a small door resource library are also located at new center. The college offers students, fac staff, and alumni a variety of sports outdoor recreational opportunities. dent interest usually determines w sports and outdoor programs are o There are organized tournaments for ketball, volleyball, badminton, table nis, racquetball, squash, indoor and door soccer, and fencing. There are opportunities to swim and play tennis, ball, Ultimate Frisbee and Frisbee The college also supports progra Karate-Do, Aikido, Brazilian Jiu-jitsu, Tai Chi. Depending on student inte extracurricular classes are offere year such as Ballroom Dance, Intern Folk Dance, aerobics, and Yoga. Ou recreational activities include whit canoeing and rafting, downhill and country skiing, snow shoeing, and fly ing. The Outdoor Programs office.· nizes extended river trips each f spring in the surrounding Southwe neighboring Sangre de Cristo Mo provide hundreds of square miles of {RESIDENCE & and wilderness for camping and hiking. Students can join the St. John's College Search and Rescue Team and learn backcountry skills such as map and compass navigation, G.P.A. navigation, wilderness medicine, and technical evacuation. The Search and Rescue Team works under the auspices of the New Mexico state police and averages thirty missions a year. The athletic and outdoor program office provides students free use of sports and outdoor equipment; sleeping bags, tents, fly-fishing equipment, mountain bikes, downhill and cross-country skis and snowshoes are just a few of the items available for check-out. The college does not participate in formal collegiate athletics and there are no athletic scholarships awarded. The emphasis that the college places on the intellectual growth of students and faculty, and the absence of any athletic curriculum should not be mistaken for disdain of athletic endeavors. Despite the rigors of the curriculum, many of our students and faculty find time to play individual or team sports. STUDENT LIFE} 45 BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a non-denominational institution. In its early years, there were some ties with the Protestant Episcopal Church, but these no longer exist. Many tutors and students attend church or synagogue in town. FACILITIES FOR STUDENTS The college bookstore on each campus has all the books and supplies the students need for their classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. Both campuses maintain computer laboratories for student use, providing free access to word processing and Internet services, including e-mail. PC and Macintosh computers are available in the laboratories. AE supports for an active social life, the college provides on each campus a coffee shop and a rooms for the use of all students. In addition, there are smaller, comfortably �46 {ST. JOHN'S furnished social rooms in the dormitories and elsewhere on the campus" DORMITORIES The dormitories form small communities within the larger college communities, helping the students to make proper use of the support that other students can give them in their college life The and Santa Fe campuses have slightly different housing practices due to differences in available dormitory unmarried undergradu0 ~~ 00 < 0·rl to live on campus, space permitting, and to take their meals in the college unless permission from the local housing office to live freshmen are guaran0 The college does not guarantee housing for mauied students. However, in Santa Fe there are a small number of furnished, twoberkoorn apartments, that available the academic for married students yeaT. Such students should check with the Admissions Office about the '"C'~''"""~ on campus or in the Room assignment is the the assistant deans in dents have the rooms before vacauon. of DINING HALL The dining halls in Annapolis and Santa Fe are by catering services. Vegetarian and vegan menus are available. Resident students are required to eat in the dining halL lNTERNATIONA_L STUDENT SERVICES Because both of Sto John's campuses small, cohesive, and supportive conununities, there is no separate office designated for international student services" The Office of the Assistant Dean handles all aspects of student life and seling and guidance on an basis" In addition, each new student in an orientation program at the time of registration" The registrars act as advisors to all international students with respect to visa requirements and related matters. Informal "F-1" dubs international stuhave been formed D/, and staff for special social events, but, in general, international students find themselves easily participating in the mainstream of campus academic and social life. CA..REER SERVICES of drawing for In"~"""'-'""'"~'"' to ren1ain in residence ncT11n1t-tPrl to remain in 1esidence during ·winter vacation. may remarn durvacation, a small fee is {RESIDENCE COLLEGE} The Career Services Office on each campus offers a wide range of programs and services that include: individual career counseling information and assistance in aDD1''111:!2: to graduate 0 & " information and referrals on current career and job opportunities • community service opportunities SL John's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St John's" STUDENT EMPLOYMENT SERVICES An employment service, under the supervi- sion of the Career Services Office, posts off-campus jobs" Primarily, it provides paxt-time employment for students during the academic year, but it also can aid students looking for full-time or part-time summer employment in the local community" A Student Health Center on each campus a variety of health services for enrolled students" Counseling services are also available on campus" These services are free of charge or provided at low cost" RuLEs OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories" These rules have been decided upon by the deans in consultation with students and faculty" Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal lifeo The building of a good community the faculty to show respect for the individuality of each student. _All students agree to abide by the rules and regulations promulgated in the Student Handbook published annually by the college SL John's assumes that students will respect not only the enacted rules, but also the 0 STUDENT LIFE} 47 community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the college may require withdrawal of the offending student" The use of illegal drugs and the misuse of legal drugs, alcohol, are fundamentally with the program of study at Sto John's College" Students who engage in such activities face severe actiono PROPERTY DAMAGE The college provides a housekeeping staff to care for the dormitories" The the rooms periodically and repairs, at the expense of the occupant or occupants, any room and furniture that have been damaged normal wear and tear. damage to college chaxged to the caution fee of the student or students for the wuua"'"" The college is not for the loss of, or to, m1y st-udent property resulting from fire, theft or any other causeo �48 {SITE {SITE PLAN} ANNAPOLIS SANTA MARYLAND FE, PLAN} NEW 49 MEXICO College c,.,,. SOCCER FIELD Calvert Street Lower Playing Fields ............. TENNIS COURTS STUDENT .......ACTIVITIES Upper Playing Fields CENTER Tennis Courts Conference Room �{ADMISSIONS} he standards by which applicants are selected for SL John's are special, and prospective students find it challenging to write the essays that constitute an application to the college. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do, they are saying to themselves and to the college that they want to engage fully in the life of reason and they believe they can take pleasure in it. In wTittheir application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the college do not coincide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's prngram satisfactorily. The Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a question from the applicant: '"Do you think I am ready to profit from the program of studies at SL John's?" In the essays, applicants are asked to discuss their prev10us education, their reasons for choosing St. John's, and their experience with books. A number of optional topics are suggested. The essays are designed to enable applicants to give a 51 full account of themselves. They can tell the committee much more than statistical records reveal. Next the committee considers the applicant's academic achievement and promise. Previous academic records - the secondary school report and college if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters of reference, indications that the has the maturity, self-discipline, ability, energy, and initiative to succeed in the St. John's program" to St. John's attaches little "objective" test scores, and no applicant is accepted or rejected because of such scores The committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps, sexual orientation or national or ethnic origin of an or any other factors muelated to the work of the college. The asks a minimum of personal data. Need for financial assistance does not affect the committee's decisions on ailinission. St. John's has decided to remain a small in which the students and faculty are known to each other. Each campus serves about 450 undergraduates. The size of each class is limited on each campus, Most freshman classes are about equally divided between men and women. New students are enrolled as freshmen; ro% to r5% of each entering class have done one, two, o:r even three years of college work elsewhere, These students, despite having good records at other colleges, relinquish their advanced standing to take part in the St. John's program. The Santa Fe campus offers January enrollment, Freshmen who enter in January stay on campus the summer to complete the first year. They can thus graduate a year earlier than if they had �- - - - - - - - - - - -. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 52 {ADMISSION} postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. HOMESCHOOLED STUDENTS Homeschooled applicants must su the results of either the SATr or ACT. 2. They must also submit an outline 0 curriculum they have followed, arran chronological order by convention ject matter, with brief descriptions course content and texts used. I. INTERNATIONAL STUDENTS REQUIREMENTS FOR ADMISSION M ································ ··········································· ost applicants have a strong background in academic subjects. Specific academic requirements in-elude two rears of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and secondary school report, each applicant must present transcripts of any college work and two letters of reference, including one from a teacher. In exceptional cases, certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally required, but may prove helpful. Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the college program and must either submit the results of a nationally recognized test (SAT, ACT, or PSAT) or a GED certificate. A campus visit and interview are especially important in such cases. St. John's admits as regular students only those who: r) have a high school diploma, or 2) have a GED or the equivalent, or 3) are beyond the age of compulsory education in Maryland. St. John's is authorized under federal fa enroll foreign students. In order to be sidered for admission, international dents must have followed a pre-uni course of study and must submit the fo ing documents: I. A completed St. John's application accompanied by the required essays. 2. Two letters of reference, at least one which must be from a teacher of an ac mic subject. 3. An official record of secondary wo with all courses and grades, inclu · the results of the appropriate exami tions (e.g. "A" Levels, Internatio Baccalaureate, and so on). This must accompanied by an explanation of grading system used and an Eng translation of records in other langua 4. Test results from: ·.... · . a. The Student Assessment Test (SATi~ or the American College Test (ACT). b. The Test of English as a Foreign Ll!lll.'". guage (TOEFL), ifthe applicant's fir&~ language is not English. {ST. JOHN'S S t. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the college as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be submitted as early as the second semester of the eleventh grade. Because the college welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions Office on the campus they prefer to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. St. John's is committed to maintaining its low student/faculty ratio (8 tor). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. TEST CODE NUMBERS St. John's College's test code numbers for: the College Entrance Examination Boa:rqi (SAT and TOEFL) are: Annapolis= 5598; Santa Fe = 4737. The American Colleg;e Test (ACT) numbers are: Annapolis = r7324, Santa Fe = 2649 . Applications for fall classes should be filed as early as possible and preferably no later than March r; candidates wishing to enroll in January should apply no later than December r5. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the committee's decision in COLLEGE} 53 about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, but applicants are advised that the earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their choice. DEPOSITS Upon notification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $300 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are nonrefundable, except as noted below, and are applied to first semester tuition and fees. Deposits (and signed financial aid acceptance forms, if appropriate) are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes fill by the first week of May, so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 20 (for the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following options: r) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on �54 {ADMISSION} the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL Arn The college endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, U.S. citizens and permanent residents requesting financial assistance should file the Free Application for Federal Student Aid (FAFSA) and the College Scholarship Service's Financial Aid PROFILE form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Non-U.S. citizens requesting financial assistance should file the Foreign Student Financial Aid Application with the Admissions Office as soon as possible. Students who complete their financial aid applications before February r5 (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which tlley qualify than those who complete them later. Additional information about applying for financial aid is available on the college web site: www.stjohnscollege.edu. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and finan {ST. cial aid will then be offered as they bee available. Every effort will be mad accommodate those on the waiting · allowing them to change their camp erence or to enroll in a subsequent cla~s · noted above. INTERCAMPUS TRANSFER Once enrolled on either campus, any dent in good academic standing may a for transfer to the alternate campus fo upcoming academic year. They must n the Registrar's Office of their intenti transfer by the third Monday in Febru the previous year. Those students who to apply for financial aid must also file new financial aid forms by March r. intercampus transfers must be approved the deans of both campuses and may restricted by limitations in various cam resources, such as available space a staffing. STUDENT RIGHT TO KNow AcT In compliance with this act, the Office the Registrar will provide and make rea available, upon request, completion graduation rates to current and prospe students. INQmRrns Inquiries should be addressed to Direc of Admissions, St. John's College, P, Box 2800, Annapolis, Maryland 2r4 2800 (Phone: 4rn-626-2522 or 8009238; E-mail: admissions@sjca.edu Director of Admissions, St. Joh College, n6o Camino Cruz Blanca, S Fe, New Mexico 87505-4599 (Phone: 984-6060 or 800-33r-5232; E-m admissions@sjcsf.edu). The college tains a website atwww.stjohnscollege.e JOHN'S CAMPUS VISIT I t is best for those who are considering attending St. John's to see the college for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 P.M.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalog should be checked to make certain the college will be in session during the time of the visit. Those planning to visit should telephone (r-800-727-9238 for Annapolis or I-800-33r-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is trans- COLLEGE} 55 portation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings usually can be located in inexpensive paperback editions in the college bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the college. Visitors arriving weekdays between 9 A.M. and 5 P.M. should go to the Admissions Office. On weekends and any day after 5 P.M., visitors should go to the college receptionist. The receptionist is at the switchboard in Pinkney Hall at Annapolis and in Peterson Student Center at Santa Fe. TRANSPORTATION Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis, and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the college. By car, take Route 50 from Washington; from Baltimore take Route 2 or l-97. Albuquerque International Airport is located sixty miles from the Santa Fe campus. A shuttle service from the airport to Santa Fe is available. Call the Admissions Office for information. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. 'i 'I �56 {FEES & FINANCIAL PROCEDURES AND DEADLINES T he college believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the college's resources. Financial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: r. The primary responsibility for financing a college education lies with the student and the student's parents. The college can offer aid only to supplement funds the family provides. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and number of family members in college. 3. Financial aid may be in the form of a grant, loan, or part-time employment, and will be offered to all students as a package that combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to their educational expenses, self-help is the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 6. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (see page 63). {ST. Arn} 7. Financial aid awards are mad accordance with the provisions of IV of the Civil Rights Act of 1964 Title IX of the Higher Education 1980, which prohibit discriminatio the basis of race, color, sex, phys· handicap, age, marital status, creed ethnic or national origin. B. The procedure for U.S. citizens and manent residents applying for fin aid is as follows: r. Applicants must file the current Application for Federal Student (FAFSA). In addition, St. Joh requires students seeking institutio grant aid to file the College Scholars Service's Financial Aid PROFILE fo These forms may be obtained from ondary schools. the Financial Office at St. John's, or online www.fafsa.ed.gov or www.profile line.collegeboard.com. To have analysis of your forms sent to St. Jo be sure to use the correct code n bers. PROFILE: Annapolis=5598; S Fe=4737. FAFSA: Annapolis=oo209 Santa Fe=oo2093. 2. As part of the application for fin cial aid, parents and students must vide copies of their most recent Fede Income Tax Return and W-2 forms. 3. Self-supporting students are require to meet the federal definition of i pendence and must comply with fed verification requirements. Indepe dent students must submit paren information in order to be conside for institutional assistance. Fin aid packages for self-supporting s dents are generally not adequate cover the full need of such applican because of funding limitations in bo federal and institutional programs, 4. Recipients of federally funded f cial assistance must not be in default JOHN'S any federal loans received at any institution and must not owe any refunds to the federal programs. 5. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status, and address. C. Non-U.S. citizens applying for financial aid should note the following: r. Financial aid for foreign students is lim- ited and competition for it is strong. For non-U.S. citizens, the maximum institutional assistance available is 653 of current tuition, room, and board. In addition to need-based loans and grants, foreign students are eligible for jobs on campus. They are also eligible to apply for summer employment at St. John's, but the availability of jobs cannot be guaranteed. 2. Non-U.S. citizens should file the Foreign Student Financial Aid Application with the Admissions Office as early as possible, preferably no later than February 15. This form may be obtained from secondary school counseling offices or from the St. John's Admissions Office. No requests for financial assistance will be considered and no offers offinancial aid will be made until after a student has been admitted to the college. D. Following are the deadlines and notification dates for financial aid: Although the college has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that FRESHMAN CANDIDATES: COLLEGE} 57 need as soon as possible. The FAFSA and the College Scholarship Service's PROFILE form should be filed at the earliest date possible in accordance with their published guidelines. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after February 15 (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. RETirn:NlNG STUDENTS: Applications are due by March l from enrolled students who are returning to the college and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Students whose financial aid credentials are received by the Financial Aid Office prior to the March l deadline will be notified of the decision on their application by April l. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. E. Funds for financial aid awards from the college are available from the sources listed below. ST. JOHN'S GRANTS: Funds for St. John's grants are provided by the college from its own resources. St. John's grants do not need to be repaid. FEDERAL PELL GRANT: This federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may I I �58 {FEES & FINANCIAL be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment ofthis grant is required. FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT: The college awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to a maximum of $4,000 per year and depends on availability of federal funding. FEDERAL WORK STUDY PROGRAMS: This federal program permits the college to give part-time employment to students who need such earnings to pursue their course of study. Students maywork only a limited number of hours per week while enrolled and while classes are in session. FEDERAL PERKINS LOAN: These loans are made by the college directly to students using funds provided by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $4,000 for each year of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. FEDERAL SUBSIDIZED STAFFORD LOAN: The Federal Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for the {ST. JOHN'S COLLEGE} AID} freshman year, $3,500 for the sop more year, $5,500 for the junior year, $5,500 for the senior year. No in accrues and no payment is required the borrower is a full-time stud Repayment begins six months after mination of college attendance. For borrowers, the interest rate is variab with a maximum rate of 8.25%. Unsubsidized Stafford Loans available to students who do not the financial need criteria for the s .· sidized Stafford program. Unsu dized borrowers are charged inte during in-school, grace, and deferme periods. Unsubsidized fe eral loans are available without regard financial need to the parents of depe dent students. The maximum ann PLUS loan is the student's total estima cost of education less financial as tance. PLUS Loans have a 3% originati fee, a guarantee fee of up to r3, and a' variable interest rate with a cap of 93, Interest accrues from the date of dig... bursement for all PLUS loans. FEDERAL PLUS LOAN: 2006-07 STUDENT BUDGET ' Room & Board 8,270 Books 280 Activities Fee 200 Personal Expenses. .......... .............. 750 Transportation ,Fees are subject to change without notice. •The allowance for transportation varies with the distance between the student's home and the colleae. BILLING AND DEPOSITS B illing for tuition and fees is done prior to each semester. Unless otherwise requested, the college presents its bills directly to the student. The charges are due and payable in full by August r for the first semester and December r for the second semester. Those who may wish to pay in monthly installments should ask the Treasurer's Office about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the college must know in April which returning students will reg- 59 ister in September. A deposit of $500 on the fees for the following year is therefore due on or before the second Monday in April for prospective sophomores, juniors, and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the student must make a new deposit to secure a place in a subsequent class. �60 {FEES & FINANCIAL {FEES Arn} receive their benefit payments. T arrangements must be made prior to beginning of the academic year, after ing received proper certification from Veterans Administration or the So Security Administration. Students with outstanding debts to college may not register for classes at beginning of the second semester and sequent semesters unless they have appropriate arrangements with t Treasurer's Office. The college charge interest on all unpaid balances, rates and on schedules to be determi and published each year. REFUND POLICY Each student is required to make a deposit of $200, called the Caution Deposit, which is used as a last resort to recover unpaid student bills. This fee is paid once at the beginning of the freshman year. If unused, it is refunded when the student leaves the college. Each graduating senior must pay a Commencement Fee of $rno at the beginning of the second semester of the senior year. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they DETERMINATION OF DATE OF WITHDRAWAL OFFICIAL WITHDRAWAL: A student con . ering withdrawal prior to the end of . semester may initiate the withdrawa~· process by notifying the Office of the Reg• istrar. When a student notifies the Re~ trar of an intention to withdraw, the stll:.~1 dent will be given a form entitled "Officw' Notice of Withdrawal." At this point th~ student has officially indicated the intent · to withdraw and the day the Official Notice of Withdrawal Form is obtained will be the date of withdrawal used for the calculation of return of Title N Funds institutional refund. INSTITUTIONAL REFUND SCHEDULE DAYS ENROLLED Fall/Spring Summer REFUND AMOUNT AMOUNT CHARGED r-7 r-5 90% ro% 8-14 6-IO 80% :10% 15-21 n-rs 60% 40% 22-28 16-20 40% 60% 29-42 43 and after 21-25 26 and after 20% 80% No Refund mo% & FINANCIAL After a student notifies the Registrar of an intention to withdraw, the student is urged to discuss the decision with college personnel. If a student decides not to withdraw after the discussion with college personnel, the student should notify the Office of the Registrar of that decision. If a student wishes to reverse a decision to withdraw after the Official Notice of Withdrawal has been submitted, the student must provide a written notification. If a student who rescinded an intention to withdraw does not complete the semester, the official date of withdrawal will be the later of the date the withdrawal form was obtained or the last date of class attendance. UNOFFICIAL WITHDRAWAL: If a student does not notify the Registrar of the intention to withdraw, the date of withdrawal used for the calculation of return of Title N Funds and institutional refund will be the midpoint of the semester. A date earlier or later than the midpoint may be used if the college has documentation of the last day the student attended class or handed in an assignment. If a student withdraws because of circumstances beyond the student's control, the college will determine the date of withdrawal. AID} 61 refunded. The same schedule will be used to calculate the cancellation of non-federal financial aid: the "refund amount" percentage provides the percentage of aid to be cancelled and the "amount charged" percentage corresponds to the revised aid the student will receive. For example, a student withdrawing within the first seven days of school would receive IO% of nonfederal aid that had been awarded. B. A student who is expelled or asked to withdraw for academic or disciplinary reasons will receive no refund of tuition, room, and board, or other fees. C. If the college determines that the circumstances leading to withdrawal are beyond the student's control, the student will be charged for tuition, activity fee, room, and board based on the percentage INSTITUTIONAL REFUNDS A. If a student withdraws prior to the end of the semester, a refund of tuition will be made according to the Institutional Refund Schedule. The student's withdrawal date is established as outlined in the initial section of the Refund Policy. The next step in determination of the institutional refund is to count the number of calendar days from the first day of classes to the date of withdrawal (weekends are included but scheduled breaks of at least five days are excluded). The schedule on page 60 is used to determine the percentage of fees (tuition, activity fee, room, and board) which will be of the semester attended (number of days enrolled divided by total number of days in the semester). The same percentage will be applied to institutional aid. Documentation of circumstances leading to the withdrawal may be required; for example, a letter from a physician will be required if a student is unable to complete the semester for medical reasons. �62 RETURN OF TITLE {FEES & FINANCIAL IV FUNDS If a student who has received Title IV Funds (federal financial aid) leaves the institution prior to completion of 60% of the semester, a calculation must be performed to determine the amount of unearned aid that must go back to the Title IV programs. No return of Title IV funds is required after 6o3(approximately g weeks of a r6 week semester). The withdrawal date will be established as described in the above Refund The percentage of Title IV aid which is earned by the student (i.e., the amount of federal aid the student is permitted to keep) is the same as the percentage of the semester completed. This percentage is computed dividing the total number of calendar days in the semester (including week-ends but excluding scheduled breaks of more than five days) into the number of calendar days completed by the student. For example, a student enrolled for r4 of n2 days would have earned r2.5% of Title {ST. Arn} IV aid for the semester. In this ~"''"""·'"'"' 87.5% of the Title IV aid would unearned. The institution is responsible for returning to the federal aid programs lesser of the amount of unearned Title aid or institutional charges that the incurred multiplied by the unearned percentage. Federal regulations specify the order which unearned funds are to be aid programs. The order is: I. Unsubsidized Stafford Loans 2. Subsidized Stafford Loans 3. Perkins Loans 4. Federal Plus Loans 5. Pell Grants 6. SEOG Federal Work-Study funds are not involved in this determination: A student may keep money earned through Federal Work- Study Programo If the total amount of unearned aid exceeds the amount the school is '' 0 ''"'·,-~;i to return, a student may need to return federal grant funds which have been received for off-campus living expenses, up to 50% of the amount received for the semester. Student loans and Plus Loans received for off-campus expenses do not have to be returned at the time of withdrawal but must be repaid in accordance with the terms of the loan. The Financial Aid Officic will notify a student if a return of federal grant funds is Sample cases of refund calculations are available in the Financial Aid Office. JOHN'S COLLEGE} 63 CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions of the Higher Education Act of require that each post-secondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for :recipients of federally funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is nonnally granted by the dean in consultation with a committee of all the student's tutors, the "'Don Rag Committee." The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common At the end of the s ore year, the dean and the Instruction Committee, with the advice of the tutors, review all of the student's work during the first two years and determine whether or not the student will be allowed to continne. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the that they meet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the dean determines that the conditions have not been met. 'When the conditions have not been met, the dean, in consultation with the Instruction Committee, decides what further determit-iation is to be made of the case. �64 {FEES & FINANCIAL Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full- or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the dean in the case of an involuntarywithdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with federal and state regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans or dependents: r. St. John's will report to the Depart- ment of Veterans Affairs (VA) within 30 days all incidents of official termination or change of status that would affect benefits. 2. Arn} The V.A. requires that grades be for all classes undertaken and t grades be considered in compu grade point average. In Annap V.A. enrolled student who with from a class after the midpoin semester will have a WIgrade re indicating the quality of work up date of withdrawal. In Santa Fe, enrolled student who withdraws class after the three-quarter point semester will have an F recorded. credit will be given for withdra grades nor, in accordance with co policy, will they be included in the G 3. Minimum acceptable grades of a C age are expected. If a student falls this average and/or the student's think there is a serious academic lem, the Don Rag Committee will this to the Dean, who may ask the dent to leave the college or may p the student on academic probation possibly stipulate conditions that be met if the student is to continue in college. The normal probationary od is one semester. During that pro tionary period support and counseli are available to the student. 4. St. John's will inform all VA enrolled stu'-'. dents that prior academic credit frotlf post-secondary schools will be evaluatl' ed, but prior credits are not applicable to; the all-required degree program at th1t1• college except in very unusual cirum"· stances. Prior credit will be granted for pursuit of the same four-year, all~, required curriculum at the Annapol~ts · and Santa Fe campuses. The award of prior credit by the college will reduce the training time toward the reward ofa degree and will be reported to the VA as required. {ST. JOHN'S COLLEGE} 65 BIBLIOGRAPHY Boo Ks AsouT LIBERAL EDUCATION and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. ADLER, MORTIMER}., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. GoLDWIN, ROBERT A. (EDITOR): Higher Education and Modern Democracy, RandMcNallyandCo., 1967- ADLER, MORTIMER}., The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945· BARZUN, JACQUES: BELL, DANIEL: The Reforming ofGeneral Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University oflllinois Press, Urbana, 1953· The Restoration of Learning, Knopf, 1955· BLOOM, ALLAN: Closing ofthe American Mind, Simon and Schuster, 1987. BRANN, EvA T.H.: Paradoxes ofEducation in a Republic, University of Chicago Press, 1979· BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. GRANT, GERALD and DAVID RlESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. llARvARD COMMITrEE REPORT: General Education in aFree Society, The University, Cambridge, Massachusetts, 1945· HUTCIIlNS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953· Education for Freedom, Louisiana State University Press, 1943· The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University ofUtopia, University of Chicago Press, 1953· i The Abolition ofMan, Macmillan Publishing Co., Inc., 1947· LEWIS, C.S.: MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943· World, edited by Harris Wofford, Jr., Center for the StudyofDemocratic Institutions, Santa Barbara, California, 1970. BUCHANAN, SCOTT: Embers ofthe DARKEY, WILLIAM (EDITOR ET AL): Three Dialogues on Liberal Education, St. John's College Press, 1979· I: MfilKLEJOHN, ALExANl>ER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning ofthe St. Johns Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944· :[ �i 66 { B0 AR D Susan Allen Los Angeles, CA M.Brownell Anderson Washington, D.C. Joel Ard Annapolis, MD J. Burchenal Ault Honorary Member SantaFe,NM Robert Bienenfeld Long Beach, CA George Bingham Santa Fe, NM Sharon Bishop Chair Reston,VA 0 F vI sI T 0 Robert Ehrlich Ex Officio Governor of Maryland Annapolis, MD Glenda Eoyang Circle Pines, MN William Fant Potomac, MD A.T. Michael MacDonald New York, NY John McLoughlin Los Angeles, CA Robert Goldwin Visitor Emeritus Washington, D.C. N. ScottMomaday Santa Fe, NM StewartH. Greenfield Vice Chair Westport, CT Keith M. Harrison Concord, NH Allan Hoffman Honorary Member Lawrence, NY Richard Hoskins Chicago, IL William E. Johnston Chicago, IL Martha Black Jordan Santa Fe, NM Richard Kimball Norwalk, CT RN 0 R s} Charles A. Nelson Visitor Emeritus Annapolis, MD Christopher B. Nelson President, Annapolis Campus Michael P. Peters President, Santa Fe Campus James H. Polk Santa Fe, NM Sanjay Poovadan El Prado, NM William Richardson Ex Officio Governor ofNew Mexico Santa Fe, NM {FACULTY} Theodore Rogers New York, NY President David Levine Dean, SantaFe Campus Stephen Forman San Marino, CA Irene Crowe Washington, DC Martin A. Dyer Baltimore, MD Thomas R. Krause Ojai, CA Peter McGhee Cambridge, MA Erwin L. Greenberg Baltimore, MD Evan Dudik Vancouver, WA G0 vE Ronald H. Fielding Rochester, NY Jean T. Clark Tulsa, OK David Dobreer Visitor Emeritus Alhambra, CA AN D Stephen Feinberg Santa Fe, NM Anna E. Greenberg Annapolis, MD Michael Dink Dean, Annapolis Campus s Oedri MartinezFraga Miami, FL Thomas Carnes Honorary Member San Francisco, CA Gregory Curtis Pittsburgh, PA R CHRISTOPHER B. NELSON Frederica Saxon Baltimore, MD ILnda Schaefer Belmont, CA Jeremy Shamos Secretary Denver, CO Justine Shaver Arnold, MD Warren Spector New York, NY Thomas Stern Palo Alto, CA Stephen Thomas New York, NY Jill Z. Cooper Udall Washington, D.C. MichaelE. Uremovich Vice Chair SantaFe,NM Harriet Warren Visitor Emeritus Atlanta, GA Julia Wilkinson Austin, TX Warren Winiarski Napa, CA Lee Zlotoff Santa Monica, CA B.A., St. John's College, Santa Fe, 1970, St. John's College, Annapolis, 1966-69; J.D., University of Utah College of Law, 1973, Admitted to the Bar, State of Illinois, 1973, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, 1973-78 and Partner, 1979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, 1979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St. John's College, 1991-. Dean ofthe College in Annapolis MICHAELG. DINK Harvard University, 1970-72; B.A., St. John's College, Annapolis, 1975; M.A., 1978, Ph.D., 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, 1984-. Director, Graduate Institute in Liberal Education, Annapolis, 1998-2001; Dean, 2005-. B.A., Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for 67 Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-96; Dean, St. John's College, Annapolis, 1990-97; Doctor of Humane Letters, Whitman College, 1995; Doctor of Letters, Middlebury College, 1999· JOSEPHP. COHEN B.A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 1984; Visiting Scholar, Oxford University, 1978-79. DAVID HANFORD STEPHENSON B.A., Columbia College, 1958; Columbia University, 1960; Ph.D., University of Maryland, 1988; Tutor, St. John's College, Annapolis, 1963-. HOWARD J. FISHER B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964-65; Tutor, St. John's College, Annapolis, 1965-; Visiting Lecturer in Physics, Western New England College, 1980; Visiting Senior Member, Linacre College, Oxford University, 1982-83. GISELA BERNS Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow l �68 [ST. {FACULTY} Deutscher Akademischer A:ustauschdienst, University of Florence, Ph.D., of Heidelberg, Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 19 Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. NICHOLAS MAJ:ST.HELLIS B.S., Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of\J\Tisconsin; Tutor, St. John's College, Annapolis, 1967-. HARVEY FLAUMENlli\'1:1 B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; vVood:row Wilson Fellow, Harvard 1960-61; National Aeronautics and Space Adrninistration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, Lecturer in Liberal Arts, University of Chicago, 1965-66; InstructoT in Government, Wheaton College (Massachusetts), I966-68; Tutor, St. John's College, Annapolis, Fellow, Institute for Sino-Soviet Studies, George Vf/ashington University, 1981; MIT/ Harvard on Nuclear and ~A.rms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, NEH Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Professor, Department of Educational Studies, of Delaware, Lynde and Bradley Foundation Grant, 1992-94; Dean, St. John's College, Annapolis, 199'{-2005. Jom«F. 'i)\!HITE B.A., St. John's College, Annapolis, M.A., The New School for Social Research, 1970, Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, 1971-. HOWARD ZEIDERMAN DaTtmouth College, 1962-63; RA., John's College, Annapolis, 1967; Princeton 1972; National Fellow, 1972; Tutor, St. College, Santa Fe, 1973-77, Annapolis, 1978-. DEBORAH§CHW.ARTZiffiNAUI' B.A., St. John's College, A_nnapolis, 1968; M.A., The Johns Hopkins University, 19 71 ; M.S., Georgetown University, 1974.; Tu.tor, St. John's College, Annapolis, 1974-. DAVIDL. TOWNSEND B.A., Loyola College, 1969; Jesuit Honor 1967-; Fellow, Hai-vard, 1969-74; M.A. Harvard, 1970; Teacher, Cambridge Free School, 1970-72; Diplome, Universite de Paris, 1973; Ph.D. HarvaTd, 1976; J.D. Yale Law 1981, Bar Association 1981-; Tutor, St. John's College Santa Fe, 1974.-, Annapolis, Senior Advisor of Seminars, Aspen Institute, 2000-. Co-ordinator, AIDS Task Force, Council on 200I-2002. JOHN'S Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston 197-'f; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; M.A., Counseling, Loyola College, 1996; Tutor, St. John's College, Annapolis, 1977-; Counselor and Therapist, 1996-. JVIBRA J. FLAllMENHAFI' B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; InstTuctor in 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. I'ErnR IillKAVAGE B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor 111 Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-· M1cHA.:EL Cm1IENETZ IV[ARHXN DOUVILLE HIGUERA B.A., The Johns Hopkins UniveTsity, M.A., 1967, Ph.D., 1972, Brandeis ~·~,"~"·~-,. Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. B.S .., Universir-y of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, ~A.nnapolis, 1979-. JOl.!NVERDl B. S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., 1975, University of Southern California; M.A., Cognitive Psychology, California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-85; 1985-; J.\ssistant Dean, Director, Graduate Institute in Liberal Education, 1992-95; N.E.H. Chair in Modern Thought, 1997-99. RommT JP'. DRUECKER B.S., Marquette Universit<j, 1966; Woodrow Wilson Fellow, 1966-67; Teaching JON LENKOWSKI B.A., Marquette University, M.A., Philosophy, The New School for Social Hesearch, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, of Frei burg; Instructor of Philosophy, Rutgers University, 1968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, LectuTer, Ancient Greek Philosophy, New School for Social Research, 1977-79; Tutor, St" John's College, Annapolis, 1 979-. COLLEGE} 69 THOIVJJ-'5 MAY BA, College, 1971; M.A., Fordham University, 1975; Assistant Professor, Loyola 1974-79; Visiting Lecturer, Goucher College, Tutor, St. John's College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, r995-1998. JONATHAN S. TuCK B.A., Columbia University, B. Phil., Oxford 1971; M.A., University 1972; Graduate Study in Berkeley, Woodrow Wilson Fellow, Fellow in the Humanities, Brasenose Kent Fellow 1971-77; Teaching Assistant and Associate, of English., Berkeley, John's College, Dean, 1991-94. NANCY DUNT'-IING BUCHENAUER B.A., 1967, M.A., fil1cient Ph.D., Classics, Ford Foundation Fellow in Classics, Brovvn St. John's College, Santa Fe, filmapolis, 1997-; Director of the Graduate Institute, Santa Fe, 1991-9-'f· JALVIES .HOWAJlD BEALL Active duty, U.S. filr Force, 1963-67; E.A:., Flight Center, Greenbelt, 1975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States D.C Virginia, 1979-81; National H'·°'""" Sciences/National Research Council/ �70 {FACULTY} Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., r98r-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., r983-; Tutor, St. John's College, Annapolis, r982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, r99r-. ELIZABETH M. BLEITNER B.A., Stanford University, r969; Graduate Study in English Literature, University of Wisconsin, r970-7r; M.A. in Philosophy, Pennsylvania State University, r978; Instructor of Philosophy and Humanities, Pennsylvania State University, r979-80; RichardM. Weaver Fellowship, r98r; Ph.D. in Philosophy, Pennsylvania State University, r985; Tutor, St. John's College, Annapolis, r982-. llENRYH. HIGUERA B.A., Cornell University, r974; M.A., r976, Ph.D., r983, University of Toronto; Instructor in Political Science, Dickinson College, r98r-82; Tutor, St. John's College, Annapolis, r982-. WALTER STERLING B.A., St. John's College, r965; M.A., Pennsylvania State University, r966; Instructor, Pennsylvania State University r966-68; Ph.D. Candidate, The Catholic University of America, r970-74; Editor of St. John's Review and Tutor, St. John's College r983-. MICHAEL BLAUSTEIN B.A., St. John's College, Annapolis, r974; Ph.D., Harvard University, r984; Tutor, St. John's College, Annapolis, r984-. CHESTER BURKE B.A., St. John's College, Annapolis, r974; Master of Music, University of Michigan, r979; Tutor, St. John's College, Annapolis, r984-. ANITAL. KRONSBERG B.A., St. John's College, r980; Tutor, St• John's College, r984-; Assistant Dea:n~ r998-2002. PATRICIAM. LOCKE B.A., Gonzaga University, r977; M.A/ Ph.D. in Philosophy, Boston College, l Teaching Fellow, Boston College, r97 Instructor, Assumption College, 198 Tutor, St. John's College, Annapolis, l984'r STEWART UMPHREY B.A., Senior College of the New Schoolfqr Social Research, 1966; M.A., 1971, Ph.D 1973, Graduate Faculty of The New Scho Assistant Professor of Philosophy, Sta University of New York at Geneseo, 1972-76; Graduate Faculty of The New School, 1976-80, University of Oklahoma, .· 1980-84; Tutor, St. John's College, Annapolis, 1984-. NICHOLAS A. CAPOZZOLI, M.D. B. S., Manhattan College, 1964; M.D., New York University, 1968; M.A., St. John's College Graduate Institute, l98r; Neurological Residency Training, Mt. Sinai Hospital, 1973; Board Certification from the American Board of Psychiatry and Neurology, r976; Member, American Academy of Neurology, Anne Arundel County Medical Society; Attending Neurologist, Anne Arundel Medical Center, r974-; Attending Neurologist/ Assistant Professor of Neurology, Johns Hopkins Hospital, 1976-; Chairman, Professional Advisory Committee of the National Multiple Sclerosis Society, r98694; Medical Director of the Hospice Program, Anne Arundel Medical Center, r980-87; Tutor, St. John's College, 1985-; Chairman, Medical Ethics Committee, Anne Arundel Medical Center, r985-94. PAMELA KRAUS M.A., r973; Ph.D., r980, The Catholic University of America; NDEA Fellow, r968-70; Woodrow Wilson Fellow, r973-74; Lecturer, The Catholic University of {ST. JOHN'S America, r975-80; Assistant Professor of Philosophy, The Catholic University of America, 1980-85; American Fellowships Program Panel, American Association of University Women, 1985; Tutor, St. John's College, 1985-. WILLIAM PASTILLE A.B. in Music, Brown University, r976; M.A. in Musicology, Cornell University, I 979 ; Ph.D. in Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University ofWisconsin at Madison, r985-86; Tutor, St. John's College, Annapolis, r986-. CATHERINE R. HAIGNEY B.A., 1981, M.A., 1983, Ph.D. in English Language and Literature, 1989, University of Virginia; Echols Scholar, Phelan Fellowship, Governor's Fellowship, University of Virginia; Lecturer in English, Vanderbilt University, 1985-87; Adjunct Faculty, Goucher College, 1987-88; Tutor, St. John's College, Annapolis, 1989-. ADAM SCHULMAN B.A., Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, r982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, r989; Tutor, St. John's College, 1989-. JUDITH L.A. SEEGER B.A., Harvard University, r966; Cornell University, 1967-68; M.A. in Romance Languages and Literatures, r970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, 1989-. COLLEGE} 71 JOANE. SILVER B.A., State University of New York, College at Old Westbury, r97r; M.A., St. John's College, Annapolis, 1976; Ph.D., Graduate Theological Union, in Theology and The Arts, r993; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, r977-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer r985, r986, r987, 1988; Tutor, St. John's College, Santa Fe, r989-96; Annapolis, 1997-. CORDELLD. K. YEE B.A., English, Pomona College, r977; M.J. Journalism, University of California, Berkeley, r980; M.A., Chinese, l98r, Ph.D., English, University ofWisconsinMadison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, r988-89; Tutor, St. John's College, Annapolis, r989-; Visiting Assistant Scientist, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, Summers of 1990 and l99r. ANDRE BARBERA B.A. in Music, Wesleyan University, r974; Resident Fellow, Newberry Library, Chicago, r978; Ph.D. in Musicology, University of North Carolina, 1980; Visiting Assistant Professor of Music, Cornell University, 1979-82; Assistant Professor of Music, University of Notre Dame, r982-89; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, r989-90; Tutor, St. John's College, Annapolis, r990-. KATHLEEN C. BLITS B.A., Mount Holyoke College, 1968; Graduate Study, New School for Social Research, r970-72; M.S., 1985, Ph.D., r989, University of Delaware; Tutor, St. John's College, Annapolis, r990-. �72 {ST. JOHN'S COLLEGE} {FACULTY} MARGARET ANNE KIRBY B.A., University of King's College, I977; M.A., Department of Classics, Dalhousie University, I979; Commonwealth Scholar, Hertford College, Oxford University, I980-82; M.Litt., Faculty of Modern Languages, Oxford University, I982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, I982; Junior Fellow, Massey College, University of Toronto, I983-85; Ph.D., Department of Germanic Languages and Literatures, University of Toronto, I988; Fellow and Tutor, University of King's College, I987-89; Tutor, St. John's College, Santa Fe, I990-96, Annapolis, I997-· ERIK.SAGENG B.A., University of Alaska, Ig83; M.A., I985, Ph.D., Ig8g, Princeton University; National Science Foundation Fellow, I983-86; Mellon Fellow in the Humanities, Ig83-89; Fulbright Fellow, I987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, I987-88; Rockefeller Fellow, University of Oklahoma, I989-90; Tutor, St. John's College, Annapolis, I990-. ERIC M. SALEM B.A., St. John's College, I977; M.A., University of Dallas, I919; University of Heidelberg, I98o-8I; Ph.D., University of Dallas, Ig90; Fulbright Fellow, Ig8o8I; Assistant Professor, Whitney Young College, Kentucky State University, I983-90; Tutor, St. John's College, Annapolis, I990-. R.ADOSLAV DATCHEV Degree in Philosophy, University of Sofia, I982; Assistant Professor of Philosophy, University of Sofia, I982-83; Tutor, St. John's College, Annapolis,I992-. CARL PAGE B.A., University of Auckland, New Zealand, Ig8o; MA (Hons), University of Auckland, I982; Ph.D., Pennsylvania State University, I987; Assistant Professor of Philosophy, Emory University, Ig87Tutor, St. John's College, Annapolis, r994 WILLIAM T. BRAITHWAITE B.A., Virginia Military Institute, r96r; J. Washington & Lee University, Ig64; U Army, Ig68-70; Associate, Partner, Ma Brown & Platt, Chicago, I973 Associate Professor of Law, Loyo University, Chicago, I980-95; Tutor, S John's College, Annapolis, I99S-· ROBERT GoLDBERG St. John's College, Annapolis, r977-7g~· B.A., Harvard College, I98I; M.A., r98;3~ Ph.D., Iggo, University of Toronto Adjunct Lecturer in Political Science;. University of Toronto, I989-90; Visiting Assistant Professor of Political Science, Kenyon College, I990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, Ig94-95; Tutor, St. John's College, Annapolis, Ig95-. KATHERINE HEINES B.A., St. John's College, Santa Fe, r982; M.A., I986, Doctoral Candidate Ig90-, The Catholic University of America; Lecturer, The Catholic University of America, I987-88; Instructor, Marquette University, I988-8g; Tutor, St. John's College, Annapolis, Ig95-. EMILY H. BROOKER LANGSTON B .A., Emory University, Ig87; M.A., University of Chicago, I988; Jacob K. Javitz Fellow, Ig89-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, Ig93; Ph.D. Candidate, Emory University, I992-; Tutor, St. John's College, Annapolis, Ig95-. GEORGE A. RUSSELL B.A., St. Francis College, Ig73; M.A., The Catholic University of America, I983; Ph.D., The Catholic University of America, I994· Dean of Students, St. Patrick's Academy, Ig8I-86; Teacher, Hamden Hall, Ig86-gI; Adjunct Lecturer, Albertus Magnus, I986-9I; Assistant Professor of Philosophy, Xavier University, I99I-95; 'Tutor, St. John's College, Annapolis, I99S-· ]ONATHANN. BADGER B.S., Mathematics, University of South Carolina, I987; M.A., Liberal Studies, North Carolina State University, I99I; Graduate Student, Music Composition, Duke University, I990-9I; Earhart Fellow, I995; Ph.D., Political Philosophy, Fordham University, I996; Tutor, St. John's College, Annapolis, I996-. B.A., History, Beijing University, China, Ig80-84; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, Ig84-87; M.A., International Affairs, The George Washington University, Ig87-89; Ph.D., Political Theory, The George Washington University, Ig89-95; Adjunct Professor, Department of Political Science, The George Washington University, Ig95; Tutor, St. John's College, Annapolis, Igg6-. MICHAEL w. GRENKE B.A., University of Chicago, Ig88; Ph.D., Boston College, Ig94; Lecturer,University of New Hampshire, I993; Postdoctoral fellow, Boston College, I993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, Ig95; Tutor, St. John's College, Annapolis, I997-· 73 SUSAN R. PAAIMAN B.A., Rice University, Iggo; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, I997; Tutor, St. John's College, Annapolis, I997-· DANIEL HARRELL B.A., Vanderbilt University, Ig8g; Ph.D., Emory University, I997; Tutor, St. John's College, Annapolis, Igg8-. JOSEPH c. MACFARLAND B.A., St. John's College, Annapolis, Ig87; Fulbright Fellow, visiting the Department of Medieval History, University of Bologna, I993-94; Ph.D., Committee on Social Thought, University of Chicago, I996; Program Coordinator for Fundamentals: Issues and Texts, University of Chicago, Ig94-97; Tutor, St. John's College, Annapolis Ig98-. GARY BORJESSON B.A., Whitman College, Ig87; M.A., I994, Ph.D., I997, Emory University; Assistant Professor of Philosophy, University of Central Arkansas, Ig97-r999; Tutor, St. John's College, Iggg-. JEFF BLACK B.A., Trinity College, University of Toronto, Ig93; Teaching Fellow, Boston College, Ig98-I999; Tutor, St. John's College, Annapolis, Iggg-. CHRISTOPHER NATHAN DUGAN University of Tennessee, Chattanooga, I987; M.A., Oxford University, I995; M.A., University of Chicago, I99S; Ph.D., University of Chicago, I997; Lecturer in the College, University of Chicago, I996; Tutor, St. John's College, Annapolis, Ig97-. B.A., College of William and Mary, Ig92; Earl Warren Political Theory Fellowship, Ig92-94; Ph.D. in Political Science, University of California, San Diego, Ig99; Tutor, St. John's College, Annapolis, I999-· �. I 74 {ST. {FACULTY} JOHN'S COLLEGE} 75 LOUIS MILLER DYLAN CASEY LOUIS PETIUCH CHJU§TIAN PAUL HOLLAND B .A. Philosophy, Columbia College, Columbia University, I986; Ph.D., Princeton I994; Lecturer, History, University of Pennsylvania, I992-I994; Assistant Professor, History, Harvard University, I995-2000; Tutor, St. John's College, 2000-. B.S., Physics, B.A., Political Michigan State University, 1991; , Experimental Particle Physics, University of Rochester, r997; Postdoctoral Fellow in Particle Physics, State Universic ty, 1997-2001; Tutor, St. John's College, JACQUELINE L. PFEFFER MElUU:LL JEJFFRK:l ALLEN SMITH B.A. with Honors, of Calgary, 199r; M.A., Duke University, I994; Certificate in Political Economy, 1994, Ph.D., Duke UniveTsity 1997; Alona Evans Prize, Duke University, 1993; H.B. Earhart Fellowship, Duke University, I993-if; Sir James Lougheed AwaTd, 199-<c-6; of Calgary, I99"b 1996; Instructor, Humboldt UniAssistant Professor versitat, 1995; of Government, of William & 1997-2000; Tutor, St. John's College, 2000-. B.A., B.A., English, Northwestern University, 1982; M.A., 1986, Ph.D. Candidate, 19861990, Committee on Social Thought, The University of Chicago; Teaching Assistant in History, Philosophy, and Social Studies of Science and Medicine, The University of Chicago, r985-1987; Dramaturg, Assistant Director and Actor, Court Theater, The University of Chicago, 1985-89; Fulbright Scholar, Alexandru I. Cuza University, Iasi, Romania, 1990-91; United States Peace Corp Volunteer, Masaryk University, Brno, Czechoslovakia, 1992-1993; Reader and Stage Crew, Folger Shakespeare Library and Theater, Washington, D.C., 1993-r995; Civic Education Project Fellow, Presov University, Slovakia, 1995-1997; CEP Fellow, Alexandru L Cuza University, Iasi, Romania, l997-I999; CEP Fellow, American University of K}'l·gystan, 1999-2000; Fulbright Scholar, Kyrgyz State National 1 "'"~''";+" and }.._rnerican gyzstan, 2000-2002; Principal Founder, American Studies Resources and Center, Bishkek, Kyrgystan, 2001-02; Tutor, St. John's College, 2002-. B.A. St. John's College, Annapolis, 1984; S.T.B. in Theology, Pontificium Institutum Gregorianum, 1991; S.S.L. in Biblical Studies, Pontificium Institutum Biblicum, 1994; Ph.D. in Comparative Literature, Emory University, 2004; Tutor, II Collegio Rome, 1991-1994; Tutor and Instructor, Monastere de la Sainte Croix:, Chevetogne, l99Lf-1997; Instructor, University, I999-2003; Fellow, The Center for Humanistic University, 2003-2004; TutoT, St. John's College, Annapolis, 2004-. ~RK W. §INNET.!' B.S., Mathematics, Texas Christian Univer1\/1.A., Doctoral in Mathematics, The of Texas at Austin; LectuTer in Mathematics, Concordia Lutheran College, U.G. l\/farshall Fellow in Mathematics, 1981-83, Lectmer in Mathematics, I983-84, Kansas B .D. (Hons.), Theology, St. Andrews 1988; Richard M. \JVeaver Fellow, 1984-85; Lectmer in Mathematics, San Jacinto College, Ph.D., Systematic Theology, Cambridge 1993; Minister of Word and Sacrement, Church (U.S.A.), 1993-; Minister, First PTesbyterian Chmch, Stephenville, Texas, 1993-98; Visiting Scholar, St. John's College, Cambridge, Summer, 1997; Senior Minister, Clemmons Presbyterian Church, Clemmons, North Carolina, 1998-2000; Tutor, St. John's College, Annapolis, :woo-. 2001-. and Political Science, University, 1989; Ph.D., Committee on Social Thought, The University of Chicago, 1997; Lecturer in the College, The University of Chicago, 1994-1997; Visiting Assistant Professor, Political Science, Colgate I998-99; Assistant Professor, Philosophy, Carthage 1999-2001; Tutor, St. John's College, 2001JmINTOMARCHIO B.A., Columbia College, Columbia Univer. MA, 1993, Ph.D., Lecturer, School of Philosophy, Catholic Urriversity of .America, I996; National Fulbright Research Fellow, Rome, 1994-95; National Endowment for the Humanities Post-Doctoral Fellow, Core Cu:rriculurn Boston University, 1996-98; Assistant Proof Philosophy, Villanova Tutor, St. John's §!URAM Nfl.JVI!UA.R B. Tech., Indian Institute of Technology, Madras; Research Fellow, Chettiar Research Center, Research Assistant, Indian Institute of Technology, Bombay .A~sistant, Chemistry Department, Philosophy and Graduate School of Education, SUNY Buffalo, Ph.D., Philosophy, SUNY Buffalo, 2000; Information Architecture Consultant, 2000-2002; Visiting ScholaT, SUl\fY Buffalo, 2oor-2002; Tutor, St. John's College, 2002-. JASON A. 'fll'1'0N B.A., University of California, San Diego, 1993; M.A 1\llane University, 1999; M.S. 2oor; Ph.D. Tulane UniTulane versity, 2002. Fulbright ScholaT, Greece, 2000-01; Associate Member, American School of Classical Studies, Athens, 200001; Tutor, St. John's College, 2002 -. JOANNA BACHE TORIN B .A., Medieval/Renaissance Studies, Wellesley College, 1985; Visiting Student, St. Hilda's College, Oxford University, 1983-84; M.A., St. John's College, Annapolis, r994:, Graduate Teaching Fellow, Georgetown 1994-99; Ph.D. in Government, Georgetown 2005; 1\1tor, St. John's College, 2002-. I'<iiArnIEW CAS\l\'ELL B.A. St. John's College, Annapolis, 1996; Ph.D., Philosophy, Boston University, 2003; DAAD Fellow, Philipps-Universitiit, Marburg, 2002-03; Inst1·uctor, of Philosophy, Boston 2003-05; Tutor. St. John's College, 2005-. GABRIEL PU!AS B.A. St. John's College, 1993; M.A. 1996, lVI.PhiL 1997, l\Jfodieval Studies, Yale University; Ph.D. Committee on Social Thought, 2003; Rome Prize, of Rome, 2001-02; .A~sistant Professor, European College of Liberal Arts, Berlin, 2003-05; Tutor, St. Jolm's College, 2005-. �. ! 76 {ST. JOHN'S COLLEGE} {FACULTY} SANTA FE Pres"ldenT .............................................................................. MICHAEL P. PEIBR.S B.S., United States Military Academy at West Point, 1968; M.A., University of Washington, 1974; Platoon Leader, Executive Officer, and Armored Cavalry Troop Commander, United States Army, 196872; Assistant Professor of Economics, United States Military Academy, 1974-77; Soviet Foreign Area Officer, 1977-87; Executive Assistant, Office of the Chairman of the Joint Chiefs of Staff, 1987-89; Commander, 96th Civil Affairs Battalion (Airborne), 1989-91; Chief Conventional Arms Negotiations, 1991-92; Chief of Staff, United States Military Academy, 1992-95; Senior Vice President and Chief Operating Officer, 1995-2002, Executive Vice President, 2002-2005, Council on Foreign Relations; President, St. John's College, Santa Fe, 2005-. Dean ofthe College in Santa Fe DAVIDLAWRENCELEvlNE University of Pennsylvania, 1962; A.B. St. John's College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary) 1967-70; University Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris, 1970; Language Study, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John's College, Santa Fe, 1986, 1988-, Dean, Spring 1997, Directo Graduate Institute in Liberal Ed 1997-2001; Dean, Santa Fe, 2001-. JOHNS. STEADMAN B.S., Philosophy, University ofW" 1959; Instructor in Radio Repair States Army, 1954-56; Assis Philosophy, 1959-61, Teaching 1961-62, Cornell University; Tu John's College, Annapolis, 1962-6?.· Fe, 1967-; Assistant Dean, 1970-72. PHJLIP LECUYER B.A., Colorado College, 1966; l\{ College, Oxford University, 1969; in Biology, University of New 1970-72; Boettcher Scholar, l Perkins Scholar, 1963-66; Rhodes Sc 1966-69; Danforth Graduate Fe 1966-72; Woodrow Wilson F (honorary), 1966; Tutor, E Literature, Summer Human Institute, Colorado College, 1968; Biology and Chemistry, Institute of Research and Development, Unive New Mexico, 1971-72; Tutor, St. fo College, Santa Fe, l9T~-. DAVID EDWARD STARR B.A., Gordon College, 1962; M.A., Ph.D., 1972, Boston University; Gra Assistant in Philosophy, Boston Univ 1963-64; Teaching Intern, Bo University College of Basic Stu 1964-66; Instructor in Philoso University of Rhode Island, 1966 Tutor, St. John's College, Annap 1972-80, Santa Fe, 1982-, Director of Graduate Institute in Liberal Educati Santa Fe, 1980-82. STEPHEN R. VAN LUCHENE B.A., Arizona State University, 1969; M. 1971, Ph.D., 1973, University ofN Dame; Tutor, St. John's College, Santa 1973-, Director of Admissions, 1979" Director of The Graduate Institute in Liberal Education, 1982-85; Dean, 1991-1996. DAVID BOLOTIN B.A., Cornell University, 1966; Ph.D., New York University, 1974; Lecturer in Classics, Yale University, 1971-73; Tutor, St. John's College, Annapolis, 1974-82; Santa Fe, 1982-; Visiting Professor, Committee on Social Thought, University of Chicago, 1986, 1987-88, 2002-03. GEORGIAS. KNIGHT B.S., Philosophy, 1970, M.A., English, 1972, Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-; Assistant Dean, 1988-90. B.A., Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University of California at Santa Cruz, 1976; University of California at Santa Cruz, 196768; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. ELlzABETII s. ENGEL B.A., Pomona College, 1967; M. Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. LYNDALAMsON MYERS B.A., St. John's College, 1971; M.A., University of North Carolina, 1975; M.A., . 1991, Ph.D., 1996, Catholic University of ' America; Tutor, St. John's College, Santa Fe, 1977-; Director of the Graduate Institute in Liberal Education, 1985-88. ANrnoNY JAMES CAREY St. John's College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; M.A., 1973, Ph.D. 1998, Graduate Faculty, 77 The New School for Social Research; U.S. Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, Annapolis, 1979-83, Santa Fe, 1984-; Dean, 1986-91, 1996-2000; Acting President, 2000. CHAELOTIB GRAY MARTIN B.A., University of Colorado, 1972; Deutscher Akadernischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. PEI'ERPESIC A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-; Musician-in-Residence, 1984-; Dorr Lecturer, University of North Carolina, 2003. EDWARD CARY STICKNEY B.A., St. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-; Director of The Graduate Institute, 1994-97. JANET A. DOUGHERTY B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, ,I I ! �78 {FACULTY} Ig80-82; Tutor, St. John's College, Annapolis, Ig82-85; Santa Fe, Ig85-. STEPHEN FREDERICK HOUSER B.A., St. John's College, Santa Fe, Ig79; San Francisco Conservatory of Music, Ig80-82; M.A., University of Virginia, Ig89; Ph.D., University of Virginia, Ig90; President's Fellow, University of Virginia, Ig87-90; Tutor, St. John's College, Santa Fe, Ig83-. F'RANKN. PAGANO A.B., Cornell University, Ig69; Ph.D., Boston College, Ig8I; Assistant Professor of Political Science, Ig75-8I, Director of the Division of Liberal Learning, Ig80-83, Associate Professor of Political Science, Ig8I-83, University of New England; Tutor, St. John's College, Santa Fe, Ig83-; Director of the Graduate Institute, 200I2004. JORGE H. AIGLA Universidad Nacional Aut6noma de Mexico, Mexico City, I9?I-72; B.S., Saint Mary's College, California, Ig75; M.D., University of California San Francisco, Ig79; American Heart Association Student Research Associate, Ig74; Fellow, Cancer Research Institute, University of California San Francisco, Ig76; Resident, Pathology Department, University of California San Francisco, Ig79-80; Alpha Omega Alpha Medical National Honor Society, Ig79; Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, Ig8o-8I; Lecturer in Anatomy, Sonoma State University, California, I98I-82; Lecturer in Anatomy and Physiology, City College of San Francisco, Ig8I-85; Private translator, Ig82; Lecturer, Collegiate Seminar, Saint Mary's College, California, Ig82-85; Assistant Instructor, San Francisco Karate-Do, Ig82-85; Tutor, St. John's College, Santa Fe, Ig85-; Head Karate-Do Instructor, Ig86-; American Teachers Association of Martial Arts, Permanent Member, Ig93; International Society of Okinawan Karate, Ig94; 6th Dan, 2000; New Mexico Urasenke Japanese Tea Association, President, 2004. JOIINF. CORNELL B.A., Ig75, M.A., I977o McGill University~ Ph.D., University of Chicago, Ig8:i;i, McConnell Fellow, Ig75-77; Fishbein Fellow, Ig77-80; Searle Fellow, Ig8o-.lh~ NEH Fellow, Ig82; ACLS Fellow, Ig83-84; Assistant Professor, Honors College,· University of Oregon, Ig8I-83; Assistant Professor, History of Science, Universify of·. Georgia, Ig84-85; Tutor, St. John's College, Santa Fe, Ig85-; Visiting Assistant Professor of History of Science, Universify of Chicago, Ig90. LINDA WIENER B.S., Biology, University of Miami, I977; M.S., Entomology, Colorado State University, Ig79; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, Ig79; Ph.D., Entomology, University of Wisconsin-Madison, I98I; Post-Doctoral Fellow, Linguistics, Harvard University, Ig82-85; Entomology Associate, Museum of Comparative Zoology, Harvard University, Ig82-85; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, Ig84-85; Tutor, St. John's College, Santa Fe, Ig85-. THOMAS SCALLY B.A., St. Mary's College of California, Ig67; M.A., Boston College, Ig70; Ph.D., Boston College, I97I; Assistant Professor, University of Santa Clara, Ig70-7I; Assistant Professor, St. Mary's College of California, I9?I-74; Assistant Professor, California State University at Humboldt, Ig75; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, Ig75-87; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, Ig80-84; Visiting Tutor, St. John's College, Santa Fe, Ig87-89; Tutor, St. John's College, Santa Fe, Ig90-. {ST. JOHN'S GRANT H. FRANKs B.A., St. John's College, Annapolis, Ig77; J.D., Harvard Law School, Cambridge, M.A., Ig8o; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, Ig80-83; Clerk to Judge Cecil E. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, Ig83-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, Ig84-88; Tutor, St. John's College, Santa Fe, Ig88-. BASIA C. MILLER B.A., Philosophy, Antioch College, Ig59; M.A., University of Chicago, Ig62; Ph.D., University of Chicago, Ig89; Translator for the University of Chicago Press, Ig75-8I; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, Ig82-88; Teaching Assistant, University of Chicago, Ig85-87; Instructor, Northern Illinois University, Ig87-88; Tutor, St. John's College, Santa Fe, Ig88-, Assistant Dean, Ig97-2002. WILLIAMS. KERR B.S., Oklahoma State University, Ig74; University of Illinois Graduate Fellowship, Ig75-76; M.S., Economics, University of Illinois-Urbana, Ig76; Graduate Study in Economics, University of Chicago, Ig76-77; University of Colorado Graduate Fellowship, Ig83-87, M.A., Classics, University of Colorado-Boulder, Ig85; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, Ig8788; Reynolds Fellowship, Ig88-89; Instructor in Latin, University of New Mexico-Los Alamos, Summer Ig85; Visiting Assistant Professor, University of Colorado-Boulder, Summer Ig90; Certificate, Chinese Language Education Program, Providence University, Shalu, Taiwan, Ig98; Tutor, St. John's College, Santa Fe, Ig89-. KruSHNANVENKATESH B.A., English, Magdalene College, Cambridge University, Ig82; M.A., Can tab., Ig85; Wissenschaftlicher COLLEGE} 79 Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, Ig82-86; Academic Exchange, University of New Mexico, Albuquerque, Ig85-86; Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi Uni-versity, Taiyuan, People's Republic of China, Ig86-89; Lecturer in Film Analysis, North China Film and Broadcasting Institute, Ig89; Tutor, St. John's College, Santa Fe, Ig89-; Director of the Graduate Institute, 2004-. BRUCEM.PERRY B.A., Greek, Ig73, M.A, Classics, Ig75, Ph.D., Classics, I983, University of Washington; Ph.D. Asian and Middle Eastern Studies, I995, University of Pennsylvania; Tutor, St. John's College, Santa Fe, Ig90-. FRANK R. HUNT St. John's College, Annapolis, I97I-73; Cornell University, Ig73-74; B.A., New York University, Ig76; M.A., Ig8o, Ph.D., Ig85, The Catholic University of America; Editor, Catholic University of America Press, Ig8o-86; Lecturer, Marymount University of Virginia, I985-86; Editor, Princeton University Press, Ig87-89; Tutor, St. John's College, Santa Fe, I990-. JAMES COHN B.A., Dartmouth College, I98I; Fulbright Scholar, Germany Ig8I-82; Ph.D. Committee on Social Thought, University of Chicago, Ig90; Tutor, St. John's College I99I-. CHARLEsN. FASANARo B.S., Chemistry, Manhattan College, Ig65; M.A.R. with Distinction, ILIFF School of Theology, Colorado, I980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, I983; Schlessman Scholarship for the Study of Philosophy and Religion, Ig80-82; Jonathan M. Daniels Fellow, Ig82 Post-doctoral Fellow, Philosophy, University of Colorado, Ig83-84; Program Ombudsman and �80 {ST. JOHN'S COLLEGE} {FACULTY} Assistant to the Director, Writing Program, University of Colorado, 1986-91; Associate Professor, Center for Philosophy and Religion, Colorado, 1986; Professor, Center for Philosophy and Religion, Colorado, 1990; Project Leader (GS-13) for the Mine and Tracker Dog Project, Vietnam, 1969; President, New Subasio Institute, and Prior, New Subasio Monastic Community, 2000; Master Scholar, University of Denver, 2003; Tutor, St. John's College, Santa Fe, 1991-; Assistant Dean, 2002-2003. JOSIUJAL. KATES B.A., St. John's College, Annapolis, 1980; Advanced Summer Greek Institute, New York City, 1981; Collegium Phaenomenologicum, Perugia, Italy, 1987; M.A., 1988, Ph.D., 1991, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor, State University of New York at Binghamton, 1991; Participant, School of Criticism and Theory, Hanover, NH, 1994; Fellow, Camargo Foundation, Cassis, France, 1999; Visiting Associate Professor, University of California Los Angeles, 1999-2001; Tutor, St. John's College, Santa Fe, 1991-. MICHAEL DAVID .RAWN B.S., Mathematics, Rensselaer Polytechnic Institute, 1974; M.S., Mathematics, Brown University, 1977; Undergraduate Study in Mathematics Education, University of New Orleans, 1979-80; Graduate Study in Mathematics, Clarkson University, 1983-86; Ph.D., Mathematics, Indian Institute of Technology, Kharagpur, 1991; Instructor, University of New Orleans, 1977-80; Assistant Professor, lnstitut Superieur Pedagogique de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St. Lawrence University, 1983-86; Assistant Professor, Manchester College, 1988-92; Tutor, St. John's College, 1993-. VICTORIA MORA B.A. in English-Philosophy, University New r:iexico, 1985; Yale University. Teachmg Fellow, 1986-88; M.A.,.' M. Phil. in Philosophy, Yale Univers:ity, 1990; Ford Foundation Dissertatioll. Fellow, 1990-91; Ph.D. in Philosophy, Yal'e University, 1992; Philosophy Instructc>r, Albuquerque TV-I Community College, 1991-92; Tutor, St. John's College, Santa Fe, 1992-. BARRY E. GoLDFARB B.A., Yale University, 1975; M.A., University of Chicago, 1978; M.A., University of Cincinnati, 1981; Ph.D., The Johns Hopkins University, 1986; Visiting Lecturer, University of Southern California, 1986-88; Assistant Professor The Pennsylvania State University: 1988-92; Language Coordinator and Lecturer, The Johns Hopkins University, 1992-93; Tutor, St. John's College, Santa Fe,1993-. JULIE REA1IARD B.A., English, Michigan State University, 1980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, 1984; Ph.D., Comparative Literature, University of Colorado, Boulder, 1991; Teaching fellow, Department of English, University of Nevada, Reno, 1981-84; Instructor, Department of English, University of Colorado, Boulder, 1987-88; Instructor, College of General Studies, University of Pennsylvania, 1988-89; Graduate Work, Literary Theory, University of Pennsylvania, 1988-91; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, 1992-93; Associate Professor, English Department, Providence University, Shalu, Taiwan, 1996-98; Tutor, St. John's College, Santa Fe, 1993-. CLAUDIAA. HONEYWELL B.A., University of Chicago, 1986; Account Executive, American Bankcard Services, Woodland Hills, CA, 1987-88; M.A., 1991, Ph.D., 1993, Classics and Modern Greek Studies, UniversityofMinnesota; Surveyor, Kavousi/Thriphti Archaeological Survey, Crete, 1990; Mochlos Archaeological Excavation, Crete, 1991; Visiting Assistant Professor of Classics, Cornell College, 1993-94; Tutor, St. John's College, 1994-. CALEB THOMPSON B.A., Philosophy, Clark University, 1984; M.A., Philosophy, University of Virginia, 1990; Ph.D., Philosophy, University of Virginia, 1994; Alumni Dissertation Fellow, 1993-94; Postdoctoral Fellow, SUNY at Buffalo, 1994-96; Hourani Lecturer, SUNY at Buffalo, 1994-95; Tutor, St. John's College, Santa Fe, 1996-. MICHAEL D. BYBEE B.A., Philosophy, 1972, B.A., M.A., English, 1972, 1975, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, 1972-74; M.A., Ph.D., Philosophy, 1976, 1981, University of Hawaii; Assistant Professor of Philosophy, Idaho State University, 1982-84; Instructor of English, 1984-90,Senior Instructor of English, 1990-95, University of Oregon; Adjunct Assistant Professor of Rhetoric, San Diego State University, 1995-96; Tutor, St. John's College, Santa Fe, 1996-. JUDITH I. ADAM B.A., 1986, M.A., 1989, Political Science, University of Alberta; Ph.D., 1996, Political Science, Boston College; Tutor, St. John's College, Santa Fe, 1996-; Assistant Dean, 2005-. JACQUES ANTOINE DlNOISIN B.A., 1980, St. John's College, Annapolis; M.A., 1984, Ph.D., 1992, The Catholic University of America, University of California, Irvine, 1987-91; Knights of 81 Columbus Fellow, 1981-84; Tutor, St. John's College, Santa Fe, 1997-. BRENDON LAsELL B.S., California Institute of Technology, 1990; M.S., 1991, Ph.D. 1994, University of Chicago; Lecturer in Mathematics, University of Chicago, 1992-93; Member, Institute for Advanced Study, 1994-95; Instructor in Mathematics, Princeton University, 1995-97; Tutor, St. John's College, Santa Fe, 199 7-. MATI'HEW K. DAVIS B.A., St. John's College, Annapolis, 1982; M.A. in Philosophy, Dalhousie University, 1984; Ph.D. Candidate in Philosophy and Classics, University of Pittsburgh, 198587; Ph.D. in Political Science, Boston College, 1995; Killam Fellow, 1983-84; Earhart Fellow, 1990-91; Bradley Fellow, 1993-96; Bradley Fellow, University of Toronto, 1996-98; Special Projects Editor, Books in Canada, 1997-98; Tutor, St. John's College, Santa Fe, 1998-; Assistant Dean, 2003-04. MARK ROLLINS A.B. Princeton University, 1977; M.A., Ph.D. in Philosophy, University of California, Berkeley, 1986, 1991; Teaching Fellow in Philosophy, University of California, Berkeley, 1978-83, and 1987; Teaching Fellow in the Core Curriculum, Harvard University, 1984-86, 1987, 199192, and 1995-97; Associate Research Professor, Instituto de lnvestigaciones Filosoficas, UNAM, Mexico City, 1988-91; Assistant Professor of Philosophy, American University in Bulgaria, 1992-95; Senior Analyst, education and family support policy, Abt Associates, Cambridge, MA, 1997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA., 1998; Tutor, St. John's College, Santa Fe, 1998-. �82 {ST. {FACULTY} }ENN.IFJERL. 0T§UICT B.A., Reed College, 1983; M.A., 1986. Ph.D., 1991 in English Literature, University of California at Irvine; Assistant Professor, Department of English and American Literature, Brandeis University, 1991-97; Tutor, St. John's College, Santa Fe, 1998-. Project Coordinator, Kenan Ethics Program, Duke University, r997-98; Consultant, PBS Frontline, 1998-99; Tutor, St. John's College, Santa Fe, r999-, MICHAEL K WOLFE B.A., Mathematics, Wellesley College, 1994; M.S., Mathematics, Massachusetts Institute of Technology, 1997; 1\1tor, St. John's College, Santa Fe, 1998-. B.A., 1994, St. John's College, Santa Fe; Dupont 1994-95, President's Fellowship, University of Virginia, 199 497; M.A., History of Religions, University of Virginia, 1997; Assistant Director of Admissions, St. John's College, Santa Fe, r997-99; Tutor, St. John's College, Santa Fe, 1999-. GREGORYD. BAYER JAN ArulENAULT B.A., St. John's College, Annapolis, 1978; M.A., of Toronto, 1981; Ph.D., of Texas at Austin, 1995; Visiting Assistant Professor, Southern Methodist n11~c.-uu. College of-William and College of Wooster, 1997NEH Fellow, Institute for Advanced lOi)<l-aa: 1\1tor, SL John's B.A., St. John's College, Santa Fe, 1982; M.A., University of Denver Psychology, Advanced Candidate C,G. Jung Institute of Santa Fe, 1\1tor, St. John's College, 1996-. JULIE REHME!IER II B.k, B.S., Fordham 1990; Fellow, Fordham 199092; M.A., Fordham 1992; Teaching Fellow, Fordham University, 1992-94; InstructOT, Marist '·"" "'"" 1995, Tutor, Rose Hill Instructor, 1999; Tutor, St. John's College, Santa Fe, 1999-; Ph.D., Ford11am 2000. EDYIM'1JA. \,VALP!N lLl'L, Political Science, Middlebury MA, English, P1111on111e11mcv (Bread Loaf School of English), ; M.A., Political Science, Duke 1992; Ph.D , Political Science, National Endowment for the Humanities Dissertation Grant, 1993-94; ~"''"'"a"''" Fellow and Instructor, Institut fti.r Politische VJissenschaft, FriedrickAlexander UniversiHit, Erlangen, 'o~rncmu 1994-95; Fellow, Instructor, and DAYl!D C•,JU, B.A., Philosophy, Pomona College, 1990; M.A., Claremont Graduate School, 1991; Ph.D., Literature, 2000; Lecturer in California State San Bernardino, 1991-93; English Instructor, 1992; Philosophy and Religion Instructor, Diablo r993-95; Poet in Residence, and Bookstore, Paris, France, Literature Instructor, UC Davis, 1995-2000; Tutor, St. John's Santa Fe, 2000-. MICHAJlL GmnmER B.A., Liberal Arts, Sarah Lawi:ence '-'u>uc~c, Ig88; M.A.' JOHN'S SUSAN STICKNEY B.A., SUNY-Binghamton, 1970; Fulbright Scholar, Freiburg, Germany, 1970-71; M,A., University of 1972; German teacher, Olney Friends School, 1972-75; Albert-Ludwigs University, Freiburg, Germany, 1975-1980; Ph.D., University of Massachusetts, Amherst, 1985; Tutor, St. John's College, Santa Fe, 1992-. I'ATil.ICIAM. GREER B.A., College of Notre Dame of Maryland, 1966; M.A., Writing Seminars, Johns Hopkins University, 1967; Teaching Fellow, University of Southern California, 1968-69; M.A., St. John's College, Annapolis, 1995; Ph.D., History of of Virginia, 2002; Dupont Writing Fellowship, 2000-01; Adjunct Instructor, History of Asian Religions, University of 1999; Visting Lectu.rer, Sanskrit Epics, Sweet Briar College, 1999; Tutor, St. John's College, Santa Fe, 200I-. EWEN HARRISON B.A., Ecology, Behavior Evolution, University of California, San Diego, 1990; M.S., Biology, 1995, Ph.D. Candidate, University of Michigan; Graduate Student Instructor, University of in.lc1.m'""· 2000; Lecturer, Eastern University, 1998; Graduate Teaching Consultant, UniveTSity of 200001; Tutor, St. John's College, 2001-. JAY§MITH B.A., St. John's College, 1977; M.A. Philosophy, Marquette 1979; Ph.D., Fordham 2002; Environmental Protection f'\µrc111:v. TOl'\h-:Ko: Envirnnmental Consultant, 19902000; Tator, St. John's College, Santa Fe, 2001-. ,LISE VAN BOX-EL Fe, 2000-. B,A., The of Toronto, 1992; M.A., Political Science with High Boston College, 1995; Ph.D. •u<i.nu1mu:e. Political Science, The COLLEGE} 83 of Toronto; 1\1tor, St. John's College, Santa Fe, 2001-. MICA.HEL ANDREW'S B.A., History, Montana State, 1992; M.A., European 1997; Ph.D. History, Tulane r998-2002; Tutor, St. John's College, Santa Fe, 2002-. M:ONHCAl. CASSEL A.B., Comparative Literature, Princeton University, r992; Ph.D., University of 2002; Graduate Instructor in German, English, and Comparative Literature, of Fellowship, Institute for Research on Women and Gender, of Michigan, 2001; Instructor, Desert at Santa Fe, 2002; Tutor, St. John's College, Santa Fe, 2002lr<JGO FAfilN M.A., Philosophy, Freie Universifat Berlin, 1985; Ph.D., Indiana of Wilham and 2000-02; Tutor, St, John's Santa Fe, 2002-. KENNETH R. WOLFE B.A., St. John's College, Santa Fe, 1994; M.A,, Latin, of California at Berkeley, Ph,D,, Classics, of Califorma at 2000; Assistant Professor in Classics and PHIUI.' EARTOK of Denver Institute University of Notre Dame, 2004; Ph.D., �84 {FACULTY} Philosophy, University of Notre Dame, 2004; Tutor, St. John's College, Sante Fe, 2003-. JONATHAN HAND B.A., Government, Harvard University, r98r; Teacher, Colorado Springs School, r984-86; Graduate Student, Political Science, Yale University, r987-89; Visiting Student, Ecole des Hautes Etudes en Sciences Sociales, Paris, r994-95; Ph.D., Committee on Social Thought, University of Chicago, 2002; Lecturer in the College, University of Chicago, r998-2002; Visiting Assistant Professor, Political Science, Furman University, 2002-03; Tutor, St. John's College, 2003-. ERIC POPPELE University of Chicago, r979-80; B.A., St. John's College, Santa Fe, r989; M.S.E., Environmental Engineering, University of Michigan, r99r; Associate Engineer, Montgomery Watson, r992-93; Environmental Engineer, Hinds Environmental, Inc., r994-98; licensed Professional Engineer, New Mexico, r997-; Ph.D. Candidate, Civil Engineering, University of Minnesota, r998-2003; Tutor, St. John's College, Santa Fe, 2003-. J. WAL'IER STERLING IV B.A., St. John's College, Annapolis, r993; Jacob K. Javitts Fellow, U.S. Dept. of Education, r993-97; M.A. Philosophy, Emory University, r997; Doctoral Candidate, Philosophy, Emory University, 1997-; Philosophy Instructor, Loyola College in Maryland, r997-99; Philosophy Instructor, Gwynedd-Mercy College r9992000; Intellectual Heritage Instructor, Temple University, r999-2000; Adult Learning Instructor, Project H.O.M.E., Philadelphia, 2000-03; Tutor, St. John's College, Santa Fe, 2003-. TRAVIS s. COOK B.A. Political Science, University of Maine, r989; M.A. Political Science, Boston College, r994; doctoral work, Political Science, 85 Loyola University Chicago; Assistant Director, Social Philosophy and Policy Center:. ' Bowling Green State University, 2ooo2004; Tutor, St. John's College, 2004-. University, Director of Choral Activities, r989-2000; Director of Humanities, Honors College, 2000-2005; Tutor, St. John's College, Santa Fe, 2005-. KERI ELlzABErHAMEs A.B., University of Chicago, r993; Centu.ty Fellow in Social Thought, University of Chicago, r993-97; M.A., The Committee on Social Thought, University of Chicago• r996; Bradley Dissertation Fellow, University of Chicago, r999-2000; Instructor in English, Connecticut College, 2000-or; Comcast Television Tutor on TV Tutors Live, 2oor-02; Instructor in the Humanities, University of Chicago, 200.2-03; Ph.D., The Committee on Social Thought, University of Chicago, 2003' Research Associate, Zurich James Joyce Foundation, 2003-; Lecturer, University College Dublin Jam es Joyce Summer School, 2003; Lecturer in the Humanities, Yale University, 2003-04; AndrewW. Mellon Postdoctoral Fellow in the Humanities, Yale University, 2004-os; Tutor, St. John's College, Santa Fe, 2005-. JESSICA JEROME LAUREN BRUBAKER B.A. Sociology, Swarthmore College, r970; Union and community organizer, political consultant, r970-80; Entrepreneur, printing and software r980-9r; Ph.D. Committee on Social Thought, University of Chicago, 2002; Visiting Assistant Professor, University of Notre Dame, 2002'03; Lyons Chair in Professional Ethics, United States Air Force Academy, 2004-os; Tutor, St. John's College, Santa Fe, 2005-. KENNEm R. DAVIS B.M. Education, Georgia State University, r973; M.Div. Southwestern Theological Seminary, r977; M.M. University of Tennessee, r982; D.M.A. Conducting, Eastman School of Music, University of Rochester, Teaching Assistantm, r984; M.A. St. John's College, Santa Fe, 2002; Assistant Professor, Western Kentucky University, r984-89; Professor, Texas Tech B.A., University of California at Berkeley, r993; Anthropology, University of Chicago, M.A., r995, Ph.D., 2003; Visiting Assistant Professor, DePaul University, 2002-2003; Postdoctoral Fellow, MacLean Center for Bioethics, University of Chicago Hospitals, 2003-04; Tutor, St. John's College, Santa Fe, 2005-. T. ANDREW KINGSTON A.B., English, Kenyon College, r995; Ph.D., Philosophy and Music, The University Professors Program, Boston University, 2003; Lecturer, English, Boston University, 2oor-02; Visiting Instructor, Integrated Program in Humane Studies, Kenyon College, 2oor-02; Adjunct Instructor, Jazz Piano, Kenyon College, 2oor-02; Instructor, Writing Program, Boston University, 200203; The University Professor's Program Post-Doctoral Fellow, Boston University, 2003-04; Instructor, Core Curriculum, Boston University, 2004-05; Tutor, St. John's College, Santa Fe, 2005-. li'REDERICKMONSMA B.A., St. John's College, Annapolis, r982; Ph.D., Philosophy, Boston College, 2003; Tutor, St. John's College, Santa Fe, 2005-. B.A., Political Science, University of Illinois, Urbana, r992; M.A., r994, Ph.D., r998, Politics, University of Dallas; J.D., School of Law, Northwestern University, 2003; Adjunct Professor of Politics, University of Dallas, r996-2000; Adjunct Instructor of Political Science, University of North Texas, r998-99; Adjunct Professor of Law and Political Science, John Cabot University, 2005; Adjunct Professor of Political Science, American University of Rome, 2005; Tutor, St. John's College, Santa Fe, 2005-. GREOGORYW. SCHNEIDER B.A., Philosophy, University of Dallas, r990; M.D., University of Missouri-Columbia, r995; Resident Physician, Family Medicine, University of Missouri-Columbia, r995-98; M.L.A., Liberal Arts, Southern Methodist University, 2005, Assistant Professor of Family Medicine, Medical Ethics, and Literature and Medicine ath the University of Texas Southwestern Medical School, r998-2004; M.F.A. Candidate, Science and Natural History Filmmaking, Montana State University, 2004-; Tutor, St. John's College, Santa Fe, 2005-. �86 PRESIDENTS EMERITI Edwin Jules Delattre William M. Dyal, Jr. John Agresto John E. Balkcom TUTORS EMERITI AND RETIRED TUTORS Brother Robert Smith, F.S.C. Robert Bunker Curtis A. Wilson Charles G. Bell Thomas King Simpson William A. Darkey LouisKurs Edward Grant Sparrow Thomas J. Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. Robert Williamson Benjamin Milner Chaninah Maschler RobertD. Sacks Laurence Berns Samual S. Kuder George Doskow Edward Malcolm Wyatt Don Cook E. Ray Davis, Jr. Glenn A. Freitas Katherine Boaz Robert Richardson Elliott Skinner Joe Sachs {ST. JOHN'S COLLEGE} HONORARY FELLOWS OFFICERS, ASSOCIATES AND STAFF RAY CAVE B.A., St. John's College, Annapolis, Ig48. STEPHEN FEINBERG B.B.A., UniversityofTexas, Austin, Ig67. ANNAPOLIS SANTA FE President Christopher B. Nelson President Michael P. Peters Dean Michael G. Dink Dean David Levine Vice Presidentfor College-Wide Advancement Jeffrey A. Bishop Treasurer Bryan E. Valentine Vice Presidentfor Advancement, Annapolis Barbara Goyette Treasurer Fred H. Billups, Jr. Director ofthe Graduate Institute Joan Silver Assistant Dean Anita Kronsberg Director ofAdmissions John M. Christensen Director ofAlumni Activities Jo Ann Mattson Director ofAthletics Leo Pickens Director ofCareer Services Shahrzad Arasteh Director ofFinancial Aid Paula Abernethy Librarian Andrea Lamb Director ofCommunications Rosemary Harty Registrar Reenie Craven Nurse Practitioner Carolyn Buppert Director ofthe Graduate Institute Krishnan Venkatesh Assistant Dean Judith Adam Director ofAdmissions Lawrence H. Clendenin Assistant Director ofAlumni Activities Marni Hamilton Student Activities Manager C.J. McCue Director ofCareer Services Margaret E. Odell Director ofFinancial Aid Michael Rodriguez Library Director Jennifer Sprague Director ofCommunications John Hartnett Registrar Marline Marquez Scally Family Nurse Practitioner Terry Selvage Director ofHuman Resources Ted R. Gonzales 87 �88 {PROFILE} FRESHMAN CLASSES ENTERING FALL 2005 AND JANUARY 2006 Annapolis Santa Fe 37 I 35 States Represented Alabama Alaska I I Arizona 2 Arkansas I California Colorado IO 23 I 9 2 Connecticut Delaware Florida 9 5 4 Kind of School Attended Public I 2 2 28 2 9 4 3 2 3 I Mississippi Missouri I I I I Montana I I New Hampshire New Jersey New Mexico New York 3 4 0 I 9 4 8 North Carolina Ohio Oklahoma South Carolina South Dakota Tennessee Texas Vermont Virginia Washington West Virginia Wisconsin District of Columbia Previously Attended College Veterans Massachusetts Michigan Minnesota Rhode Island Early Entrance Range of Ages 2 Iowa Oregon Women 6 2 Kansas Pennsylvania Fall 2005 January2006 Men 3 2 Illinois Indiana 3 I7 I I 0 II 6 2 5 I 6 3 I 2 5 4 I I 24 I I3 3 2 I I 3 Santa Fe I I I I Number of Students 3 5 2 Georgia Hawaii Idaho Maryland Annapolis Foreign Countries Canada China Independent Homeschooled Receiving Financial Aid I49 I8 II7 89 78 85 6I 29 7 I 30 42 I7-28 I6-53 I 0 I02 98 56 6 35 64% 683 7 SAT Ranges* Middle50% Verbal 660-?60 Middle50% Math 590-680 *Combined entering classes, fall 2005, vv.ith 80% reporting � STATEMENT OF THE ST. JOHN'S PROGRAM S!JOHN'S College ANNAPOLIS • SANTA FE SANTA FE, NEW MEXICO 87505 505-984-6000 g'William's School, I696; chaitered as St. John's College, I?84; accreditd State Depaitment of Education, by the Middle States Association of ols (362.4 Maiket Street, Philadelphia, PAI9Io4; 2.IS-662.-5606), by the ciation of Colleges and Schools (30 N. La Salle Street, Suite 2.400, 2.; 800-6u-7440), and by The American Academy for Liberal ode Island Avenue, NW, 4th F1oor, Washington, D.C. 2.0036; 2.02.ege is co-educational and has no religious affiliation. St. John's dents of any race, religion, or national or ethnic origin, without ility, or sexual orientation. Academic facilities and most resie to persons with physical disabilities. The college reserves the sand policies herein stated without notice. �{COLLEGE CALENDAR 2006-2007} {COLLEGE ANNAPOLIS CALENDAR 2006-2007} SANTA FE 2006-2007 August22 Upperclass Registration ...........................................................................................................................,._ August23 ........................................................... ············································ .............................................................................. ········································································· ................................................................................................. Freshman Registration and Convocation Upperclass Registration ····························-···· ························ .................................................... Freshman Registration ······························ ································· ···················································· August24 Classes Begin with Seminars October 6- 9 Long Weekend November 22 - 26 Thanksgiving Recess Long Weekend DecemberI4 End of First Semester Thanksgiving Recess December IS - January 7 Winter Vacation End of First Semester January8 Second Semester Registration February 2- 5 Long Weekend February 2 - March I8 Spring Vacation Mayu End of Second Semester End of Second Semester MayI3 Commencement Commencement Undergraduate Classes Begin with Seminars ......................................................................................................................................................... Convocation ben5-JanuaryI4 Winter Vacation ··········································· January Freshman Registration .................................................................................................................................... Spring Vacation SUMMER 2007 June I8 Augustg January Freshman Second Semester Begins .............................. Graduate Institute Summer Session Begins ······························ January Freshman Second Semester Ends Graduate Institute Summer Session Ends �{TABLE 6 · THE 8 IO II r6 20 22 THE 27 28 28 29 30 3r 32 32 33 33 35 37 CONTENTS} Introduction CURRICULUM Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Great Books ACADEMIC ORDER Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Careers after St. John's Graduate Institute in Liberal Education Degree of Master of Arts in Liberal Arts Degree of Master of Arts in Eastern Classics Directory Information and Right to Privacy RESIDENCE 39 42 45 48 OF & STUDENT LIFE Annapolis Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS SI 52 53 55 FEES Overview Requirements for Admission Procedure for Applying Campus Visit & FINANCIAL AID 56 57 58 59 60 63 Procedures and Deadlines Grants and Loans Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Progress 65 Bibliography 66 Board of Visitors and Governors 67 Faculty 87 Officers, Associates, and Staff 88 Profile: 2005-2006 Freshman Classes �6 {INTRODUCTION} t. John's College is a community dedicated to liberal education. Liber educated human beings, the college believes, acquire a lifelong co ment to the pursuit of fundamental knowledge and to the search unifying ideas. They are intelligently and critically appreciative oft common heritage and conscious of their social and moral obligatio They are well equipped to master the specific skills of any calling, and they poss the means and the will to become free and responsible citizens. St. John's College is persuaded that a genuine liberal education requires the of great books - texts of words, symbols, notes, and pictures - because they exp most originally and often most perfectly the ideas by which contemporary li knowingly or unknowingly governed. These books are the most important teac They are both timeless and timely; they illuminate the persisting questions ofh existence, and they bear directly on the problems we face today. Their authors speak to us almost as freshly as when they spoke for the first time, for what they to tell us is not of merely academic concern or remote from our true interests. change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human tions, they lend themselves to different interpretations that reveal a variety of· pendent and yet complementary meanings. And while seeking the truth, they pl us as works of art with a clarity and a beauty that reflect their intrinsic intelligib · They are, therefore, properly called great, whether they are epic poems or poli treatises, and whether their subject matter is scientific, historical, or philosop They are also linked together, for each of them is introduced, supported, or criti by the others. In that sense they converse with each other. They draw the reade take part, within the limits of their abilities, in a large and continuing conversati This conversation, however, is unavoidably one-sided. The great books can o repeat what they have to say, without furnishing the clarifications that we desire. remedy this defect is the goal of the St. John's seminar. Here a number of stude varied backgrounds, faced with a text that may present unfamiliar thoughts, atte to discuss it reasonably. It is presupposed that the students are willing to submit opinions to one another's questions. The demands of the individual and those of group are in continuous interplay, setting limits within which the discussion m with the utmost possible freedom. The discussion may concern itself primarily trying to establish the meaning of a poem or the validity of an argument. On the o hand, it may concern itself with more general or with very contemporary ques · that thrust themselves forward. The students bring to the seminar the assumpti {ST. JOHN'S COLLEGE} 7 ey have derived from their experience in the contemporary world. Through discuson they acquire a new perspective, which enables them to recognize both the sameess of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things e - to help the students make reasonable decisions in whatever circumstances they ce. And it is the ultimate aim of the program that the habits of thought and discuson thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational ethods of the seminar are carried over into the tutorials. AB much as possible, the tual instruction in all classes and laboratories is made to depend on the activity and 'tiative of the students. The tutors function as guides, more intent on listening to the dents and working with them than imposing upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primafunction of the liberal arts has always been to bring about an awareness of the rms that are embodied in combinations of words and in numbers so that they come means of understanding. Traditionally, the liberal arts were seven in num: grammar, rhetoric, logic - the arts of language; and arithmetic, geometry, sic, and astronomy - the arts of mathematics. In more contemporary terms, the beral arts bring to light what is involved in the use of words and numbers in all · ds of discursive thought, in analyzing, speaking, and writing, and also in measurg, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of hem: discussion, translation, writing, experiment, mathematical demonstration, d musical analysis. Whatever methods are used, they all serve the same end: to 'te the students to think freely for themselves. By these means, students will be e to envisage actual situations, to deliberate by articulating clear alternatives with hope of arriving at a proper choice. The acquisition of these intellectual skills · serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over e centuries, but these arts of understanding remain in one form or another indissable. They enable men and women to win knowledge of the world around them d knowledge of themselves in this world and to use that knowledge with wisdom. nder their guidance, men and women can free themselves from the wantonness of rejudice and the narrowness of beaten paths. Under their discipline, men and men can acquire the habit of listening to reason. A genuinely conceived liberal ts curriculum cannot avoid aiming at these most far-reaching of all human goals. �8 {THE CURRICULUM} THE SEMINAR T he heart of the curriculum is the seminar - a discussion of assigned readings from the boo~s of the program. In each semmar seventeen to twentyone students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, for two hours - or sometimes longer if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once underway, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices and on humanity's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading, but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of mon courtesy, there are only two r first, all opinions must be heard explored, however sharplytheymayc second, every opinion must be sup by argument - an unsupported op does not count. In a freshman se the students may tend to express opinions with little regard fort relevance to the question or their re to the opinions of others. Gradual their interplay with one another students learn to proceed with care, ing to the topic and trying to un the meanings of the terms they They learn, gradually also, that to extent the procedure of the seminar with the kind of reading under st poetry is not philosophy, and it require a different approach. S progress in learning together ma crowned by sudden insights on the p a few of the seminar members, or by sions when the seminar as a wh achieves illumination. The course of the discussion cann fixed in advance; it is determined by the necessity of "following the ment," of facing the crucial issues, seeking foundations upon which a tr · reasoning can be pursued. The argu does not necessarily lead to the ans a question. More often than not the q tion remains open with certain alte rives clearly outlined. The progress of seminar is not particularly smooth; discussion may sometimes branch off entangle itself in irrelevant difficul · Only gradually can the logical rigor of argument emerge within the sequence analogies and other imaginative de ' by which the discussion is kept alive, seminar may also degenerate into rath empty talk, without being able for s time to extricate itself from such a co At its best, the seminar may reach insi far beyond the initial views held by any its members. {ST. JOHN'S Under these circumstances, the primarole of the leaders is not to give inforation, nor is it to produce the "right" 'nion or interpretation. It is to guide e discussion, to keep it moving, to raise jections and to help the students in ery way possible to understand the thor, the issues, and themselves. The st useful instrument for this purpose is question; perhaps the most useful ·ce of all is the question "Why?" But e leaders may also take a definite and itive stand and enter directly into the ment. If they do so, however, they can ect no special consideration. Reason is only recognized authority. Consequentall opinions must be defended with rean, and any single opinion can prevail y by general consent. The aim is always COLLEGE} 9 to develop the students' powers of reason and understanding, and to help them arrive at intelligent opinions of their own. Every freshman, sophomore, and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes the major part of the process called enabling (see page 3r). �10 {THE CURRICULUM} THE PRECEPTORIAL ·or about seven to eight weeks in the middle of the year the seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually a choice of to on books or subjects of particular interest to the tutors who offeT them. Students may suggest a and invite a tutor to study it with them. many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some may deal with books and themes the students would not otherwise encounter. There are generally not more Guided by a tutor, at a pace more than that permitted the semithe students' work is completed by the wTiting of papers, which may be read in draft to the and other members. Listed below are some of the pn~ce·otc\, al subjects offered on the two ~~'""u"c' recent years. {ST. JOHN'S seminar cannot suffice as only setting for liberal eduBy its very nature, the does not give the stuan opportunity to cultiate the habits of methodical and careful and of persistently precise discusand vVTiting. Other learning devices :must therefore support it; these are the 'tutorials in language, mathematics, and music, For each of four years, a student ends one language and one mathemats tutorial three times a week. Sophoalso attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students study and iearn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to together toward a careful analysis, often through translation or demonstra-tion, of an important work Ai; in the semfaar, students talk freely with one another with the tutor, but the discussion "'"'Ancoc sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows, Other tutors often attend, seeking to learn about a particular 'subject that they may later teach. Writing assignments are normally in all classes: mathematics, music, laboratory sections, as well as in lantutorials. The students are thus upon continually to articulate and their thinking in both the writand spoken forms, :Sn,ecializaticm in higher education has led profound neglect oflanguage skills. As is separated from country the 11 COLLEGE} means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and of terms; to the role analogies and images; and to the logical relations that connect The study of foreign languages (Greek in the first and second years, and French in the third and fourth years) an effective means to these ends, By studying these languages, by from them into English, comparing them with each other and with English, the students learn of the nature of lanancl of theiJ: own in particulaL During the four years, then, study language as the discourse of reason, as the articulation of and as the medium of the art di:rectly and through the interof their own language. They discover the resources of articulate and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to and e11HJJr1a,01s is on iiHUHaLlCaJ COn- structions, and the guage being studied, Thus the rapid reading for the seminar, with its attention to the large outlines and to the trend and of the central idea, is and corrected by a more one that is details and shades of and with the abstract logical structme and rhetorical pattern of a work. Those are matters that do �12 {THE CURRICULUM} not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of ano language is to extend the boundar' one's sensibility. The choice of foreign languages · part dictated by the seminar rea schedule and is in part arbitrary. and German might be used wit changing the pattern and aims of the rial. The first year of Greek, how goes well with the freshman seminar mathematics tutorial, and the con ance of Greek into the second advances the work of the first. The se year ends with analysis and discussi works by Shakespeare, Donne, and English poets. The French of the third year be with a brief, intensive study of Fr grammar followed by the reading French text. The aim here is econo progress toward facility in the rea · simple French. Students already flu French may be exempted from these stages. Then follows examination of form and content of French prose se tions. Discussions of both form and tent are related to appropriate wri assignments, including exercises in lation in which the students attem match in their own tongue the excell of their models. In the second semest play is read - Racine's Phedre. The principal activity of the fourth is the reading of French prose and including a number of poems Baudelaire's Fleurs du Mal. Its imm object is the understanding and enj of each poem in its parts and as aw also provides a substantial basis for sion of the art of poetry and clarifica the relation of that art to the traditi eral arts of language. Writing assi include exercises in translation more tious than those attempted in the t year. The year ends with analysis and cussion of modern British and Am poets, such as T. S. Eliot, Dylan Tho W. B. Yeats, and Wallace Stevens. {ST. JOHN'S thematics is a vital part of education; t this is true or ought to be is suggested the word itself, for it is derived from a eek word meaning "to learn." It is rettable, then, that students should e to dislike mathematics or to think of mselves as unmathematical. It is equalregrettable that competent mathematis are often unaware of the philosophiassumptions upon which mathematical ations and formulas are based. Mathetics at St. John's is studied as a liberal , not artificially separated from what e come to be called the humanities. en mathematics is taught at an unhurd pace, in an atmosphere of reflective · , and from treatises chosen not only their matter but also for their gance and imagination, as it is at John's, mathematics becomes not only most readily learnable liberal art but one that provides ready access to oths and significant analogies with them. There are two main reasons for studyg mathematics. First, it pervades our odern world, perhaps even defines it. erefore anyone who means to criticize reform, to resist or cooperate with this rld, not only must have some familiariwith the mathematical methods by ·ch it is managed, but also must have ought about the assumptions that derlie their application. It is the task of mathematics tutorial and the laboratogether to help students to think t what it means to count and measure ngs in the universe. The second main reason for studying thematics concerns the mathematics rial more specifically. Since mathe:tics has, as its name implies, a particuly close connection with the human acity for learning, its study is especialuseful in helping students to think out what it means to come to know ething. COLLEGE} 13 To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? What do "better" and "worse," "ugly" and "beautiful" signify in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. The students begin with the Elements of Euclid. Using Euclid's organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects - its central expression found in the theory of ratios - which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between �74 {THE CURRICULUM} the mathematics tutorial at St. John's and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: His work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They study Copernicus' transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the "analytic art" in general. In the third year, calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. In the second semester, students take up Newton's treatment of astronomy in the Principia, in which he brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a "dynamic" theory in which orbits are determined by laws of force. The year concludes with an examination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year, the reading of Lobachevski's approach to non-Euclidean geometry invites reflection on the postu- {ST. JOHN'S COLLEGE} 15 lates of geometry, as well as on the of the geometric art as a whole. S also study Einstein's special theory ativity, which challenges our conven understanding of the nature of time space. THE Music TUTORIAL One of the aims of the St. John's pro has been to restore music as a liberal the curriculum. The study of mus St. John's is not directed toward mance, but toward an understandin phenomena of music. The ancients ac ed music a place among the liberal because they understood it as one o essential functions of the mind, ass with the mind's power to grasp numb measure. The liberal art of musi based, for them, on the ratios among numbers. In particular, the music progra St. John's aims at the understandi music through close study of musical ry and analysis of works of musical ture. In the freshman year, students once a week to study the fundament melody and its notation. Demons takes place primarily by singing, and second semester the students pe some of the great choral works. I sophomore year, a tutorial meets times a week. Besides continui singing, the music tutorial reflects ferent but complementary aspe music. On the one hand, music is in · ly related to language, rhetoric, and:\> On the other, it is a unique and self. cient art, which has its roots de nature. The work of the tutorial inclu investigation of rhythm in words as in notes, a thorough investigation diatonic system, a study of the ra musical intervals, and a conside melody, counterpoint, and harmony. of these are done apart from the so 'ty of good music. The inventions of h, the songs of Schubert, the masses of trina, the operas of Mozart, and the umental works of Beethoven are the textbooks. In the second semester, at tone major work is analyzed closely. Seminars on great works of music are luded as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �76 {THE CURRICULUM} THE LABORATORY T ree hundred years ago, algera and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one that the college takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose, St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology, and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory, and fact has to be carefully scrutinized. All of this is sup- {ST. JOHN'S COLLEGE} 77 ported by the mathematics tuto which provide the necessary unde ing of mathematical techniques. The task, however, is not to c exhaustively the various scientific plines, to bring the student up to them, or to engage in specialized res It is rather to make the student exp and understand the significance of as a human enterprise involving mental assumptions and a variety of The college does not subscribe sharp separation of scientific studi the humanities, as iftheywere distin autonomous domains of learning. need not be "two ''cultures." Dif fields of exploration require dif methods and techniques, but the in of scientific pursuits stems from so common to all intellectual life. THE ORGANIZATION OF THE WORAT WORK The laboratory program is largely mined by three considerations rele the liberalization of the study of scie The formally scheduled experiment must be combined with a full and cussion of the instruments and p · involved in it. (2) The content of the should be so chosen as to enable th dents to trace a scientific discipline roots in principle, assumption, and vation. Thus certain integrated who subject matters are to be selected as lems in which the roles of theory and imentation can be distinguished t critical study. (3) The schedule ofla rywork should give opportunity for ly but intensive experimentation. dents must have time to satisfy the as to the degree of accuracy their i ments permit, to analyze procedur sources of error, to consider alter methods, and on occasion to re entire experiment. Only thus ca come to a mature understanding of ences called "exact." A laboratory section consists of fourn to sixteen students working under guidance of a tutor, with the help of e advanced students serving as assiss. Sections meet two or three times a k. A laboratory session may be used exposition and discussion of theory, experimentation, or for both, as the gress of the work requires. In most s, the basis for discussion is a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �{THE 18 CURRICULUM} WORATORY TOPICS THE FIRST YEAR The general topics of study have bee~ ch~­ sen from elementary physical and b10logrcal sciences. The sequence of study may be outlined as follows: The laboratory begins with twelve w devoted to topics in observational b" gy: classification of types, anatom structure, cells and their aggregation differentiation, and embryological de opment. Close observation by the n eye or with microscopes is accomp by constant theoretical interpret based on reading important works of logical scientists. Here the student fronts organisms as self-moving enti with properties of wholeness, intim dependent on, yet distinct from, the rounding world. The freshman laboratory next tur the nonliving in a search for fundam laws. Archimedes on the lever a hydrostatics is studied, then the l equilibrium of gases, temperature, ISTYEAil ..................................... . -~;··~~~k;:....Ob~~~ational biology 20 weeks: Studies of matter and measurement, leading to the atomic theory of chemistry .'.?..I!-P.Xl'.~ ............................................................................. Topics in physics: mechanics, optics, heat, electricity, magnetism 4!.1.IY.~~-- ........................... . 10 weeks: Quantum physics 18 weeks: Genetics, evolution, molecular biology {ST. JOHN'S orimetry are taken up, experimentally d in discussion of the relevant theories. ese topics lead into an examination of e phenomena, largely chemical, and e arguments that are involved in the eory that matter is composed of discrete tides. The student compares the views Aristotle and Lavoisier on the nature of bstance and substantial change, and es on to study and discuss important iginal texts bearing on the development the atomic-molecular theory. Experients are performed to help with the derstanding of the texts and the ysical and chemical transformation of "ch they speak. The year's work culmites in the resolution of the problem of termining atomic weights and in an ination of some consequences of this e third-year laboratory deals with topcommon to a number of the traditional "sions of physics, such as mechanics, tics, and electromagnetism. Throught the year, experimentation is accompaby the reading of important original · 'ngs by Galileo, Descartes, Huygens, on, Leibniz, Carnot, and Maxwell. e mathematical tools of physics are to put to work in the laboratory at the e time that their rigorous developt is pursued in the mathematics tutos. As the tools of the calculus become ailable, the emphasis shifts from a ct, qualitative description of force, leration, work, energy, and potential s to their reformulation in terms of ·vative and integral; at the same time, physical concepts serve to illustrate mathematical ideas. The concepts of hanics are to be used to formulate rnative theories of light - corpuscular wave - and the success of either theoin accounting for optical phenomena is COLLEGE} 19 examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. The Laboratory program ends as it began - with a study of living organisms. In the spring of the senior year, students finally confront the evidence and arguments for their modern views of evolution and genetics. The semester begins with Darwin and Mendel, proceeds to a synthesis, and then traces developments in cellular and molecular biology which are thought to undergird this synthesis, as presented in seminal papers by 20th century biologists. In addition, this work raises questions about whether there is purpose in nature, whether there are natual kinds, what distinquishes living from nonliving, whether living things have a wholeness, and if so, what is responsible for it. �20 {THE THE FORMAL LECTURE T {ST. JOHN'S CURRICULUM} he curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a disc Here the lecturers submit themse prolonged questioning by the st with the faculty participating. Of discussion turns into a seminar. Th formal lecture serves two purpqs inculcates in the students the habit tening and following the exposi · subject they may not be familiar with, also provides them an opportunity, discussion period, to exercise their cal skills in a setting very different fr classroom. It is here that they can degree of their understanding a applicability of what they have lear The lectures range through av subjects. Sometimes the students fronted with opposing views on a gi: ject. Some of the lectures have im repercussions in the seminars and als. Others may have a lasting effect direction that students' work takes the framework of the program. CTURES AND CONCERTS e following list provides some examples ctures and concerts given on one or the er campus in recent years: at Makes Crime Go Down?" esQ.Wilson aerie Nuclei, Active Galactic Nuclei, COLLEGE} 21 "Perceptual Experience and the Mechanisms of Human Vision" William Banks "On the Opening Chord ofWagner's Ring" Elliott Zuckerman "The Evolution of Behavior in Humans and Dogs" Ray Coppinger "Desiring What is Beautiful" Samuel Kuder "Minds and Brains: Men and Machines" Mortimer J. Adler es Madison and the Bill of Rights" bert Goldwin "Visualizing Infinitesimals" BarryMazur "The Parable ofDon Quixote" Joe Sachs "Vedic Orthodoxy and the Emergence of Philosophy in Ancient India" James Carey "The Meaning of Romantic Love: Flaubert's Madame Bovary" B. F.Bart Stanford String Quartet adness, Reason, and Recantation lato' s Phaedrus" "Citizenship in a Mass Democracy" Mark Hatfield "Mimesis and the End of Art" John Sallis at Good and What Harm Can hiatryDo?" lfgang Lederer tticelli'sPrima Vera: Anatomy of a "Butterflies of the Brain: on Neurons, Neuroanatomy, and Consciousness" JorgeAigla �22 {THE {ST. CURRICULUM} ST. JOHN'S LIST OF GREAT BOOKS · he list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since 1937, it has been under continuous review at St. John's College. The distribution of the books over the four years is More than two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman, Medieval, and Renaissance the third year has books of the seventeenth and eighteenth centuries, most of w were written in modern languages; fourth year brings the reading into t nineteenth and twentieth centuries. The chronological order in which books are read is primarily a matt convenience and intelligibility; it doe imply a historical approach to the su matter. The St. John's curriculum convey to students an understanding the fundamental that hum. beings have to face today and at all fan It invites them to reflect both on continuities and their discontinuities. The list of books that constitute t the JOHN'S COLLEGE} 23 FRESHMAN YEAR *Sophocles: •Thucydides: *Euripides: *Herodotus: '*.Aristoph~nes: *Plato: Iliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at ColomlS, Antigone, Philoctetes Peloponnesian TVar Hippolytus, Bacchae Histories Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, TheaetetllS, Sophist, Timaeus, Phaedrus ''Poetics, *Physics, *Metaphysics, *Nicomachean Ethics, On Generation and Corrupu·on, *Politics, Parts ofAnimals, Generation ofAnimals Elements On the Nature of Things '"Lycurgus," "Solon" Arithmetic Elements ofChemistry 11/lotion oftheHeartandBlood Archimedes, Fahrenheit, Avogadro, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Gay-Lussac, Stears, J.J. Thomson, Mendeleyev, Berthollet, J.L. Proust SOPHOMORE YEAR ''The Bible '' DeAnima, Onlnterpretau·on, Conics Aeneid '(Caesar??? "Cato Discourses, Jl!fanual Annals Almagest TheEnneads Confessions Proslogiwn Summa Tlzeologzca, Summa Coml"a Gentiles Divine JV!ass The Prince, Dtscourses On the Revolutions The Freedom ofa Christian "IntToduc1ion to the �24 *Bacon: Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Stravinsky: {THE CURRICULUM} Novum Organum *Richard/I, *Henry Iv, *Henry V, *The Tempest, *As You Like It, *Hamlet, *Othello, *Macbeth, *King Lear, *Coriolanus, Sonnets Marvell, Donne, and other r6th- and r?th-centurypoets Geometry, *Discourse on Method Generation ofConic Sections St. Matthew Passion, Inventions Quartets Operas Sonatas Songs Symphony ofPsalms JUNIOR YEAR *Cervantes: Galileo: *Hobbes: *Descartes: *Milton: La Rochefoucauld: La Fontaine: *Pascal: Huygens: *Eliot *Spinoza: *Locke: Racine: Newton: Kepler: Leibniz: *Swift: *Hume: *Rousseau: *Moliere *Adam Smith: *Kant: *Mozart: *Austen: Dedekind: Fielding: Tocqueville: Essays by: Don Quixote Two New Sciences Leviathan Meditations, Rulesfor the Direction ofthe Mind Paradise Lost Maximes Fables Pensees Treatise on Light, On the Movement ofBodies by Impact Middle march Theologico-Political Treatise Second Treatise ofGovernment Phedre Principia Mathematica Epitome IV *Monadology, *Discourse on Metaphysics, Essay on Dynamics, *Philosophical Essays, *Principles ofNature and Grace Gulliver's Travels Treatise ofHuman Nature Social Contract, The Origin ofInequality The Misanthrope Wealth ofNations Critique ofPure Reason, Foundations ofthe Metaphysics ofMorals Don Giovanni Pride and Prejudice Essay on the Theory ofNumbers Tom Jones Democracy in America Young, Taylor, Euler, D. Bernoulli, 0rsted, Ampere, Faraday, Maxwell {ST. JOHN'S COLLEGE} SENIOR YEAR *Articles of Confederation, *Declaration oflndependence, *Constitution of the United States of America, *Supreme Court Opinions The Federalist Darwin: *Hegel: Lobachevsky: *Tocqueville: *Lincoln: *Douglass *Kierkegaard: *Wagner: *Marx: Origin ofSpecies Phenomenology ofMind, "Logic" (from the Encyclopedia) Theory ofParallels Democracy in America Selected speeches Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital Political and Economic Manuscripts of1844, The German Ideology Brothers Karamazov War and Peace The Adventures ofHuckleberry Finn Selected stories Psychology, Briefer Course Birth ofTragedy, Thus Spake Zarathustra, Beyond Good and Evil *Freud: General Introduction to Psychoanalysis Valery: Poems *BookerT. Washington: Selected writings *DuBois: The Souls ofBlack Folk *Heidegger: Mtat is Philosophy? Heisenberg: The Physical Principles ofthe Quantum Theory Einstein: Selected papers Millikan: The Electron Heart ofDarkness TheBear Yeats, T. S. Eliot, Wallace Stevens, Baudelaire, Rimbaud Faraday, J.J. Thomson, Mendel, Minkowski, Rutherford, Davisson, Schri:idinger, Bohr, de Broglie, Driesch, 0rsted, Ampere, Boveri, Sutton, Morgan, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, Hardy •These authors or works are read in seminar. The others are distributed among the tutorials and laboratory. 25 �26 {THE CURRICULUM} {THE THE TUTORS CLASSIFICATION OF AUTHORS, AccoRDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FouR YEARS Literature Philosophy and Theology History and Social Science Freshman Homer Plato Herodotus Year Aeschylus Sophocles Euripides Aristotle Thucydides Plutarch Lucretius Aristophanes Sophomore Virgil Dante Chaucer Rahelais Shakespeare Donne Marvell Year Aristotle Plutarch Epictetus Plotinus Tacitus Machiavelli The Bible Augustine Anselm Aquinas Luther Montaigne A Mathematics and Natural Science Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Pascal Fahrenheit Avogadro Mariotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Driesch Ptolemy Apollonius Copernicus Descartes Pascal Viete Bacon ............................ Junior Year Senior Year ..................................... .................................... ACADEMIC Cervantes Milton Swift Racine La Fontaine J.Austen LaRochefoucauld G.Eliot Moliere Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Locke Rousseau Adam Smith Hamilton, Jay, Madison Documents from American political history Galileo Kepler Young Euler S. Carnot L. Carnot Taylor Nev.rton Leibniz Huygens Dedekind D. Bernoulli Faraday Maxwell 0rsted Ampere Tolstoy Dostoevski Baudelaire Rimbaud Valery Yeats Kafka W. Stevens T. S.Eliot Twain Conrad V.Woolf O'Connor Melville Faulkner Hegel Kierkegaard Nietzsche W. Jrunes Heidegger Plato Hegel Marx Documents from American political history Tocqueville Lincoln Supreme Court opinions F.Douglas B. Washington DuBois Hamilton, Jay, Madison Faraday Lobachevski Rutherford Minkowski Davisson Dries ch de Broglie Mendel Wagner J. J. Thomson Bohr Millikan Sehr Odinger Darwin Freud Einstein Heisenberg Watson & Crick Jacob&Monod t St. John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the principal teacher of the class - it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful exam. ples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen and to help. The help might take the form of translation, experimentation, demonstration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's will not be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors re-educate themselves to acquire increased understanding in those parts of the program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare ORDER} 27 themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This preparation is necessarily demanding because no full-time tutor is confined to a sirlgle part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are sometimes relieved of part of their ordinary teaching duties. The groups engage in a thorough study and exploration of a subject chosen by themselves or the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. �28 {THE ACADEMIC T THE LIBRARY T he books chosen for study at St. John's are collected in the best editions and translations that can be obtained. These works form the basis of the collection, with additional volumes serving as secondary sources and representative works in the major fields of learning. Holdings are most extensive in philosophy, literature, and the history of science. The library also provides newspapers and periodicals, audio-visual materials, multiple copies of some seminar readings, and other smaller collections. A faculty committee assists the librarians with collection development. The Greenfield Library in Annapolis houses a collection of approximately I23,ooo volumes, in addition to pamphlet collections, rare books, and lectures available in both audio and print. The current library structure was renovated in Ig96, and occupies the old historic building formerly known as the Maryland Hall of JOHN'S alumni publications collection and the Holtzman Music Collection. THE INSTRUCTION COMMITTEE he Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on appointments to the faculty. The committee consists of the deans and twelve tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets annually, alternating between the two campuses, and the dean at the host campus presides at those annual meetings. {ST. ORDER} SCHEDULES r Records on campus. The library's catal is available online, as are library databas and other electronic resources. Intern access is provided via the public ter nals. Comfortably situated study spa with subtle natural light are available reading and contemplation. The mu library is housed apart in the Mello building, and offers sound recordings an printed scores, all available for loan. The Faith and John Meern Librar opened in Santa Fe in Iggo. The libr now contains more than 65,000 vol and offers a variety of study ar designed to accommodate up to half of student body at a given time, inclu two 24-hour study rooms, and a mu room with listening carrels and more 8,ooo compact discs, records, and ta The library also provides public ter · for accessing the online catalog, electro ic resources and the Internet. Both libraries hold interesting spe collections, including several hun early or first editions of works read in Program. Annapolis has retained seve of the original books from the Br Collection, dating from I696 and kno as the "first public library in America." also possesses the Prettyman Collection Signed and Inscribed Books, some 8 titles of first editions signed by t authors. The Witter Bynner Collecti and the Edgar Allen Poe Collection Santa Fe contain first editions of each as well as other belles lettres. In ad the Santa Fe library contains a facul haps the most distinctive ark of St. John's College is the ct that all the students of the ame year are reading the same ooks at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' timer- 29 COLLEGE} al oration. Thus all students, having a common program of study, have a common ground for conversation. Except for the preceptorials in the junior and senior years, and certain periods oflaboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three-and- one-half hours to fourand-one-half hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Two evenings, from eight to ten, all students attend a seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS MONDAY TUESDAY Language WEDNESDAY Language Mathematics r:oo - 3:40 P.M. THURSDAY Laboratory Language Mathematics Laboratory Seminar FRIDAY Mathematics Chorus Seminar Formal Lectnre WEDNESDAY THURSDAY FRIDAY Mathematics Mathematics A SAMPLE FRESHMAN SCHEDULE, SANTA FE MONDAY TUESDAY Mathematics Language I:oo - 4:00 P.M. Language Laboratory Language Laboratory Chorus 2;30 - 4:00 P.M. Seminar Seminar Formal Lectnre �30 {THE ACADEMIC ESSAYS AND EXAMINATIONS Es SAYS Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL ExAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. {ST. ORDER} JOHN'S THE ALGEBRA ExAMINATION ACADEMIC STANDING Before the second semester of their sop more year, students must pass an ex tion in elementary algebra and trigono try. Review sessions are offered. ecause St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE FINAL EssAY AND ORAL EXAMINATION In the senior year, the student is require present to the faculty a final essay relate some aspect of the four years' work. It is intended to be a piece of speciali research, but rather a sustained per£ mance in the liberal arts. Four weeks at start of the second semester are rese for essay writing; during this period seniors attend no classes. If the final is approved by the faculty committee which it has been assigned for reading, student is examined about it by the co mittee in an hour-long public examinatio No degree is awarded unless both the and the oral examination are satisfacto The senior essay is regarded as a culmina~ tion of the student's learning. B COLLEGE} 31 time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college. The normal probationary period is one semester. LETTER GRADES Students are encouraged not to work for grades, but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, Dor F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college. SOPHOMORE ENABLING Within the college, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores, and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. In the junior year, conferences replace some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. By the Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the college. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student writing an acceptable senior essay. �32 {THE ACADEMIC THE ST. JOHN'S DEGREE, BACHELOR OF ARTS T he student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, complete a four-year curriculum. On the transcript, St. John's seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately one hundred thirty-four semester hours. GRADUATE STUDY AND CAREERS AFTER ST. JOHN'S I n a world in which careers and work environments are changing rapidly, a rigorous, broadly based liberal arts education is recognized increasingly as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have reaffirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 2I.93 are in teaching or educational administration; about two-thirds of these work in colleges or universities; • 18.83 are in communications or the arts; • 17.33 are in business or business-related occupations; {ST. ORDER} • 9.73 work in the field oflaw, with m in private practice or the judiciary; • 9-43 work in computers/sciences/m ematics; • 6.93 work in the health professio mainly as physicians; • 6.63 work in social services, inclu · counseling, psychology, social work, the ministry. • 9-43 choose other fields, includi urban planning, skilled craftsmans foreign service/Peace Corps, gove ment service, veterinary medici homemaking, farming, armed fore and conservation/ecology. More than 753 of St. John's gradua; pursue formal education beyond the calaureate level, with close to 303 of ea graduating class pursuing advanced studi at leading universities across the coun St. John's students consistently score s stantially above the national averages on Graduate Record Examination (GRE) an the Law School Admission Test (LSAT). Most fields of study may be enter directly from St. John's. Some of the mo highly technical fields may require addi tional preparation, either prior to or duti ing the first year of graduate study. St. John's has developed special progr and relationships with specific gradu and professional schools to help entry in fields such as medicine, business, engi" neering, and teaching. THE ST. JottN's DEGREE, MASTER OF ARTS Tutors who have completed two years teaching at St. John's may receive a ter's degree in liberal arts. They m petition the Instruction Committee fi permission to present themselves as c didates for the degree. They must th submit a thesis on a topic approved by Instruction Committee and stand for oral examination upon it. The topic have some bearing on the understan and practice of the liberal arts. JOHN'S COLLEGE} 33 THE GRADUATE INSTITUTE IN LIBERAL EDUCATION T .,.........................................................,. ........................................................ he Graduate Institute at St. John's College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, modeled on that of the undergraduate college, have two distinctive features: the curriculum consists exclusively of classic or "great" books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from college graduates with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS T he aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are organized into five segments: Literature, Politics and Society, Philosophy and Theology, Mathematics and Natural Science, and History. Students must complete four of these five segments to earn the Master of Arts in Liberal Arts degree (thirty-six semester credit hours). These segments taken together constitute a closely integrated program of study. Classes are small and based on discussion of classic texts, but differ in significant ways. The heart of the curriculum is the seminar in which fourteen to twentyone students engage in a discussion initiated by a tutor's question about the assigned reading. In the tutorial, a slightly smaller group of students (twelve to sixteen) focuses more intensively on smaller assignments, either mathematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students (eight to twelve), engages in the study of a single book or topic and requires that students write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments are offered in the sixteen-week fall and spring terms, and usually four are offered in the eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet twice as often. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order compatible with the sequence of offerings. An optional master's essay may be written by students who have completed at least two terms. In recent years, approximately sixty to ninety students have been enrolled on each campus during each session. The program leading to the Master of Arts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools. �35 34 DEGREE OF MASTER OF .,ARTS IN EASTERN CLASSICS ...........................................................,....................................................... THE LIBERAL ARTS CURRICULUM** ~ LITERATURE PRECEPT 0 RIAL (examples) SEMINAR Montesquieu: The Spirit ofthe Laws Shakespeare: The history plays Smith: The Wealth ofNations Rousseau: Emile Hegel: The Philosophy ofRight Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Investigations Nietzsche: Thus Spake Zarathustra MATHEMATICS AND NATURAL SCIENCE HISTORY Homer: Riad, Odyssey Aeschylus: Agamemnon, Choephoroe, Eumenides Sophocles: Oedipus Rex, Oedipus at Colonus, Antigone Euripides: Hippolytus, Bacchae, Electra Aristophanes: Frogs SEMINAR TUTORIAL Chaucer: Canterbury Tales in Middle English* Shakespeare: King Lear Aristotle: Poetics Selected English lyric poetry PRECEPT 0 RI AL (examples) Cervantes: Don Quixote Joyce: Ulysses Virgil: Aeneid Eliot: Middlemarch Dostoevski: The Brothers Karamazov SEMINAR Plato: Timaeus* Lucretius: On the Nature a/Things Aristotle: Physics* Ptolemy: Almagest* Galileo: Dialogue on the Two Chief World Systems* Darwin: The Origin ofSpecies* Freud: Selected Works Herodotus: Histories* Thucydides: Peloponnesian Wi Livy: Early History ofRome* Polybius: Histories* Plutarch: "Caesar" and "Cato Younger" Tacitus: Annals* Tocqueville: The Old Regime a the French Revolution* TUTORIAL Euclid: Elements* Lobachevski: The Theory of Parallels* PRE C E PT 0 RI AL (examples) POLITICS AND SOCIEIT SEMINAR Plutarch: "Lycurgus" and "Solon" Plato: Republic Aristotle: Politics* Machiavelli: The Prince Locke: Second Treatise of Civil Government Rousseau: On the Origin and Foundations ofInequality Marx: The Economic and Philosophic Manuscripts of 1844* Tocqueville: Democracy in America* TUTORIAL Aristotle: Nicomachean Ethics* Thomas Aquinas: Treatise on Law* Hobbes: Leviathan* Declaration oflndependence Articles of Confederation U.S. Constitution Hamilton, Jay, and Madison: The Federalist* Selected U.S. Supreme Court Decisions Light: Aristotle, Descartes, Huygens, and Newton Lavoisier: Elements of Chemistry Maxwell: Theory ofHeat Bacon and the Principles of Natural Philosophy Galileo: Two New Sciences PHILOSOPHY AND THEOLOGY SEMINAR Genesis Exodus Job Matthew Romans Augustine: Confessions* Thomas Aquinas: Summa Theologica * Kant: Groundwork ofthe Metaphysics ofMorals Kierkegaard: Philosophical Fragments TUTORIAL Plato: Meno Aristotle: Metaphysics* Descartes: Meditations Hume: An Enquiry Concerning Human Understanding Kant: Prolegomena to Any Future Metaphysics Nietzsche: Beyond Good and Evil* TUTORIAL Augustine: The City of God* Vico: The New Science* Kant: Idea ofa Universal Histo Herder: Ideas Toward the Philosophy of the History of Mankind* Hegel: Philosophy ofHistory* Marx: The German Ideology Nietzsche: Uses and Abuses of Historyfor Life Dilthey: Introduction to the Human Sciences* Collingwood: The Idea ofJli" Strauss: Political Philosophy History* PRECEPTORIAL Tolstoy: War and Peace Machiavelli: The Florentine Histories Weber: TheProtestantEthic the Spirit of Capitalism Arendt: The Origins of Totalitarianism **Readings may differ slightly between the two campuses * Selections · r h e aim of the Eastern Classics program is to help students seek a deeper understanding of the fundamental and enduring questions that have been :raised by thoughtful human beings in the rich traditions of the East. Its course of study consists of thirty-four semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered only on the Santa Fe campus. The program includes a series of semiars, preceptorials, and a language tutoriin either Sanskrit or classical Chinese. n the seminar, fourteen to twenty-one dents discuss assigned readings from a de range oflndian, Chinese, and Japane texts. In the tutorial, twelve to fifteen dents study either Sanskrit or classical hinese. The goal is not mastery, but ather sufficient familiarity with the eleen ts of the languages to gain some sight into their structure and to trans- late selected short passages from classical texts. In the preceptorial, eight to twelve students study a single work or theme for an eight-week period. Each student is required to write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive nature of the program, full-time work is not encouraged. �37 36 THE EASTERN CLASSICS CURRICULUM FALL SEMESTER SPRING SEMESTER SUMMER SEMESTER CHINESE TUTORIAL CHINESE TUTORIAL _S_E_M_I_N_A_R _ _ _ _ _~ _ Pronunciation and grammar Confucius: Analects* Lao Tzu: Tao Te Ching• T'ang Poetry Mencius: Works* SANSKRIT TUTORIAL Bhagavad-Gita • Nagarjuna: Madhyamika-shastra • The Tale ofthe Heike LotusSutra Sei Shonagon: The Pillow Bo Kenko: Essays in Idleness Dogen: Shobogenzo • Basho: The Narrow Road to th( Deep North Chushingura: The Treasuryof Loyal Retainers SANSKRIT TUTORIAL Gonda, A Concise Elementary Grammar ofthe Sanskrit Language Devanagari script SEMINAR Lao Tzu: Tao Te Ching Confucius: Analects, The Great Learning and The Doctrine of theMean Mo Tzu: Basic Writings ofMo Tz,; • Chuang Tzu: Basic Writings Mencius: Works• Hsiin Tzu: Writings ofHsun Tzu• Han Fei Tzu: Writings ofHan Pei Tzu* Ssu-ma Ch'ien: Records of the Grand Historian• !Ching Rig Veda Brihad-Aranyaka Upanishad Kena Upanishad Mundaka Upanishad Katha Upanishad Ishvara Krishna: Sankhya Karika Tattva-Kaumudi* Patanjali: Yoga Sutra Jayadeva: Gitagovinda PRECEPT 0 RIAL (examples) Mahabharata (required) !Ching Confucius: Analects Chuang Tzu: Basic Writings Lao Tzu: Basic Writings SEMINAR Kalidasa: Shakuntala, Kumarasambhava and Meghaduta Jamini: Mimamsa Sutra • Kumarila Bhatta: Slokavartika Katha Upanishad Institutes ofManu Kautilya: Artha-Shastra KamaSutra• Mahabharata Bhagavad-Gita Abhinavagupta: Dhvanyaloka* Jayarasi Bhatta: Tattvopaplavasimha • Asvaghosa: Buddhacarita Majjhima Nikaya • Vimalakirti Sutra • Nagarjuna: Madhyamika-shastra Chandrakirti: Prasannapada Lankavatara Sutra * Guadapada: The GreatKarika on the Mandukya Upanishad Shankara: Commentary on the Vedanta Sutras T'ao Ch'ien: Record ofthe Peach Blossom Fountainhead Chinese Poetry* Diamond Sutra HeartSutra Hui-Neng: Platform Sutra ofthe Sixth Patriarch Chu Hsi: Chu Tzu ch 'uan-shu, and Chu Tzu wen-chi PRECEPT 0 RI AL (examples) Rig Veda Upanishads Ts' ao Hsueh-Shin: Story ofthe Stone Ssu-ma Ch'ien: Records ofthe Grand Historian Neo-Confucian Texts Chinese Vernacular Prose of the Ming Dynasty PRECEPTORIAL Murasaki Shikibu: The Tale of Genji (required) FoR ADDITIONAL INFORMATION To receive a Program Statement containing more detailed information about the Graduate Institute, as well as application ··forms, contact us at either of the following addresses: Graduate Admissions Office St. John's College P.O. Box2800 Annapolis, Maryland 2r404-2800 4ro-626-254r giadm@sjca.edu www. stjohnscollege. edu *selections Graduate Admissions Office St. John's College n6o Camino Cruz Blanca Santa Fe, New Mexico 87505-4599 505-984-6083 giadmissions@sjcsf.edu www. stjohnscollege. edu DIRECTORY INFORMATION AND RIGHT TO PRIVACY I n compliance with the Family Education Rights and Privacy Act, the college retains the right to publish, at its discretion, the following information about each student currently or previously attending the college: the student's name, street address, telephone listing, e-mail address, date and place of birth, photograph, field of study, participation in officially recognized activities and sports, dates of attendance, class year, enrollment status, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the act, the college will provide public notice annually of its intention to publish such directory information. Students have a right to inform the college within areasonable period of time that any or all of this directory information should be withheld. The college will respect any such request for privacy. �{R E s I D E N c E & The college is well aware that physical activities, artistic expression, and light- hearted recreation are necessary complements to an intellectual life, and it is committed to pro-viding the facilities, funds, and support . needed to make them available. Such activities in Annapolis are sponsored both by the Director of Athletics and by the Senior Resident for student activities. In Santa Fe they are organized by the Student Activities Office (SAO), which is responsible for providing instruction and equipment. THE ANNAPOLIS CAMPUS S ince its founding as King William's School in r696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 40,000 people is occupied principally with the government of the state and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab, and oyster industry; and with the sailing and recreational activities of the Chesapeake Bay. The campus of thirty-six acres lies in the historic district, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include r8th-century historic homes, rgth-century Victorian structures, and 20th and 2rst-century buildings designed to complement the older ones. There are eight student dormitories, offering single, double, and triple rooms. The community of students has governed itself since r945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to remind students of their responsibilities to the college community, and to express student opinion on common problems. The Delegate Council sT u D E NT L I F E } 39 also meets with college officials to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; essays, reviews, and news are included. Energeia, the college's student-run literary magazine, is published annually and contains longer and more polished essays, poetry, and fiction. Students are also welcome to contribute to The College, an official publication of St. John's. Extracurricular organizations at St. John's are generally informal. Some continue year after year, while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes and study groups - some led by students, others by tutors - in harmony, Latin, Chinese, German, the New Testament, Hegel, Leibniz, African-American literature, and selected women writers. Other activities stem from interests independent of the college curriculum, such as astronomy, dance, and the martial arts. A network of PC and Macintosh computers is available for student use in a computer lab. The lab, open 24 hours a day, serves mainly to provide students with free access to word-processing and Internet services. Students can use the lab for writing essays, corresponding by email, printing out papers written on personal computers, and exploring the World Wide Web. All dorm rooms are wired for Internet access. �40 {ST. JOHN'S COLLEGE} {RESIDENCE & Prints, The Figure in 20th Century Sculpture and Space and Place: Map making East and West. Lectures and discussions are scheduled during each show. An exhibit in t_he spring displays work by members of the college community. There are trips to galleries and museums in and Baltimore; transportation is free of charge for St. John's students. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture, and pottery throughout the year. Materials and tools are fnrrtished without chai-ge in most cases. Parties, an important part of con1munity life, come in several varieties. The St. John's Waltz Committee arranges in the Great Hall, featuring waltzes and big-band swing music. These parties include the Halloween Masked Ball, MidWin ter Ball, Croquet Cotillion, and Commencement Waltz. Rock parties are held reguJa:rly in the Coffee members of the junior class, who also organize Weekend, a festival in late Reality begins with student skits and parodies, and then provides two full days Theater life is active. The K..ing William stage one or two classical plays a one or two modern works, ~·~ucc~~ several one-act Recent have included The Winter's Tale, The Nature and Purpose of the Universe, Phaedre, The JYlidlife Crisis of Dionysus and The Tempest. weekend, the student film club presents foreign and domestic films - the classics of cinema art. The selection is eclectic: recent screenings have included Reservoir Dogs, Potemkin, Citizen Kane, and The Seventh Seal. There are also occasional special film series. Music is pursued in groups and individuVoice and instrumental ensembles STUDENT LIFE} 41 the plays, historic tours, seafood, Naval hiking, cycling, state government, work, service groups, and so on. and Baltimore, Maryland, both within an hour's drive, offer activities too numerous to mention; the Senior Resident for Student Activities schedules to both cities ATHLETICS The college an extensive intramural sports program that includes team in soccer, flag football, handball, basketball, and croquet, as well as individual tournaments in tennis and table tennis. This highly ular program, for both men and women, is a mainstay of the college's extracurricular life. students abandon athletics when they enter find prothe select few. At are able to rediscover the of amateur athletics in setbetween intramural potMivu.,w:, but Smclents and faculty also pursue interests in fencing (the chi, dance, aerobics, and Pilates. Alumni, siblings, staff, and even parents may lege provides practice rooms, ""'"u·"'-'·""' rock room, and of scores and ~P,0 rnN·hn ceramic studio, izes in stature. Recent shows have 1wcwcucou Rembrandt Etchings, Japanese liw>nr.ibb?cA;; Located at the confluence of the and the Severn River, is synonymous vvith water sports. The Hodson Boathouse, one of the lovliest in the mid-Atlantic region, serves for an active crew proand are fun. has a small fleet of boats, from lasers to a 22-foot sloop, �42 {ST. JOHN'S and kayaks in which students may explore the beauties of the Chesapeake Bay. An annual sail picnic, organized by The Friends of St. John's, provides an opportunity for sailing aboard large yachts. In addition, St. John's has a newly formed intercollegiate sailing team. As a member of MidAtlantic Intercollegiate Sailing Association, the St. John's Sailing Team competes in four regattas per semester in Fjs, 42os and lasers. The sailing team has a dedicated coach and practices several times a week, including weekly scrimmages with the Naval Academy. Croquet, too, has a large following, and each spring a team from St. John's takes on the Naval Academy in a much celebrated match for the Annapolis Cup. Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-equipped weight room, a dance studio, and a suspended running track. COLLEGE} THE SANTA FE CAMPUS I n the early r96os the college ed to expand its student body. Board of Visitors and Gover chose to establish a campus in West, rather than sacrifi virtues of a small campus. St. College in Santa Fe was opened int of r964 in New Mexico's capital, fo in r6rn by Spanish colonists. Its trial population of 65,000 people is pied principally with the governm the state and of Santa Fe County; wi tural pursuits in the fine arts, muse and opera; and with archaeologic historical research. Scientists in n Los Alamos do research in nuclearp and related fields. Neighboring ins. tions of higher education include Institute of American Indian Arts, College of Santa Fe, Santa Fe Co College, and the University of New co in Albuquerque. Sixty miles tq {RESIDENCE & south, Albuquerque provides the attractions and conveniences of a city of 500,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state during the last century. The campus, at an elevation of 7,300 feet, overlooks the city and offers superb views of the Cerrillos, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The campus includes a classroom building, a science laboratory building, a library, a student center, an athletic center, a computer laboratory, a music and fine arts building, an administration building, three clusters of dormitories, and ten furnished, two-bedroom apartments. A conference services office, dining hall, and student health office are also located in these buildings. Each of the r6 dormitory units on the .main campus houses from r2 to r8 students, and the eight dorm suites, which house five people, serve as a smaller community of friends within the college. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and, at the same time, close companionship with a fellow student. The eight dorm suites house five private rooms. Students living in these dorms are responsible for all cleaning in their rooms, athroom, and common room. The direcr of residential life helps students arrange live with others who share similar opinons about smoking, music, and so on in a ormitory area. Students in Santa Fe find it effective to rk out problems and ideas on an individbasis with the administration and faculas well as through the machinery of a mal student government, since both the e of the college and the form of the pro- STUDENT LIFE} 43 gram are conducive to informal and direct communication. There are permanent student representatives to the Financial Aid Committee, Campus Planning Committee, and the Board of Visitors and Governors. Students also belong to advisory committees, which concern themselves with such things as Friday night lectures or the food service. Santa Fe students and faculty have initiated a wide variety of extracurricular activities, including the artistic, the academic, and the athletic. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the Fine Arts Building, the darkroom, and the pottery studio provide appropriate settings for these activities. The college's art gallery, which is open to the public, has a new show by professional artists monthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting, and making jewelry. The Moon, a student newspaper, provides students in Santa Fe with a medium through which to express their views about both the college and the world at large. Grout, a literary magazine, contains essays, art work, poetry, short stories, and photography from students and faculty alike. �44 {ST. JOHN'S Musical performances of many kinds are given by students through the Collegium Musicum. Formed to stimulate musical activity on campus, the association provides members of the college community with an opportunity to perform before small, receptive audiences. Through this organization, students and faculty who play instruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the small chorus also give recitals. The college provides numerous keyboard instruments, including two grand pianos and a harpsichord, for student practice and performance. Practice rooms are available in the Fine Arts Building. The St. John's Film Society is organized by students to provide a wide variety of classic and current films for the college community every Saturday night. Many students are attracted to the town of Santa Fe by its crafts, music, theater, and visual arts. Santa Fe is the third largest art market in the U.S. with more than 250 art galleries and art dealers. Others have participated in tutoring in elementary schools, counseling, working on local church restoration, or other local activities. City buses stop every half hour near the campus, providing economical transportation to town. Most students come to St. John's with definite interests outside the scope of the program and pursue these interests in extracurricular classes and discussion groups, both on and off campus. Informal discussions of contemporary literature, forums on public concerns, and slide shows on art history are frequent on-campus activities, as are study groups in such languages as Latin, German, Spanish, and Hebrew. Thorne Fellowships give eligible students support toward fulfillment of medical school prerequisites during summer months, during a leave from the college, or after graduation. COLLEGE} AE in Annapolis, waltz parties, rock ties, and such regular events as the O berfest (in the mountains surrounding college), the Halloween Costume Party, Fasching Ball, the Graduation Ball, Reality Weekend provide occasions informal gatherings of tutors and stud Reality Weekend includes a talent show, picnic, and athletic competition. ATHLETICS Like Annapolis, the Santa Fe camp encourages all students to participate amateur intramural athletics, regardless their athletic skills. The new athletic c has a full-sized basketball court, two quetball/squash courts, a well-equip weight room, men and women's lo rooms, and a large outdoor equip room. The student outdoor progr office, the director's office, and a small door resource library are also located at new center. The college offers students, fac staff, and alumni a variety of sports outdoor recreational opportunities. dent interest usually determines w sports and outdoor programs are o There are organized tournaments for ketball, volleyball, badminton, table nis, racquetball, squash, indoor and door soccer, and fencing. There are opportunities to swim and play tennis, ball, Ultimate Frisbee and Frisbee The college also supports progra Karate-Do, Aikido, Brazilian Jiu-jitsu, Tai Chi. Depending on student inte extracurricular classes are offere year such as Ballroom Dance, Intern Folk Dance, aerobics, and Yoga. Ou recreational activities include whit canoeing and rafting, downhill and country skiing, snow shoeing, and fly ing. The Outdoor Programs office.· nizes extended river trips each f spring in the surrounding Southwe neighboring Sangre de Cristo Mo provide hundreds of square miles of {RESIDENCE & and wilderness for camping and hiking. Students can join the St. John's College Search and Rescue Team and learn backcountry skills such as map and compass navigation, G.P.A. navigation, wilderness medicine, and technical evacuation. The Search and Rescue Team works under the auspices of the New Mexico state police and averages thirty missions a year. The athletic and outdoor program office provides students free use of sports and outdoor equipment; sleeping bags, tents, fly-fishing equipment, mountain bikes, downhill and cross-country skis and snowshoes are just a few of the items available for check-out. The college does not participate in formal collegiate athletics and there are no athletic scholarships awarded. The emphasis that the college places on the intellectual growth of students and faculty, and the absence of any athletic curriculum should not be mistaken for disdain of athletic endeavors. Despite the rigors of the curriculum, many of our students and faculty find time to play individual or team sports. STUDENT LIFE} 45 BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter of 1784 established St. John's College as a non-denominational institution. In its early years, there were some ties with the Protestant Episcopal Church, but these no longer exist. Many tutors and students attend church or synagogue in town. FACILITIES FOR STUDENTS The college bookstore on each campus has all the books and supplies the students need for their classes. It also maintains a stock of books related to all phases of the program, and books of more general interest. It is operated without profit. Both campuses maintain computer laboratories for student use, providing free access to word processing and Internet services, including e-mail. PC and Macintosh computers are available in the laboratories. AE supports for an active social life, the college provides on each campus a coffee shop and a rooms for the use of all students. In addition, there are smaller, comfortably �46 {ST. JOHN'S furnished social rooms in the dormitories and elsewhere on the campus" DORMITORIES The dormitories form small communities within the larger college communities, helping the students to make proper use of the support that other students can give them in their college life The and Santa Fe campuses have slightly different housing practices due to differences in available dormitory unmarried undergradu0 ~~ 00 < 0·rl to live on campus, space permitting, and to take their meals in the college unless permission from the local housing office to live freshmen are guaran0 The college does not guarantee housing for mauied students. However, in Santa Fe there are a small number of furnished, twoberkoorn apartments, that available the academic for married students yeaT. Such students should check with the Admissions Office about the '"C'~''"""~ on campus or in the Room assignment is the the assistant deans in dents have the rooms before vacauon. of DINING HALL The dining halls in Annapolis and Santa Fe are by catering services. Vegetarian and vegan menus are available. Resident students are required to eat in the dining halL lNTERNATIONA_L STUDENT SERVICES Because both of Sto John's campuses small, cohesive, and supportive conununities, there is no separate office designated for international student services" The Office of the Assistant Dean handles all aspects of student life and seling and guidance on an basis" In addition, each new student in an orientation program at the time of registration" The registrars act as advisors to all international students with respect to visa requirements and related matters. Informal "F-1" dubs international stuhave been formed D/, and staff for special social events, but, in general, international students find themselves easily participating in the mainstream of campus academic and social life. CA..REER SERVICES of drawing for In"~"""'-'""'"~'"' to ren1ain in residence ncT11n1t-tPrl to remain in 1esidence during ·winter vacation. may remarn durvacation, a small fee is {RESIDENCE COLLEGE} The Career Services Office on each campus offers a wide range of programs and services that include: individual career counseling information and assistance in aDD1''111:!2: to graduate 0 & " information and referrals on current career and job opportunities • community service opportunities SL John's remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St John's" STUDENT EMPLOYMENT SERVICES An employment service, under the supervi- sion of the Career Services Office, posts off-campus jobs" Primarily, it provides paxt-time employment for students during the academic year, but it also can aid students looking for full-time or part-time summer employment in the local community" A Student Health Center on each campus a variety of health services for enrolled students" Counseling services are also available on campus" These services are free of charge or provided at low cost" RuLEs OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories" These rules have been decided upon by the deans in consultation with students and faculty" Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal lifeo The building of a good community the faculty to show respect for the individuality of each student. _All students agree to abide by the rules and regulations promulgated in the Student Handbook published annually by the college SL John's assumes that students will respect not only the enacted rules, but also the 0 STUDENT LIFE} 47 community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the college may require withdrawal of the offending student" The use of illegal drugs and the misuse of legal drugs, alcohol, are fundamentally with the program of study at Sto John's College" Students who engage in such activities face severe actiono PROPERTY DAMAGE The college provides a housekeeping staff to care for the dormitories" The the rooms periodically and repairs, at the expense of the occupant or occupants, any room and furniture that have been damaged normal wear and tear. damage to college chaxged to the caution fee of the student or students for the wuua"'"" The college is not for the loss of, or to, m1y st-udent property resulting from fire, theft or any other causeo �48 {SITE {SITE PLAN} ANNAPOLIS SANTA MARYLAND FE, PLAN} NEW 49 MEXICO College c,.,,. SOCCER FIELD Calvert Street Lower Playing Fields ............. TENNIS COURTS STUDENT .......ACTIVITIES Upper Playing Fields CENTER Tennis Courts Conference Room �{ADMISSIONS} he standards by which applicants are selected for SL John's are special, and prospective students find it challenging to write the essays that constitute an application to the college. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do, they are saying to themselves and to the college that they want to engage fully in the life of reason and they believe they can take pleasure in it. In wTittheir application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the college do not coincide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's prngram satisfactorily. The Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a question from the applicant: '"Do you think I am ready to profit from the program of studies at SL John's?" In the essays, applicants are asked to discuss their prev10us education, their reasons for choosing St. John's, and their experience with books. A number of optional topics are suggested. The essays are designed to enable applicants to give a 51 full account of themselves. They can tell the committee much more than statistical records reveal. Next the committee considers the applicant's academic achievement and promise. Previous academic records - the secondary school report and college if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters of reference, indications that the has the maturity, self-discipline, ability, energy, and initiative to succeed in the St. John's program" to St. John's attaches little "objective" test scores, and no applicant is accepted or rejected because of such scores The committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps, sexual orientation or national or ethnic origin of an or any other factors muelated to the work of the college. The asks a minimum of personal data. Need for financial assistance does not affect the committee's decisions on ailinission. St. John's has decided to remain a small in which the students and faculty are known to each other. Each campus serves about 450 undergraduates. The size of each class is limited on each campus, Most freshman classes are about equally divided between men and women. New students are enrolled as freshmen; ro% to r5% of each entering class have done one, two, o:r even three years of college work elsewhere, These students, despite having good records at other colleges, relinquish their advanced standing to take part in the St. John's program. The Santa Fe campus offers January enrollment, Freshmen who enter in January stay on campus the summer to complete the first year. They can thus graduate a year earlier than if they had �- - - - - - - - - - - -. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 52 {ADMISSION} postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. HOMESCHOOLED STUDENTS Homeschooled applicants must su the results of either the SATr or ACT. 2. They must also submit an outline 0 curriculum they have followed, arran chronological order by convention ject matter, with brief descriptions course content and texts used. I. INTERNATIONAL STUDENTS REQUIREMENTS FOR ADMISSION M ································ ··········································· ost applicants have a strong background in academic subjects. Specific academic requirements in-elude two rears of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and secondary school report, each applicant must present transcripts of any college work and two letters of reference, including one from a teacher. In exceptional cases, certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally required, but may prove helpful. Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the college program and must either submit the results of a nationally recognized test (SAT, ACT, or PSAT) or a GED certificate. A campus visit and interview are especially important in such cases. St. John's admits as regular students only those who: r) have a high school diploma, or 2) have a GED or the equivalent, or 3) are beyond the age of compulsory education in Maryland. St. John's is authorized under federal fa enroll foreign students. In order to be sidered for admission, international dents must have followed a pre-uni course of study and must submit the fo ing documents: I. A completed St. John's application accompanied by the required essays. 2. Two letters of reference, at least one which must be from a teacher of an ac mic subject. 3. An official record of secondary wo with all courses and grades, inclu · the results of the appropriate exami tions (e.g. "A" Levels, Internatio Baccalaureate, and so on). This must accompanied by an explanation of grading system used and an Eng translation of records in other langua 4. Test results from: ·.... · . a. The Student Assessment Test (SATi~ or the American College Test (ACT). b. The Test of English as a Foreign Ll!lll.'". guage (TOEFL), ifthe applicant's fir&~ language is not English. {ST. JOHN'S S t. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the college as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be submitted as early as the second semester of the eleventh grade. Because the college welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions Office on the campus they prefer to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the appropriate Admissions Office of their intentions as soon as possible. St. John's is committed to maintaining its low student/faculty ratio (8 tor). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. TEST CODE NUMBERS St. John's College's test code numbers for: the College Entrance Examination Boa:rqi (SAT and TOEFL) are: Annapolis= 5598; Santa Fe = 4737. The American Colleg;e Test (ACT) numbers are: Annapolis = r7324, Santa Fe = 2649 . Applications for fall classes should be filed as early as possible and preferably no later than March r; candidates wishing to enroll in January should apply no later than December r5. Applications are processed on a rolling basis. As soon as the application essays and supporting documents are received, the application is reviewed by the Admissions Committee. The applicant is notified of the committee's decision in COLLEGE} 53 about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall and January classes will be considered, but applicants are advised that the earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their choice. DEPOSITS Upon notification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $300 to the Admissions Office on the campus at which their applications were processed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are nonrefundable, except as noted below, and are applied to first semester tuition and fees. Deposits (and signed financial aid acceptance forms, if appropriate) are accepted on a first-come, first-served basis until the available positions are filled. Typically, the fall classes fill by the first week of May, so while there is ample time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 20 (for the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when the deposit is received, the Admissions Office will offer the following options: r) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on �54 {ADMISSION} the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL Arn The college endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, U.S. citizens and permanent residents requesting financial assistance should file the Free Application for Federal Student Aid (FAFSA) and the College Scholarship Service's Financial Aid PROFILE form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Non-U.S. citizens requesting financial assistance should file the Foreign Student Financial Aid Application with the Admissions Office as soon as possible. Students who complete their financial aid applications before February r5 (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which tlley qualify than those who complete them later. Additional information about applying for financial aid is available on the college web site: www.stjohnscollege.edu. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and finan {ST. cial aid will then be offered as they bee available. Every effort will be mad accommodate those on the waiting · allowing them to change their camp erence or to enroll in a subsequent cla~s · noted above. INTERCAMPUS TRANSFER Once enrolled on either campus, any dent in good academic standing may a for transfer to the alternate campus fo upcoming academic year. They must n the Registrar's Office of their intenti transfer by the third Monday in Febru the previous year. Those students who to apply for financial aid must also file new financial aid forms by March r. intercampus transfers must be approved the deans of both campuses and may restricted by limitations in various cam resources, such as available space a staffing. STUDENT RIGHT TO KNow AcT In compliance with this act, the Office the Registrar will provide and make rea available, upon request, completion graduation rates to current and prospe students. INQmRrns Inquiries should be addressed to Direc of Admissions, St. John's College, P, Box 2800, Annapolis, Maryland 2r4 2800 (Phone: 4rn-626-2522 or 8009238; E-mail: admissions@sjca.edu Director of Admissions, St. Joh College, n6o Camino Cruz Blanca, S Fe, New Mexico 87505-4599 (Phone: 984-6060 or 800-33r-5232; E-m admissions@sjcsf.edu). The college tains a website atwww.stjohnscollege.e JOHN'S CAMPUS VISIT I t is best for those who are considering attending St. John's to see the college for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 P.M.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalog should be checked to make certain the college will be in session during the time of the visit. Those planning to visit should telephone (r-800-727-9238 for Annapolis or I-800-33r-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is trans- COLLEGE} 55 portation. They will be provided a room in a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings usually can be located in inexpensive paperback editions in the college bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the college. Visitors arriving weekdays between 9 A.M. and 5 P.M. should go to the Admissions Office. On weekends and any day after 5 P.M., visitors should go to the college receptionist. The receptionist is at the switchboard in Pinkney Hall at Annapolis and in Peterson Student Center at Santa Fe. TRANSPORTATION Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis, and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the college. By car, take Route 50 from Washington; from Baltimore take Route 2 or l-97. Albuquerque International Airport is located sixty miles from the Santa Fe campus. A shuttle service from the airport to Santa Fe is available. Call the Admissions Office for information. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. 'i 'I �56 {FEES & FINANCIAL PROCEDURES AND DEADLINES T he college believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited finances. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the college's resources. Financial aid awards are made solely on the basis of need. A. The following principles underlie St. John's financial aid program: r. The primary responsibility for financing a college education lies with the student and the student's parents. The college can offer aid only to supplement funds the family provides. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, debts, and number of family members in college. 3. Financial aid may be in the form of a grant, loan, or part-time employment, and will be offered to all students as a package that combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to their educational expenses, self-help is the first component of a financial aid award. At St. John's, self-help consists of a part-time job and an educational loan. 5. Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid. 6. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (see page 63). {ST. Arn} 7. Financial aid awards are mad accordance with the provisions of IV of the Civil Rights Act of 1964 Title IX of the Higher Education 1980, which prohibit discriminatio the basis of race, color, sex, phys· handicap, age, marital status, creed ethnic or national origin. B. The procedure for U.S. citizens and manent residents applying for fin aid is as follows: r. Applicants must file the current Application for Federal Student (FAFSA). In addition, St. Joh requires students seeking institutio grant aid to file the College Scholars Service's Financial Aid PROFILE fo These forms may be obtained from ondary schools. the Financial Office at St. John's, or online www.fafsa.ed.gov or www.profile line.collegeboard.com. To have analysis of your forms sent to St. Jo be sure to use the correct code n bers. PROFILE: Annapolis=5598; S Fe=4737. FAFSA: Annapolis=oo209 Santa Fe=oo2093. 2. As part of the application for fin cial aid, parents and students must vide copies of their most recent Fede Income Tax Return and W-2 forms. 3. Self-supporting students are require to meet the federal definition of i pendence and must comply with fed verification requirements. Indepe dent students must submit paren information in order to be conside for institutional assistance. Fin aid packages for self-supporting s dents are generally not adequate cover the full need of such applican because of funding limitations in bo federal and institutional programs, 4. Recipients of federally funded f cial assistance must not be in default JOHN'S any federal loans received at any institution and must not owe any refunds to the federal programs. 5. Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status, and address. C. Non-U.S. citizens applying for financial aid should note the following: r. Financial aid for foreign students is lim- ited and competition for it is strong. For non-U.S. citizens, the maximum institutional assistance available is 653 of current tuition, room, and board. In addition to need-based loans and grants, foreign students are eligible for jobs on campus. They are also eligible to apply for summer employment at St. John's, but the availability of jobs cannot be guaranteed. 2. Non-U.S. citizens should file the Foreign Student Financial Aid Application with the Admissions Office as early as possible, preferably no later than February 15. This form may be obtained from secondary school counseling offices or from the St. John's Admissions Office. No requests for financial assistance will be considered and no offers offinancial aid will be made until after a student has been admitted to the college. D. Following are the deadlines and notification dates for financial aid: Although the college has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that FRESHMAN CANDIDATES: COLLEGE} 57 need as soon as possible. The FAFSA and the College Scholarship Service's PROFILE form should be filed at the earliest date possible in accordance with their published guidelines. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after February 15 (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. RETirn:NlNG STUDENTS: Applications are due by March l from enrolled students who are returning to the college and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Students whose financial aid credentials are received by the Financial Aid Office prior to the March l deadline will be notified of the decision on their application by April l. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed. E. Funds for financial aid awards from the college are available from the sources listed below. ST. JOHN'S GRANTS: Funds for St. John's grants are provided by the college from its own resources. St. John's grants do not need to be repaid. FEDERAL PELL GRANT: This federal program is designed to provide financial assistance to those who need it to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may I I �58 {FEES & FINANCIAL be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment ofthis grant is required. FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT: The college awards SEOG's to incoming freshmen and enrolled students each year. The grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to a maximum of $4,000 per year and depends on availability of federal funding. FEDERAL WORK STUDY PROGRAMS: This federal program permits the college to give part-time employment to students who need such earnings to pursue their course of study. Students maywork only a limited number of hours per week while enrolled and while classes are in session. FEDERAL PERKINS LOAN: These loans are made by the college directly to students using funds provided by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $4,000 for each year of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. FEDERAL SUBSIDIZED STAFFORD LOAN: The Federal Stafford Loan program enables a student to borrow directly from a bank, credit union, savings and loan association, or other participating lender who is willing to make the educational loan. The maximum amount an undergraduate may borrow is $2,625 for the {ST. JOHN'S COLLEGE} AID} freshman year, $3,500 for the sop more year, $5,500 for the junior year, $5,500 for the senior year. No in accrues and no payment is required the borrower is a full-time stud Repayment begins six months after mination of college attendance. For borrowers, the interest rate is variab with a maximum rate of 8.25%. Unsubsidized Stafford Loans available to students who do not the financial need criteria for the s .· sidized Stafford program. Unsu dized borrowers are charged inte during in-school, grace, and deferme periods. Unsubsidized fe eral loans are available without regard financial need to the parents of depe dent students. The maximum ann PLUS loan is the student's total estima cost of education less financial as tance. PLUS Loans have a 3% originati fee, a guarantee fee of up to r3, and a' variable interest rate with a cap of 93, Interest accrues from the date of dig... bursement for all PLUS loans. FEDERAL PLUS LOAN: 2006-07 STUDENT BUDGET ' Room & Board 8,270 Books 280 Activities Fee 200 Personal Expenses. .......... .............. 750 Transportation ,Fees are subject to change without notice. •The allowance for transportation varies with the distance between the student's home and the colleae. BILLING AND DEPOSITS B illing for tuition and fees is done prior to each semester. Unless otherwise requested, the college presents its bills directly to the student. The charges are due and payable in full by August r for the first semester and December r for the second semester. Those who may wish to pay in monthly installments should ask the Treasurer's Office about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the college must know in April which returning students will reg- 59 ister in September. A deposit of $500 on the fees for the following year is therefore due on or before the second Monday in April for prospective sophomores, juniors, and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of prospective juniors) failure to enable. If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the student must make a new deposit to secure a place in a subsequent class. �60 {FEES & FINANCIAL {FEES Arn} receive their benefit payments. T arrangements must be made prior to beginning of the academic year, after ing received proper certification from Veterans Administration or the So Security Administration. Students with outstanding debts to college may not register for classes at beginning of the second semester and sequent semesters unless they have appropriate arrangements with t Treasurer's Office. The college charge interest on all unpaid balances, rates and on schedules to be determi and published each year. REFUND POLICY Each student is required to make a deposit of $200, called the Caution Deposit, which is used as a last resort to recover unpaid student bills. This fee is paid once at the beginning of the freshman year. If unused, it is refunded when the student leaves the college. Each graduating senior must pay a Commencement Fee of $rno at the beginning of the second semester of the senior year. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they DETERMINATION OF DATE OF WITHDRAWAL OFFICIAL WITHDRAWAL: A student con . ering withdrawal prior to the end of . semester may initiate the withdrawa~· process by notifying the Office of the Reg• istrar. When a student notifies the Re~ trar of an intention to withdraw, the stll:.~1 dent will be given a form entitled "Officw' Notice of Withdrawal." At this point th~ student has officially indicated the intent · to withdraw and the day the Official Notice of Withdrawal Form is obtained will be the date of withdrawal used for the calculation of return of Title N Funds institutional refund. INSTITUTIONAL REFUND SCHEDULE DAYS ENROLLED Fall/Spring Summer REFUND AMOUNT AMOUNT CHARGED r-7 r-5 90% ro% 8-14 6-IO 80% :10% 15-21 n-rs 60% 40% 22-28 16-20 40% 60% 29-42 43 and after 21-25 26 and after 20% 80% No Refund mo% & FINANCIAL After a student notifies the Registrar of an intention to withdraw, the student is urged to discuss the decision with college personnel. If a student decides not to withdraw after the discussion with college personnel, the student should notify the Office of the Registrar of that decision. If a student wishes to reverse a decision to withdraw after the Official Notice of Withdrawal has been submitted, the student must provide a written notification. If a student who rescinded an intention to withdraw does not complete the semester, the official date of withdrawal will be the later of the date the withdrawal form was obtained or the last date of class attendance. UNOFFICIAL WITHDRAWAL: If a student does not notify the Registrar of the intention to withdraw, the date of withdrawal used for the calculation of return of Title N Funds and institutional refund will be the midpoint of the semester. A date earlier or later than the midpoint may be used if the college has documentation of the last day the student attended class or handed in an assignment. If a student withdraws because of circumstances beyond the student's control, the college will determine the date of withdrawal. AID} 61 refunded. The same schedule will be used to calculate the cancellation of non-federal financial aid: the "refund amount" percentage provides the percentage of aid to be cancelled and the "amount charged" percentage corresponds to the revised aid the student will receive. For example, a student withdrawing within the first seven days of school would receive IO% of nonfederal aid that had been awarded. B. A student who is expelled or asked to withdraw for academic or disciplinary reasons will receive no refund of tuition, room, and board, or other fees. C. If the college determines that the circumstances leading to withdrawal are beyond the student's control, the student will be charged for tuition, activity fee, room, and board based on the percentage INSTITUTIONAL REFUNDS A. If a student withdraws prior to the end of the semester, a refund of tuition will be made according to the Institutional Refund Schedule. The student's withdrawal date is established as outlined in the initial section of the Refund Policy. The next step in determination of the institutional refund is to count the number of calendar days from the first day of classes to the date of withdrawal (weekends are included but scheduled breaks of at least five days are excluded). The schedule on page 60 is used to determine the percentage of fees (tuition, activity fee, room, and board) which will be of the semester attended (number of days enrolled divided by total number of days in the semester). The same percentage will be applied to institutional aid. Documentation of circumstances leading to the withdrawal may be required; for example, a letter from a physician will be required if a student is unable to complete the semester for medical reasons. �62 RETURN OF TITLE {FEES & FINANCIAL IV FUNDS If a student who has received Title IV Funds (federal financial aid) leaves the institution prior to completion of 60% of the semester, a calculation must be performed to determine the amount of unearned aid that must go back to the Title IV programs. No return of Title IV funds is required after 6o3(approximately g weeks of a r6 week semester). The withdrawal date will be established as described in the above Refund The percentage of Title IV aid which is earned by the student (i.e., the amount of federal aid the student is permitted to keep) is the same as the percentage of the semester completed. This percentage is computed dividing the total number of calendar days in the semester (including week-ends but excluding scheduled breaks of more than five days) into the number of calendar days completed by the student. For example, a student enrolled for r4 of n2 days would have earned r2.5% of Title {ST. Arn} IV aid for the semester. In this ~"''"""·'"'"' 87.5% of the Title IV aid would unearned. The institution is responsible for returning to the federal aid programs lesser of the amount of unearned Title aid or institutional charges that the incurred multiplied by the unearned percentage. Federal regulations specify the order which unearned funds are to be aid programs. The order is: I. Unsubsidized Stafford Loans 2. Subsidized Stafford Loans 3. Perkins Loans 4. Federal Plus Loans 5. Pell Grants 6. SEOG Federal Work-Study funds are not involved in this determination: A student may keep money earned through Federal Work- Study Programo If the total amount of unearned aid exceeds the amount the school is '' 0 ''"'·,-~;i to return, a student may need to return federal grant funds which have been received for off-campus living expenses, up to 50% of the amount received for the semester. Student loans and Plus Loans received for off-campus expenses do not have to be returned at the time of withdrawal but must be repaid in accordance with the terms of the loan. The Financial Aid Officic will notify a student if a return of federal grant funds is Sample cases of refund calculations are available in the Financial Aid Office. JOHN'S COLLEGE} 63 CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions of the Higher Education Act of require that each post-secondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for :recipients of federally funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is nonnally granted by the dean in consultation with a committee of all the student's tutors, the "'Don Rag Committee." The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common At the end of the s ore year, the dean and the Instruction Committee, with the advice of the tutors, review all of the student's work during the first two years and determine whether or not the student will be allowed to continne. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the that they meet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the dean determines that the conditions have not been met. 'When the conditions have not been met, the dean, in consultation with the Instruction Committee, decides what further determit-iation is to be made of the case. �64 {FEES & FINANCIAL Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full- or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) are considered in the determination of years of study. If a student registers for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as repeated work and the student will not be eligible for financial assistance. Exceptions to this policy may be granted by the dean in the case of an involuntarywithdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with incomplete grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter of appeal to the Dean of the College. The dean will review the situation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance with federal and state regulations, St. John's has developed a set of policies on minimum standards of progress for enrolled veterans or dependents: r. St. John's will report to the Depart- ment of Veterans Affairs (VA) within 30 days all incidents of official termination or change of status that would affect benefits. 2. Arn} The V.A. requires that grades be for all classes undertaken and t grades be considered in compu grade point average. In Annap V.A. enrolled student who with from a class after the midpoin semester will have a WIgrade re indicating the quality of work up date of withdrawal. In Santa Fe, enrolled student who withdraws class after the three-quarter point semester will have an F recorded. credit will be given for withdra grades nor, in accordance with co policy, will they be included in the G 3. Minimum acceptable grades of a C age are expected. If a student falls this average and/or the student's think there is a serious academic lem, the Don Rag Committee will this to the Dean, who may ask the dent to leave the college or may p the student on academic probation possibly stipulate conditions that be met if the student is to continue in college. The normal probationary od is one semester. During that pro tionary period support and counseli are available to the student. 4. St. John's will inform all VA enrolled stu'-'. dents that prior academic credit frotlf post-secondary schools will be evaluatl' ed, but prior credits are not applicable to; the all-required degree program at th1t1• college except in very unusual cirum"· stances. Prior credit will be granted for pursuit of the same four-year, all~, required curriculum at the Annapol~ts · and Santa Fe campuses. The award of prior credit by the college will reduce the training time toward the reward ofa degree and will be reported to the VA as required. {ST. JOHN'S COLLEGE} 65 BIBLIOGRAPHY Boo Ks AsouT LIBERAL EDUCATION and CHARLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ERSKINE, JOHN: My Life as a Teacher, J.B. Lippincott Co., 1948. ADLER, MORTIMER}., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. GoLDWIN, ROBERT A. (EDITOR): Higher Education and Modern Democracy, RandMcNallyandCo., 1967- ADLER, MORTIMER}., The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945· BARZUN, JACQUES: BELL, DANIEL: The Reforming ofGeneral Education, Columbia University Press, 1966. BESTOR, ARTHUR E.: Educational Wastelands, The University oflllinois Press, Urbana, 1953· The Restoration of Learning, Knopf, 1955· BLOOM, ALLAN: Closing ofthe American Mind, Simon and Schuster, 1987. BRANN, EvA T.H.: Paradoxes ofEducation in a Republic, University of Chicago Press, 1979· BRUNER, JEROME S.: The Process of Education, Harvard University Press, 1960. GRANT, GERALD and DAVID RlESMAN: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. llARvARD COMMITrEE REPORT: General Education in aFree Society, The University, Cambridge, Massachusetts, 1945· HUTCIIlNS, ROBERT M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953· Education for Freedom, Louisiana State University Press, 1943· The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University ofUtopia, University of Chicago Press, 1953· i The Abolition ofMan, Macmillan Publishing Co., Inc., 1947· LEWIS, C.S.: MARITAIN, JACQUES: Education at the Crossroads, Yale University Press, 1943· World, edited by Harris Wofford, Jr., Center for the StudyofDemocratic Institutions, Santa Barbara, California, 1970. BUCHANAN, SCOTT: Embers ofthe DARKEY, WILLIAM (EDITOR ET AL): Three Dialogues on Liberal Education, St. John's College Press, 1979· I: MfilKLEJOHN, ALExANl>ER: Education Between Two Worlds, Harper and Brothers, 1942. SMITH, J. WINFREE: A Search for the Liberal College; The Beginning ofthe St. Johns Program, St. John's College Press, 1983. VAN DOREN, MARK: Liberal Education, Henry Holt and Co., 1944· :[ �i 66 { B0 AR D Susan Allen Los Angeles, CA M.Brownell Anderson Washington, D.C. Joel Ard Annapolis, MD J. Burchenal Ault Honorary Member SantaFe,NM Robert Bienenfeld Long Beach, CA George Bingham Santa Fe, NM Sharon Bishop Chair Reston,VA 0 F vI sI T 0 Robert Ehrlich Ex Officio Governor of Maryland Annapolis, MD Glenda Eoyang Circle Pines, MN William Fant Potomac, MD A.T. Michael MacDonald New York, NY John McLoughlin Los Angeles, CA Robert Goldwin Visitor Emeritus Washington, D.C. N. ScottMomaday Santa Fe, NM StewartH. Greenfield Vice Chair Westport, CT Keith M. Harrison Concord, NH Allan Hoffman Honorary Member Lawrence, NY Richard Hoskins Chicago, IL William E. Johnston Chicago, IL Martha Black Jordan Santa Fe, NM Richard Kimball Norwalk, CT RN 0 R s} Charles A. Nelson Visitor Emeritus Annapolis, MD Christopher B. Nelson President, Annapolis Campus Michael P. Peters President, Santa Fe Campus James H. Polk Santa Fe, NM Sanjay Poovadan El Prado, NM William Richardson Ex Officio Governor ofNew Mexico Santa Fe, NM {FACULTY} Theodore Rogers New York, NY President David Levine Dean, SantaFe Campus Stephen Forman San Marino, CA Irene Crowe Washington, DC Martin A. Dyer Baltimore, MD Thomas R. Krause Ojai, CA Peter McGhee Cambridge, MA Erwin L. Greenberg Baltimore, MD Evan Dudik Vancouver, WA G0 vE Ronald H. Fielding Rochester, NY Jean T. Clark Tulsa, OK David Dobreer Visitor Emeritus Alhambra, CA AN D Stephen Feinberg Santa Fe, NM Anna E. Greenberg Annapolis, MD Michael Dink Dean, Annapolis Campus s Oedri MartinezFraga Miami, FL Thomas Carnes Honorary Member San Francisco, CA Gregory Curtis Pittsburgh, PA R CHRISTOPHER B. NELSON Frederica Saxon Baltimore, MD ILnda Schaefer Belmont, CA Jeremy Shamos Secretary Denver, CO Justine Shaver Arnold, MD Warren Spector New York, NY Thomas Stern Palo Alto, CA Stephen Thomas New York, NY Jill Z. Cooper Udall Washington, D.C. MichaelE. Uremovich Vice Chair SantaFe,NM Harriet Warren Visitor Emeritus Atlanta, GA Julia Wilkinson Austin, TX Warren Winiarski Napa, CA Lee Zlotoff Santa Monica, CA B.A., St. John's College, Santa Fe, 1970, St. John's College, Annapolis, 1966-69; J.D., University of Utah College of Law, 1973, Admitted to the Bar, State of Illinois, 1973, N.D. Illinois, Seventh Circuit Court of Appeals, U.S. Supreme Court; Associate, 1973-78 and Partner, 1979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, 1979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St. John's College, 1991-. Dean ofthe College in Annapolis MICHAELG. DINK Harvard University, 1970-72; B.A., St. John's College, Annapolis, 1975; M.A., 1978, Ph.D., 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, 1984-. Director, Graduate Institute in Liberal Education, Annapolis, 1998-2001; Dean, 2005-. B.A., Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for 67 Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-96; Dean, St. John's College, Annapolis, 1990-97; Doctor of Humane Letters, Whitman College, 1995; Doctor of Letters, Middlebury College, 1999· JOSEPHP. COHEN B.A., St. John's College, Annapolis, 1956; J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 1984; Visiting Scholar, Oxford University, 1978-79. DAVID HANFORD STEPHENSON B.A., Columbia College, 1958; Columbia University, 1960; Ph.D., University of Maryland, 1988; Tutor, St. John's College, Annapolis, 1963-. HOWARD J. FISHER B.A., University of Rochester, 1965; Technician, Harvard University Cyclotron Laboratory, 1964-65; Tutor, St. John's College, Annapolis, 1965-; Visiting Lecturer in Physics, Western New England College, 1980; Visiting Senior Member, Linacre College, Oxford University, 1982-83. GISELA BERNS Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexamen I, University of Heidelberg, 1963; Fellow l �68 [ST. {FACULTY} Deutscher Akademischer A:ustauschdienst, University of Florence, Ph.D., of Heidelberg, Instructor in Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen II, University of Heidelberg, 19 Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St. John's College, Annapolis, 1967-. NICHOLAS MAJ:ST.HELLIS B.S., Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University of\J\Tisconsin; Tutor, St. John's College, Annapolis, 1967-. HARVEY FLAUMENlli\'1:1 B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; vVood:row Wilson Fellow, Harvard 1960-61; National Aeronautics and Space Adrninistration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, Lecturer in Liberal Arts, University of Chicago, 1965-66; InstructoT in Government, Wheaton College (Massachusetts), I966-68; Tutor, St. John's College, Annapolis, Fellow, Institute for Sino-Soviet Studies, George Vf/ashington University, 1981; MIT/ Harvard on Nuclear and ~A.rms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, NEH Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Professor, Department of Educational Studies, of Delaware, Lynde and Bradley Foundation Grant, 1992-94; Dean, St. John's College, Annapolis, 199'{-2005. Jom«F. 'i)\!HITE B.A., St. John's College, Annapolis, M.A., The New School for Social Research, 1970, Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, 1971-. HOWARD ZEIDERMAN DaTtmouth College, 1962-63; RA., John's College, Annapolis, 1967; Princeton 1972; National Fellow, 1972; Tutor, St. College, Santa Fe, 1973-77, Annapolis, 1978-. DEBORAH§CHW.ARTZiffiNAUI' B.A., St. John's College, A_nnapolis, 1968; M.A., The Johns Hopkins University, 19 71 ; M.S., Georgetown University, 1974.; Tu.tor, St. John's College, Annapolis, 1974-. DAVIDL. TOWNSEND B.A., Loyola College, 1969; Jesuit Honor 1967-; Fellow, Hai-vard, 1969-74; M.A. Harvard, 1970; Teacher, Cambridge Free School, 1970-72; Diplome, Universite de Paris, 1973; Ph.D. HarvaTd, 1976; J.D. Yale Law 1981, Bar Association 1981-; Tutor, St. John's College Santa Fe, 1974.-, Annapolis, Senior Advisor of Seminars, Aspen Institute, 2000-. Co-ordinator, AIDS Task Force, Council on 200I-2002. JOHN'S Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston 197-'f; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; M.A., Counseling, Loyola College, 1996; Tutor, St. John's College, Annapolis, 1977-; Counselor and Therapist, 1996-. JVIBRA J. FLAllMENHAFI' B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; InstTuctor in 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. I'ErnR IillKAVAGE B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor 111 Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-· M1cHA.:EL Cm1IENETZ IV[ARHXN DOUVILLE HIGUERA B.A., The Johns Hopkins UniveTsity, M.A., 1967, Ph.D., 1972, Brandeis ~·~,"~"·~-,. Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. B.S .., Universir-y of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, ~A.nnapolis, 1979-. JOl.!NVERDl B. S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., 1975, University of Southern California; M.A., Cognitive Psychology, California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-85; 1985-; J.\ssistant Dean, Director, Graduate Institute in Liberal Education, 1992-95; N.E.H. Chair in Modern Thought, 1997-99. RommT JP'. DRUECKER B.S., Marquette Universit<j, 1966; Woodrow Wilson Fellow, 1966-67; Teaching JON LENKOWSKI B.A., Marquette University, M.A., Philosophy, The New School for Social Hesearch, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, of Frei burg; Instructor of Philosophy, Rutgers University, 1968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, LectuTer, Ancient Greek Philosophy, New School for Social Research, 1977-79; Tutor, St" John's College, Annapolis, 1 979-. COLLEGE} 69 THOIVJJ-'5 MAY BA, College, 1971; M.A., Fordham University, 1975; Assistant Professor, Loyola 1974-79; Visiting Lecturer, Goucher College, Tutor, St. John's College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, r995-1998. JONATHAN S. TuCK B.A., Columbia University, B. Phil., Oxford 1971; M.A., University 1972; Graduate Study in Berkeley, Woodrow Wilson Fellow, Fellow in the Humanities, Brasenose Kent Fellow 1971-77; Teaching Assistant and Associate, of English., Berkeley, John's College, Dean, 1991-94. NANCY DUNT'-IING BUCHENAUER B.A., 1967, M.A., fil1cient Ph.D., Classics, Ford Foundation Fellow in Classics, Brovvn St. John's College, Santa Fe, filmapolis, 1997-; Director of the Graduate Institute, Santa Fe, 1991-9-'f· JALVIES .HOWAJlD BEALL Active duty, U.S. filr Force, 1963-67; E.A:., Flight Center, Greenbelt, 1975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States D.C Virginia, 1979-81; National H'·°'""" Sciences/National Research Council/ �70 {FACULTY} Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., r98r-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., r983-; Tutor, St. John's College, Annapolis, r982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, r99r-. ELIZABETH M. BLEITNER B.A., Stanford University, r969; Graduate Study in English Literature, University of Wisconsin, r970-7r; M.A. in Philosophy, Pennsylvania State University, r978; Instructor of Philosophy and Humanities, Pennsylvania State University, r979-80; RichardM. Weaver Fellowship, r98r; Ph.D. in Philosophy, Pennsylvania State University, r985; Tutor, St. John's College, Annapolis, r982-. llENRYH. HIGUERA B.A., Cornell University, r974; M.A., r976, Ph.D., r983, University of Toronto; Instructor in Political Science, Dickinson College, r98r-82; Tutor, St. John's College, Annapolis, r982-. WALTER STERLING B.A., St. John's College, r965; M.A., Pennsylvania State University, r966; Instructor, Pennsylvania State University r966-68; Ph.D. Candidate, The Catholic University of America, r970-74; Editor of St. John's Review and Tutor, St. John's College r983-. MICHAEL BLAUSTEIN B.A., St. John's College, Annapolis, r974; Ph.D., Harvard University, r984; Tutor, St. John's College, Annapolis, r984-. CHESTER BURKE B.A., St. John's College, Annapolis, r974; Master of Music, University of Michigan, r979; Tutor, St. John's College, Annapolis, r984-. ANITAL. KRONSBERG B.A., St. John's College, r980; Tutor, St• John's College, r984-; Assistant Dea:n~ r998-2002. PATRICIAM. LOCKE B.A., Gonzaga University, r977; M.A/ Ph.D. in Philosophy, Boston College, l Teaching Fellow, Boston College, r97 Instructor, Assumption College, 198 Tutor, St. John's College, Annapolis, l984'r STEWART UMPHREY B.A., Senior College of the New Schoolfqr Social Research, 1966; M.A., 1971, Ph.D 1973, Graduate Faculty of The New Scho Assistant Professor of Philosophy, Sta University of New York at Geneseo, 1972-76; Graduate Faculty of The New School, 1976-80, University of Oklahoma, .· 1980-84; Tutor, St. John's College, Annapolis, 1984-. NICHOLAS A. CAPOZZOLI, M.D. B. S., Manhattan College, 1964; M.D., New York University, 1968; M.A., St. John's College Graduate Institute, l98r; Neurological Residency Training, Mt. Sinai Hospital, 1973; Board Certification from the American Board of Psychiatry and Neurology, r976; Member, American Academy of Neurology, Anne Arundel County Medical Society; Attending Neurologist, Anne Arundel Medical Center, r974-; Attending Neurologist/ Assistant Professor of Neurology, Johns Hopkins Hospital, 1976-; Chairman, Professional Advisory Committee of the National Multiple Sclerosis Society, r98694; Medical Director of the Hospice Program, Anne Arundel Medical Center, r980-87; Tutor, St. John's College, 1985-; Chairman, Medical Ethics Committee, Anne Arundel Medical Center, r985-94. PAMELA KRAUS M.A., r973; Ph.D., r980, The Catholic University of America; NDEA Fellow, r968-70; Woodrow Wilson Fellow, r973-74; Lecturer, The Catholic University of {ST. JOHN'S America, r975-80; Assistant Professor of Philosophy, The Catholic University of America, 1980-85; American Fellowships Program Panel, American Association of University Women, 1985; Tutor, St. John's College, 1985-. WILLIAM PASTILLE A.B. in Music, Brown University, r976; M.A. in Musicology, Cornell University, I 979 ; Ph.D. in Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University ofWisconsin at Madison, r985-86; Tutor, St. John's College, Annapolis, r986-. CATHERINE R. HAIGNEY B.A., 1981, M.A., 1983, Ph.D. in English Language and Literature, 1989, University of Virginia; Echols Scholar, Phelan Fellowship, Governor's Fellowship, University of Virginia; Lecturer in English, Vanderbilt University, 1985-87; Adjunct Faculty, Goucher College, 1987-88; Tutor, St. John's College, Annapolis, 1989-. ADAM SCHULMAN B.A., Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, r982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, r989; Tutor, St. John's College, 1989-. JUDITH L.A. SEEGER B.A., Harvard University, r966; Cornell University, 1967-68; M.A. in Romance Languages and Literatures, r970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, 1989-. COLLEGE} 71 JOANE. SILVER B.A., State University of New York, College at Old Westbury, r97r; M.A., St. John's College, Annapolis, 1976; Ph.D., Graduate Theological Union, in Theology and The Arts, r993; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, r977-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer r985, r986, r987, 1988; Tutor, St. John's College, Santa Fe, r989-96; Annapolis, 1997-. CORDELLD. K. YEE B.A., English, Pomona College, r977; M.J. Journalism, University of California, Berkeley, r980; M.A., Chinese, l98r, Ph.D., English, University ofWisconsinMadison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, r988-89; Tutor, St. John's College, Annapolis, r989-; Visiting Assistant Scientist, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, Summers of 1990 and l99r. ANDRE BARBERA B.A. in Music, Wesleyan University, r974; Resident Fellow, Newberry Library, Chicago, r978; Ph.D. in Musicology, University of North Carolina, 1980; Visiting Assistant Professor of Music, Cornell University, 1979-82; Assistant Professor of Music, University of Notre Dame, r982-89; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, r989-90; Tutor, St. John's College, Annapolis, r990-. KATHLEEN C. BLITS B.A., Mount Holyoke College, 1968; Graduate Study, New School for Social Research, r970-72; M.S., 1985, Ph.D., r989, University of Delaware; Tutor, St. John's College, Annapolis, r990-. �72 {ST. JOHN'S COLLEGE} {FACULTY} MARGARET ANNE KIRBY B.A., University of King's College, I977; M.A., Department of Classics, Dalhousie University, I979; Commonwealth Scholar, Hertford College, Oxford University, I980-82; M.Litt., Faculty of Modern Languages, Oxford University, I982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, I982; Junior Fellow, Massey College, University of Toronto, I983-85; Ph.D., Department of Germanic Languages and Literatures, University of Toronto, I988; Fellow and Tutor, University of King's College, I987-89; Tutor, St. John's College, Santa Fe, I990-96, Annapolis, I997-· ERIK.SAGENG B.A., University of Alaska, Ig83; M.A., I985, Ph.D., Ig8g, Princeton University; National Science Foundation Fellow, I983-86; Mellon Fellow in the Humanities, Ig83-89; Fulbright Fellow, I987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, I987-88; Rockefeller Fellow, University of Oklahoma, I989-90; Tutor, St. John's College, Annapolis, I990-. ERIC M. SALEM B.A., St. John's College, I977; M.A., University of Dallas, I919; University of Heidelberg, I98o-8I; Ph.D., University of Dallas, Ig90; Fulbright Fellow, Ig8o8I; Assistant Professor, Whitney Young College, Kentucky State University, I983-90; Tutor, St. John's College, Annapolis, I990-. R.ADOSLAV DATCHEV Degree in Philosophy, University of Sofia, I982; Assistant Professor of Philosophy, University of Sofia, I982-83; Tutor, St. John's College, Annapolis,I992-. CARL PAGE B.A., University of Auckland, New Zealand, Ig8o; MA (Hons), University of Auckland, I982; Ph.D., Pennsylvania State University, I987; Assistant Professor of Philosophy, Emory University, Ig87Tutor, St. John's College, Annapolis, r994 WILLIAM T. BRAITHWAITE B.A., Virginia Military Institute, r96r; J. Washington & Lee University, Ig64; U Army, Ig68-70; Associate, Partner, Ma Brown & Platt, Chicago, I973 Associate Professor of Law, Loyo University, Chicago, I980-95; Tutor, S John's College, Annapolis, I99S-· ROBERT GoLDBERG St. John's College, Annapolis, r977-7g~· B.A., Harvard College, I98I; M.A., r98;3~ Ph.D., Iggo, University of Toronto Adjunct Lecturer in Political Science;. University of Toronto, I989-90; Visiting Assistant Professor of Political Science, Kenyon College, I990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, Ig94-95; Tutor, St. John's College, Annapolis, Ig95-. KATHERINE HEINES B.A., St. John's College, Santa Fe, r982; M.A., I986, Doctoral Candidate Ig90-, The Catholic University of America; Lecturer, The Catholic University of America, I987-88; Instructor, Marquette University, I988-8g; Tutor, St. John's College, Annapolis, Ig95-. EMILY H. BROOKER LANGSTON B .A., Emory University, Ig87; M.A., University of Chicago, I988; Jacob K. Javitz Fellow, Ig89-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, Ig93; Ph.D. Candidate, Emory University, I992-; Tutor, St. John's College, Annapolis, Ig95-. GEORGE A. RUSSELL B.A., St. Francis College, Ig73; M.A., The Catholic University of America, I983; Ph.D., The Catholic University of America, I994· Dean of Students, St. Patrick's Academy, Ig8I-86; Teacher, Hamden Hall, Ig86-gI; Adjunct Lecturer, Albertus Magnus, I986-9I; Assistant Professor of Philosophy, Xavier University, I99I-95; 'Tutor, St. John's College, Annapolis, I99S-· ]ONATHANN. BADGER B.S., Mathematics, University of South Carolina, I987; M.A., Liberal Studies, North Carolina State University, I99I; Graduate Student, Music Composition, Duke University, I990-9I; Earhart Fellow, I995; Ph.D., Political Philosophy, Fordham University, I996; Tutor, St. John's College, Annapolis, I996-. B.A., History, Beijing University, China, Ig80-84; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, Ig84-87; M.A., International Affairs, The George Washington University, Ig87-89; Ph.D., Political Theory, The George Washington University, Ig89-95; Adjunct Professor, Department of Political Science, The George Washington University, Ig95; Tutor, St. John's College, Annapolis, Igg6-. MICHAEL w. GRENKE B.A., University of Chicago, Ig88; Ph.D., Boston College, Ig94; Lecturer,University of New Hampshire, I993; Postdoctoral fellow, Boston College, I993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, Ig95; Tutor, St. John's College, Annapolis, I997-· 73 SUSAN R. PAAIMAN B.A., Rice University, Iggo; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, I997; Tutor, St. John's College, Annapolis, I997-· DANIEL HARRELL B.A., Vanderbilt University, Ig8g; Ph.D., Emory University, I997; Tutor, St. John's College, Annapolis, Igg8-. JOSEPH c. MACFARLAND B.A., St. John's College, Annapolis, Ig87; Fulbright Fellow, visiting the Department of Medieval History, University of Bologna, I993-94; Ph.D., Committee on Social Thought, University of Chicago, I996; Program Coordinator for Fundamentals: Issues and Texts, University of Chicago, Ig94-97; Tutor, St. John's College, Annapolis Ig98-. GARY BORJESSON B.A., Whitman College, Ig87; M.A., I994, Ph.D., I997, Emory University; Assistant Professor of Philosophy, University of Central Arkansas, Ig97-r999; Tutor, St. John's College, Iggg-. JEFF BLACK B.A., Trinity College, University of Toronto, Ig93; Teaching Fellow, Boston College, Ig98-I999; Tutor, St. John's College, Annapolis, Iggg-. CHRISTOPHER NATHAN DUGAN University of Tennessee, Chattanooga, I987; M.A., Oxford University, I995; M.A., University of Chicago, I99S; Ph.D., University of Chicago, I997; Lecturer in the College, University of Chicago, I996; Tutor, St. John's College, Annapolis, Ig97-. B.A., College of William and Mary, Ig92; Earl Warren Political Theory Fellowship, Ig92-94; Ph.D. in Political Science, University of California, San Diego, Ig99; Tutor, St. John's College, Annapolis, I999-· �. I 74 {ST. {FACULTY} JOHN'S COLLEGE} 75 LOUIS MILLER DYLAN CASEY LOUIS PETIUCH CHJU§TIAN PAUL HOLLAND B .A. Philosophy, Columbia College, Columbia University, I986; Ph.D., Princeton I994; Lecturer, History, University of Pennsylvania, I992-I994; Assistant Professor, History, Harvard University, I995-2000; Tutor, St. John's College, 2000-. B.S., Physics, B.A., Political Michigan State University, 1991; , Experimental Particle Physics, University of Rochester, r997; Postdoctoral Fellow in Particle Physics, State Universic ty, 1997-2001; Tutor, St. John's College, JACQUELINE L. PFEFFER MElUU:LL JEJFFRK:l ALLEN SMITH B.A. with Honors, of Calgary, 199r; M.A., Duke University, I994; Certificate in Political Economy, 1994, Ph.D., Duke UniveTsity 1997; Alona Evans Prize, Duke University, 1993; H.B. Earhart Fellowship, Duke University, I993-if; Sir James Lougheed AwaTd, 199-<c-6; of Calgary, I99"b 1996; Instructor, Humboldt UniAssistant Professor versitat, 1995; of Government, of William & 1997-2000; Tutor, St. John's College, 2000-. B.A., B.A., English, Northwestern University, 1982; M.A., 1986, Ph.D. Candidate, 19861990, Committee on Social Thought, The University of Chicago; Teaching Assistant in History, Philosophy, and Social Studies of Science and Medicine, The University of Chicago, r985-1987; Dramaturg, Assistant Director and Actor, Court Theater, The University of Chicago, 1985-89; Fulbright Scholar, Alexandru I. Cuza University, Iasi, Romania, 1990-91; United States Peace Corp Volunteer, Masaryk University, Brno, Czechoslovakia, 1992-1993; Reader and Stage Crew, Folger Shakespeare Library and Theater, Washington, D.C., 1993-r995; Civic Education Project Fellow, Presov University, Slovakia, 1995-1997; CEP Fellow, Alexandru L Cuza University, Iasi, Romania, l997-I999; CEP Fellow, American University of K}'l·gystan, 1999-2000; Fulbright Scholar, Kyrgyz State National 1 "'"~''";+" and }.._rnerican gyzstan, 2000-2002; Principal Founder, American Studies Resources and Center, Bishkek, Kyrgystan, 2001-02; Tutor, St. John's College, 2002-. B.A. St. John's College, Annapolis, 1984; S.T.B. in Theology, Pontificium Institutum Gregorianum, 1991; S.S.L. in Biblical Studies, Pontificium Institutum Biblicum, 1994; Ph.D. in Comparative Literature, Emory University, 2004; Tutor, II Collegio Rome, 1991-1994; Tutor and Instructor, Monastere de la Sainte Croix:, Chevetogne, l99Lf-1997; Instructor, University, I999-2003; Fellow, The Center for Humanistic University, 2003-2004; TutoT, St. John's College, Annapolis, 2004-. ~RK W. §INNET.!' B.S., Mathematics, Texas Christian Univer1\/1.A., Doctoral in Mathematics, The of Texas at Austin; LectuTer in Mathematics, Concordia Lutheran College, U.G. l\/farshall Fellow in Mathematics, 1981-83, Lectmer in Mathematics, I983-84, Kansas B .D. (Hons.), Theology, St. Andrews 1988; Richard M. \JVeaver Fellow, 1984-85; Lectmer in Mathematics, San Jacinto College, Ph.D., Systematic Theology, Cambridge 1993; Minister of Word and Sacrement, Church (U.S.A.), 1993-; Minister, First PTesbyterian Chmch, Stephenville, Texas, 1993-98; Visiting Scholar, St. John's College, Cambridge, Summer, 1997; Senior Minister, Clemmons Presbyterian Church, Clemmons, North Carolina, 1998-2000; Tutor, St. John's College, Annapolis, :woo-. 2001-. and Political Science, University, 1989; Ph.D., Committee on Social Thought, The University of Chicago, 1997; Lecturer in the College, The University of Chicago, 1994-1997; Visiting Assistant Professor, Political Science, Colgate I998-99; Assistant Professor, Philosophy, Carthage 1999-2001; Tutor, St. John's College, 2001JmINTOMARCHIO B.A., Columbia College, Columbia Univer. MA, 1993, Ph.D., Lecturer, School of Philosophy, Catholic Urriversity of .America, I996; National Fulbright Research Fellow, Rome, 1994-95; National Endowment for the Humanities Post-Doctoral Fellow, Core Cu:rriculurn Boston University, 1996-98; Assistant Proof Philosophy, Villanova Tutor, St. John's §!URAM Nfl.JVI!UA.R B. Tech., Indian Institute of Technology, Madras; Research Fellow, Chettiar Research Center, Research Assistant, Indian Institute of Technology, Bombay .A~sistant, Chemistry Department, Philosophy and Graduate School of Education, SUNY Buffalo, Ph.D., Philosophy, SUNY Buffalo, 2000; Information Architecture Consultant, 2000-2002; Visiting ScholaT, SUl\fY Buffalo, 2oor-2002; Tutor, St. John's College, 2002-. JASON A. 'fll'1'0N B.A., University of California, San Diego, 1993; M.A 1\llane University, 1999; M.S. 2oor; Ph.D. Tulane UniTulane versity, 2002. Fulbright ScholaT, Greece, 2000-01; Associate Member, American School of Classical Studies, Athens, 200001; Tutor, St. John's College, 2002 -. JOANNA BACHE TORIN B .A., Medieval/Renaissance Studies, Wellesley College, 1985; Visiting Student, St. Hilda's College, Oxford University, 1983-84; M.A., St. John's College, Annapolis, r994:, Graduate Teaching Fellow, Georgetown 1994-99; Ph.D. in Government, Georgetown 2005; 1\1tor, St. John's College, 2002-. I'<iiArnIEW CAS\l\'ELL B.A. St. John's College, Annapolis, 1996; Ph.D., Philosophy, Boston University, 2003; DAAD Fellow, Philipps-Universitiit, Marburg, 2002-03; Inst1·uctor, of Philosophy, Boston 2003-05; Tutor. St. John's College, 2005-. GABRIEL PU!AS B.A. St. John's College, 1993; M.A. 1996, lVI.PhiL 1997, l\Jfodieval Studies, Yale University; Ph.D. Committee on Social Thought, 2003; Rome Prize, of Rome, 2001-02; .A~sistant Professor, European College of Liberal Arts, Berlin, 2003-05; Tutor, St. Jolm's College, 2005-. �. ! 76 {ST. JOHN'S COLLEGE} {FACULTY} SANTA FE Pres"ldenT .............................................................................. MICHAEL P. PEIBR.S B.S., United States Military Academy at West Point, 1968; M.A., University of Washington, 1974; Platoon Leader, Executive Officer, and Armored Cavalry Troop Commander, United States Army, 196872; Assistant Professor of Economics, United States Military Academy, 1974-77; Soviet Foreign Area Officer, 1977-87; Executive Assistant, Office of the Chairman of the Joint Chiefs of Staff, 1987-89; Commander, 96th Civil Affairs Battalion (Airborne), 1989-91; Chief Conventional Arms Negotiations, 1991-92; Chief of Staff, United States Military Academy, 1992-95; Senior Vice President and Chief Operating Officer, 1995-2002, Executive Vice President, 2002-2005, Council on Foreign Relations; President, St. John's College, Santa Fe, 2005-. Dean ofthe College in Santa Fe DAVIDLAWRENCELEvlNE University of Pennsylvania, 1962; A.B. St. John's College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary) 1967-70; University Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris, 1970; Language Study, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John's College, Santa Fe, 1986, 1988-, Dean, Spring 1997, Directo Graduate Institute in Liberal Ed 1997-2001; Dean, Santa Fe, 2001-. JOHNS. STEADMAN B.S., Philosophy, University ofW" 1959; Instructor in Radio Repair States Army, 1954-56; Assis Philosophy, 1959-61, Teaching 1961-62, Cornell University; Tu John's College, Annapolis, 1962-6?.· Fe, 1967-; Assistant Dean, 1970-72. PHJLIP LECUYER B.A., Colorado College, 1966; l\{ College, Oxford University, 1969; in Biology, University of New 1970-72; Boettcher Scholar, l Perkins Scholar, 1963-66; Rhodes Sc 1966-69; Danforth Graduate Fe 1966-72; Woodrow Wilson F (honorary), 1966; Tutor, E Literature, Summer Human Institute, Colorado College, 1968; Biology and Chemistry, Institute of Research and Development, Unive New Mexico, 1971-72; Tutor, St. fo College, Santa Fe, l9T~-. DAVID EDWARD STARR B.A., Gordon College, 1962; M.A., Ph.D., 1972, Boston University; Gra Assistant in Philosophy, Boston Univ 1963-64; Teaching Intern, Bo University College of Basic Stu 1964-66; Instructor in Philoso University of Rhode Island, 1966 Tutor, St. John's College, Annap 1972-80, Santa Fe, 1982-, Director of Graduate Institute in Liberal Educati Santa Fe, 1980-82. STEPHEN R. VAN LUCHENE B.A., Arizona State University, 1969; M. 1971, Ph.D., 1973, University ofN Dame; Tutor, St. John's College, Santa 1973-, Director of Admissions, 1979" Director of The Graduate Institute in Liberal Education, 1982-85; Dean, 1991-1996. DAVID BOLOTIN B.A., Cornell University, 1966; Ph.D., New York University, 1974; Lecturer in Classics, Yale University, 1971-73; Tutor, St. John's College, Annapolis, 1974-82; Santa Fe, 1982-; Visiting Professor, Committee on Social Thought, University of Chicago, 1986, 1987-88, 2002-03. GEORGIAS. KNIGHT B.S., Philosophy, 1970, M.A., English, 1972, Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College, Santa Fe, 1974-; Assistant Dean, 1988-90. B.A., Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., University of California at Santa Cruz, 1976; University of California at Santa Cruz, 196768; Defense Language Institute, Monterey, California, 1968-69; Heidelberg University, 1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-. ELlzABETII s. ENGEL B.A., Pomona College, 1967; M. Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. LYNDALAMsON MYERS B.A., St. John's College, 1971; M.A., University of North Carolina, 1975; M.A., . 1991, Ph.D., 1996, Catholic University of ' America; Tutor, St. John's College, Santa Fe, 1977-; Director of the Graduate Institute in Liberal Education, 1985-88. ANrnoNY JAMES CAREY St. John's College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; M.A., 1973, Ph.D. 1998, Graduate Faculty, 77 The New School for Social Research; U.S. Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, Annapolis, 1979-83, Santa Fe, 1984-; Dean, 1986-91, 1996-2000; Acting President, 2000. CHAELOTIB GRAY MARTIN B.A., University of Colorado, 1972; Deutscher Akadernischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. PEI'ERPESIC A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-; Musician-in-Residence, 1984-; Dorr Lecturer, University of North Carolina, 2003. EDWARD CARY STICKNEY B.A., St. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-; Director of The Graduate Institute, 1994-97. JANET A. DOUGHERTY B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, ,I I ! �78 {FACULTY} Ig80-82; Tutor, St. John's College, Annapolis, Ig82-85; Santa Fe, Ig85-. STEPHEN FREDERICK HOUSER B.A., St. John's College, Santa Fe, Ig79; San Francisco Conservatory of Music, Ig80-82; M.A., University of Virginia, Ig89; Ph.D., University of Virginia, Ig90; President's Fellow, University of Virginia, Ig87-90; Tutor, St. John's College, Santa Fe, Ig83-. F'RANKN. PAGANO A.B., Cornell University, Ig69; Ph.D., Boston College, Ig8I; Assistant Professor of Political Science, Ig75-8I, Director of the Division of Liberal Learning, Ig80-83, Associate Professor of Political Science, Ig8I-83, University of New England; Tutor, St. John's College, Santa Fe, Ig83-; Director of the Graduate Institute, 200I2004. JORGE H. AIGLA Universidad Nacional Aut6noma de Mexico, Mexico City, I9?I-72; B.S., Saint Mary's College, California, Ig75; M.D., University of California San Francisco, Ig79; American Heart Association Student Research Associate, Ig74; Fellow, Cancer Research Institute, University of California San Francisco, Ig76; Resident, Pathology Department, University of California San Francisco, Ig79-80; Alpha Omega Alpha Medical National Honor Society, Ig79; Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, Ig8o-8I; Lecturer in Anatomy, Sonoma State University, California, I98I-82; Lecturer in Anatomy and Physiology, City College of San Francisco, Ig8I-85; Private translator, Ig82; Lecturer, Collegiate Seminar, Saint Mary's College, California, Ig82-85; Assistant Instructor, San Francisco Karate-Do, Ig82-85; Tutor, St. John's College, Santa Fe, Ig85-; Head Karate-Do Instructor, Ig86-; American Teachers Association of Martial Arts, Permanent Member, Ig93; International Society of Okinawan Karate, Ig94; 6th Dan, 2000; New Mexico Urasenke Japanese Tea Association, President, 2004. JOIINF. CORNELL B.A., Ig75, M.A., I977o McGill University~ Ph.D., University of Chicago, Ig8:i;i, McConnell Fellow, Ig75-77; Fishbein Fellow, Ig77-80; Searle Fellow, Ig8o-.lh~ NEH Fellow, Ig82; ACLS Fellow, Ig83-84; Assistant Professor, Honors College,· University of Oregon, Ig8I-83; Assistant Professor, History of Science, Universify of·. Georgia, Ig84-85; Tutor, St. John's College, Santa Fe, Ig85-; Visiting Assistant Professor of History of Science, Universify of Chicago, Ig90. LINDA WIENER B.S., Biology, University of Miami, I977; M.S., Entomology, Colorado State University, Ig79; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, Ig79; Ph.D., Entomology, University of Wisconsin-Madison, I98I; Post-Doctoral Fellow, Linguistics, Harvard University, Ig82-85; Entomology Associate, Museum of Comparative Zoology, Harvard University, Ig82-85; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, Ig84-85; Tutor, St. John's College, Santa Fe, Ig85-. THOMAS SCALLY B.A., St. Mary's College of California, Ig67; M.A., Boston College, Ig70; Ph.D., Boston College, I97I; Assistant Professor, University of Santa Clara, Ig70-7I; Assistant Professor, St. Mary's College of California, I9?I-74; Assistant Professor, California State University at Humboldt, Ig75; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, Ig75-87; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, Ig80-84; Visiting Tutor, St. John's College, Santa Fe, Ig87-89; Tutor, St. John's College, Santa Fe, Ig90-. {ST. JOHN'S GRANT H. FRANKs B.A., St. John's College, Annapolis, Ig77; J.D., Harvard Law School, Cambridge, M.A., Ig8o; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, Ig80-83; Clerk to Judge Cecil E. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, Ig83-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, Ig84-88; Tutor, St. John's College, Santa Fe, Ig88-. BASIA C. MILLER B.A., Philosophy, Antioch College, Ig59; M.A., University of Chicago, Ig62; Ph.D., University of Chicago, Ig89; Translator for the University of Chicago Press, Ig75-8I; Lecturer in the Liberal Arts, Basic Program of Liberal Education for Adults, University of Chicago, Ig82-88; Teaching Assistant, University of Chicago, Ig85-87; Instructor, Northern Illinois University, Ig87-88; Tutor, St. John's College, Santa Fe, Ig88-, Assistant Dean, Ig97-2002. WILLIAMS. KERR B.S., Oklahoma State University, Ig74; University of Illinois Graduate Fellowship, Ig75-76; M.S., Economics, University of Illinois-Urbana, Ig76; Graduate Study in Economics, University of Chicago, Ig76-77; University of Colorado Graduate Fellowship, Ig83-87, M.A., Classics, University of Colorado-Boulder, Ig85; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, Ig8788; Reynolds Fellowship, Ig88-89; Instructor in Latin, University of New Mexico-Los Alamos, Summer Ig85; Visiting Assistant Professor, University of Colorado-Boulder, Summer Ig90; Certificate, Chinese Language Education Program, Providence University, Shalu, Taiwan, Ig98; Tutor, St. John's College, Santa Fe, Ig89-. KruSHNANVENKATESH B.A., English, Magdalene College, Cambridge University, Ig82; M.A., Can tab., Ig85; Wissenschaftlicher COLLEGE} 79 Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, Ig82-86; Academic Exchange, University of New Mexico, Albuquerque, Ig85-86; Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi Uni-versity, Taiyuan, People's Republic of China, Ig86-89; Lecturer in Film Analysis, North China Film and Broadcasting Institute, Ig89; Tutor, St. John's College, Santa Fe, Ig89-; Director of the Graduate Institute, 2004-. BRUCEM.PERRY B.A., Greek, Ig73, M.A, Classics, Ig75, Ph.D., Classics, I983, University of Washington; Ph.D. Asian and Middle Eastern Studies, I995, University of Pennsylvania; Tutor, St. John's College, Santa Fe, Ig90-. FRANK R. HUNT St. John's College, Annapolis, I97I-73; Cornell University, Ig73-74; B.A., New York University, Ig76; M.A., Ig8o, Ph.D., Ig85, The Catholic University of America; Editor, Catholic University of America Press, Ig8o-86; Lecturer, Marymount University of Virginia, I985-86; Editor, Princeton University Press, Ig87-89; Tutor, St. John's College, Santa Fe, I990-. JAMES COHN B.A., Dartmouth College, I98I; Fulbright Scholar, Germany Ig8I-82; Ph.D. Committee on Social Thought, University of Chicago, Ig90; Tutor, St. John's College I99I-. CHARLEsN. FASANARo B.S., Chemistry, Manhattan College, Ig65; M.A.R. with Distinction, ILIFF School of Theology, Colorado, I980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, I983; Schlessman Scholarship for the Study of Philosophy and Religion, Ig80-82; Jonathan M. Daniels Fellow, Ig82 Post-doctoral Fellow, Philosophy, University of Colorado, Ig83-84; Program Ombudsman and �80 {ST. JOHN'S COLLEGE} {FACULTY} Assistant to the Director, Writing Program, University of Colorado, 1986-91; Associate Professor, Center for Philosophy and Religion, Colorado, 1986; Professor, Center for Philosophy and Religion, Colorado, 1990; Project Leader (GS-13) for the Mine and Tracker Dog Project, Vietnam, 1969; President, New Subasio Institute, and Prior, New Subasio Monastic Community, 2000; Master Scholar, University of Denver, 2003; Tutor, St. John's College, Santa Fe, 1991-; Assistant Dean, 2002-2003. JOSIUJAL. KATES B.A., St. John's College, Annapolis, 1980; Advanced Summer Greek Institute, New York City, 1981; Collegium Phaenomenologicum, Perugia, Italy, 1987; M.A., 1988, Ph.D., 1991, Comparative Literature, State University of New York at Buffalo; Visiting Assistant Professor, State University of New York at Binghamton, 1991; Participant, School of Criticism and Theory, Hanover, NH, 1994; Fellow, Camargo Foundation, Cassis, France, 1999; Visiting Associate Professor, University of California Los Angeles, 1999-2001; Tutor, St. John's College, Santa Fe, 1991-. MICHAEL DAVID .RAWN B.S., Mathematics, Rensselaer Polytechnic Institute, 1974; M.S., Mathematics, Brown University, 1977; Undergraduate Study in Mathematics Education, University of New Orleans, 1979-80; Graduate Study in Mathematics, Clarkson University, 1983-86; Ph.D., Mathematics, Indian Institute of Technology, Kharagpur, 1991; Instructor, University of New Orleans, 1977-80; Assistant Professor, lnstitut Superieur Pedagogique de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St. Lawrence University, 1983-86; Assistant Professor, Manchester College, 1988-92; Tutor, St. John's College, 1993-. VICTORIA MORA B.A. in English-Philosophy, University New r:iexico, 1985; Yale University. Teachmg Fellow, 1986-88; M.A.,.' M. Phil. in Philosophy, Yale Univers:ity, 1990; Ford Foundation Dissertatioll. Fellow, 1990-91; Ph.D. in Philosophy, Yal'e University, 1992; Philosophy Instructc>r, Albuquerque TV-I Community College, 1991-92; Tutor, St. John's College, Santa Fe, 1992-. BARRY E. GoLDFARB B.A., Yale University, 1975; M.A., University of Chicago, 1978; M.A., University of Cincinnati, 1981; Ph.D., The Johns Hopkins University, 1986; Visiting Lecturer, University of Southern California, 1986-88; Assistant Professor The Pennsylvania State University: 1988-92; Language Coordinator and Lecturer, The Johns Hopkins University, 1992-93; Tutor, St. John's College, Santa Fe,1993-. JULIE REA1IARD B.A., English, Michigan State University, 1980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, 1984; Ph.D., Comparative Literature, University of Colorado, Boulder, 1991; Teaching fellow, Department of English, University of Nevada, Reno, 1981-84; Instructor, Department of English, University of Colorado, Boulder, 1987-88; Instructor, College of General Studies, University of Pennsylvania, 1988-89; Graduate Work, Literary Theory, University of Pennsylvania, 1988-91; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, 1992-93; Associate Professor, English Department, Providence University, Shalu, Taiwan, 1996-98; Tutor, St. John's College, Santa Fe, 1993-. CLAUDIAA. HONEYWELL B.A., University of Chicago, 1986; Account Executive, American Bankcard Services, Woodland Hills, CA, 1987-88; M.A., 1991, Ph.D., 1993, Classics and Modern Greek Studies, UniversityofMinnesota; Surveyor, Kavousi/Thriphti Archaeological Survey, Crete, 1990; Mochlos Archaeological Excavation, Crete, 1991; Visiting Assistant Professor of Classics, Cornell College, 1993-94; Tutor, St. John's College, 1994-. CALEB THOMPSON B.A., Philosophy, Clark University, 1984; M.A., Philosophy, University of Virginia, 1990; Ph.D., Philosophy, University of Virginia, 1994; Alumni Dissertation Fellow, 1993-94; Postdoctoral Fellow, SUNY at Buffalo, 1994-96; Hourani Lecturer, SUNY at Buffalo, 1994-95; Tutor, St. John's College, Santa Fe, 1996-. MICHAEL D. BYBEE B.A., Philosophy, 1972, B.A., M.A., English, 1972, 1975, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, 1972-74; M.A., Ph.D., Philosophy, 1976, 1981, University of Hawaii; Assistant Professor of Philosophy, Idaho State University, 1982-84; Instructor of English, 1984-90,Senior Instructor of English, 1990-95, University of Oregon; Adjunct Assistant Professor of Rhetoric, San Diego State University, 1995-96; Tutor, St. John's College, Santa Fe, 1996-. JUDITH I. ADAM B.A., 1986, M.A., 1989, Political Science, University of Alberta; Ph.D., 1996, Political Science, Boston College; Tutor, St. John's College, Santa Fe, 1996-; Assistant Dean, 2005-. JACQUES ANTOINE DlNOISIN B.A., 1980, St. John's College, Annapolis; M.A., 1984, Ph.D., 1992, The Catholic University of America, University of California, Irvine, 1987-91; Knights of 81 Columbus Fellow, 1981-84; Tutor, St. John's College, Santa Fe, 1997-. BRENDON LAsELL B.S., California Institute of Technology, 1990; M.S., 1991, Ph.D. 1994, University of Chicago; Lecturer in Mathematics, University of Chicago, 1992-93; Member, Institute for Advanced Study, 1994-95; Instructor in Mathematics, Princeton University, 1995-97; Tutor, St. John's College, Santa Fe, 199 7-. MATI'HEW K. DAVIS B.A., St. John's College, Annapolis, 1982; M.A. in Philosophy, Dalhousie University, 1984; Ph.D. Candidate in Philosophy and Classics, University of Pittsburgh, 198587; Ph.D. in Political Science, Boston College, 1995; Killam Fellow, 1983-84; Earhart Fellow, 1990-91; Bradley Fellow, 1993-96; Bradley Fellow, University of Toronto, 1996-98; Special Projects Editor, Books in Canada, 1997-98; Tutor, St. John's College, Santa Fe, 1998-; Assistant Dean, 2003-04. MARK ROLLINS A.B. Princeton University, 1977; M.A., Ph.D. in Philosophy, University of California, Berkeley, 1986, 1991; Teaching Fellow in Philosophy, University of California, Berkeley, 1978-83, and 1987; Teaching Fellow in the Core Curriculum, Harvard University, 1984-86, 1987, 199192, and 1995-97; Associate Research Professor, Instituto de lnvestigaciones Filosoficas, UNAM, Mexico City, 1988-91; Assistant Professor of Philosophy, American University in Bulgaria, 1992-95; Senior Analyst, education and family support policy, Abt Associates, Cambridge, MA, 1997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA., 1998; Tutor, St. John's College, Santa Fe, 1998-. �82 {ST. {FACULTY} }ENN.IFJERL. 0T§UICT B.A., Reed College, 1983; M.A., 1986. Ph.D., 1991 in English Literature, University of California at Irvine; Assistant Professor, Department of English and American Literature, Brandeis University, 1991-97; Tutor, St. John's College, Santa Fe, 1998-. Project Coordinator, Kenan Ethics Program, Duke University, r997-98; Consultant, PBS Frontline, 1998-99; Tutor, St. John's College, Santa Fe, r999-, MICHAEL K WOLFE B.A., Mathematics, Wellesley College, 1994; M.S., Mathematics, Massachusetts Institute of Technology, 1997; 1\1tor, St. John's College, Santa Fe, 1998-. B.A., 1994, St. John's College, Santa Fe; Dupont 1994-95, President's Fellowship, University of Virginia, 199 497; M.A., History of Religions, University of Virginia, 1997; Assistant Director of Admissions, St. John's College, Santa Fe, r997-99; Tutor, St. John's College, Santa Fe, 1999-. GREGORYD. BAYER JAN ArulENAULT B.A., St. John's College, Annapolis, 1978; M.A., of Toronto, 1981; Ph.D., of Texas at Austin, 1995; Visiting Assistant Professor, Southern Methodist n11~c.-uu. College of-William and College of Wooster, 1997NEH Fellow, Institute for Advanced lOi)<l-aa: 1\1tor, SL John's B.A., St. John's College, Santa Fe, 1982; M.A., University of Denver Psychology, Advanced Candidate C,G. Jung Institute of Santa Fe, 1\1tor, St. John's College, 1996-. JULIE REHME!IER II B.k, B.S., Fordham 1990; Fellow, Fordham 199092; M.A., Fordham 1992; Teaching Fellow, Fordham University, 1992-94; InstructOT, Marist '·"" "'"" 1995, Tutor, Rose Hill Instructor, 1999; Tutor, St. John's College, Santa Fe, 1999-; Ph.D., Ford11am 2000. EDYIM'1JA. \,VALP!N lLl'L, Political Science, Middlebury MA, English, P1111on111e11mcv (Bread Loaf School of English), ; M.A., Political Science, Duke 1992; Ph.D , Political Science, National Endowment for the Humanities Dissertation Grant, 1993-94; ~"''"'"a"''" Fellow and Instructor, Institut fti.r Politische VJissenschaft, FriedrickAlexander UniversiHit, Erlangen, 'o~rncmu 1994-95; Fellow, Instructor, and DAYl!D C•,JU, B.A., Philosophy, Pomona College, 1990; M.A., Claremont Graduate School, 1991; Ph.D., Literature, 2000; Lecturer in California State San Bernardino, 1991-93; English Instructor, 1992; Philosophy and Religion Instructor, Diablo r993-95; Poet in Residence, and Bookstore, Paris, France, Literature Instructor, UC Davis, 1995-2000; Tutor, St. John's Santa Fe, 2000-. MICHAJlL GmnmER B.A., Liberal Arts, Sarah Lawi:ence '-'u>uc~c, Ig88; M.A.' JOHN'S SUSAN STICKNEY B.A., SUNY-Binghamton, 1970; Fulbright Scholar, Freiburg, Germany, 1970-71; M,A., University of 1972; German teacher, Olney Friends School, 1972-75; Albert-Ludwigs University, Freiburg, Germany, 1975-1980; Ph.D., University of Massachusetts, Amherst, 1985; Tutor, St. John's College, Santa Fe, 1992-. I'ATil.ICIAM. GREER B.A., College of Notre Dame of Maryland, 1966; M.A., Writing Seminars, Johns Hopkins University, 1967; Teaching Fellow, University of Southern California, 1968-69; M.A., St. John's College, Annapolis, 1995; Ph.D., History of of Virginia, 2002; Dupont Writing Fellowship, 2000-01; Adjunct Instructor, History of Asian Religions, University of 1999; Visting Lectu.rer, Sanskrit Epics, Sweet Briar College, 1999; Tutor, St. John's College, Santa Fe, 200I-. EWEN HARRISON B.A., Ecology, Behavior Evolution, University of California, San Diego, 1990; M.S., Biology, 1995, Ph.D. Candidate, University of Michigan; Graduate Student Instructor, University of in.lc1.m'""· 2000; Lecturer, Eastern University, 1998; Graduate Teaching Consultant, UniveTSity of 200001; Tutor, St. John's College, 2001-. JAY§MITH B.A., St. John's College, 1977; M.A. Philosophy, Marquette 1979; Ph.D., Fordham 2002; Environmental Protection f'\µrc111:v. TOl'\h-:Ko: Envirnnmental Consultant, 19902000; Tator, St. John's College, Santa Fe, 2001-. ,LISE VAN BOX-EL Fe, 2000-. B,A., The of Toronto, 1992; M.A., Political Science with High Boston College, 1995; Ph.D. •u<i.nu1mu:e. Political Science, The COLLEGE} 83 of Toronto; 1\1tor, St. John's College, Santa Fe, 2001-. MICA.HEL ANDREW'S B.A., History, Montana State, 1992; M.A., European 1997; Ph.D. History, Tulane r998-2002; Tutor, St. John's College, Santa Fe, 2002-. M:ONHCAl. CASSEL A.B., Comparative Literature, Princeton University, r992; Ph.D., University of 2002; Graduate Instructor in German, English, and Comparative Literature, of Fellowship, Institute for Research on Women and Gender, of Michigan, 2001; Instructor, Desert at Santa Fe, 2002; Tutor, St. John's College, Santa Fe, 2002lr<JGO FAfilN M.A., Philosophy, Freie Universifat Berlin, 1985; Ph.D., Indiana of Wilham and 2000-02; Tutor, St, John's Santa Fe, 2002-. KENNETH R. WOLFE B.A., St. John's College, Santa Fe, 1994; M.A,, Latin, of California at Berkeley, Ph,D,, Classics, of Califorma at 2000; Assistant Professor in Classics and PHIUI.' EARTOK of Denver Institute University of Notre Dame, 2004; Ph.D., �84 {FACULTY} Philosophy, University of Notre Dame, 2004; Tutor, St. John's College, Sante Fe, 2003-. JONATHAN HAND B.A., Government, Harvard University, r98r; Teacher, Colorado Springs School, r984-86; Graduate Student, Political Science, Yale University, r987-89; Visiting Student, Ecole des Hautes Etudes en Sciences Sociales, Paris, r994-95; Ph.D., Committee on Social Thought, University of Chicago, 2002; Lecturer in the College, University of Chicago, r998-2002; Visiting Assistant Professor, Political Science, Furman University, 2002-03; Tutor, St. John's College, 2003-. ERIC POPPELE University of Chicago, r979-80; B.A., St. John's College, Santa Fe, r989; M.S.E., Environmental Engineering, University of Michigan, r99r; Associate Engineer, Montgomery Watson, r992-93; Environmental Engineer, Hinds Environmental, Inc., r994-98; licensed Professional Engineer, New Mexico, r997-; Ph.D. Candidate, Civil Engineering, University of Minnesota, r998-2003; Tutor, St. John's College, Santa Fe, 2003-. J. WAL'IER STERLING IV B.A., St. John's College, Annapolis, r993; Jacob K. Javitts Fellow, U.S. Dept. of Education, r993-97; M.A. Philosophy, Emory University, r997; Doctoral Candidate, Philosophy, Emory University, 1997-; Philosophy Instructor, Loyola College in Maryland, r997-99; Philosophy Instructor, Gwynedd-Mercy College r9992000; Intellectual Heritage Instructor, Temple University, r999-2000; Adult Learning Instructor, Project H.O.M.E., Philadelphia, 2000-03; Tutor, St. John's College, Santa Fe, 2003-. TRAVIS s. COOK B.A. Political Science, University of Maine, r989; M.A. Political Science, Boston College, r994; doctoral work, Political Science, 85 Loyola University Chicago; Assistant Director, Social Philosophy and Policy Center:. ' Bowling Green State University, 2ooo2004; Tutor, St. John's College, 2004-. University, Director of Choral Activities, r989-2000; Director of Humanities, Honors College, 2000-2005; Tutor, St. John's College, Santa Fe, 2005-. KERI ELlzABErHAMEs A.B., University of Chicago, r993; Centu.ty Fellow in Social Thought, University of Chicago, r993-97; M.A., The Committee on Social Thought, University of Chicago• r996; Bradley Dissertation Fellow, University of Chicago, r999-2000; Instructor in English, Connecticut College, 2000-or; Comcast Television Tutor on TV Tutors Live, 2oor-02; Instructor in the Humanities, University of Chicago, 200.2-03; Ph.D., The Committee on Social Thought, University of Chicago, 2003' Research Associate, Zurich James Joyce Foundation, 2003-; Lecturer, University College Dublin Jam es Joyce Summer School, 2003; Lecturer in the Humanities, Yale University, 2003-04; AndrewW. Mellon Postdoctoral Fellow in the Humanities, Yale University, 2004-os; Tutor, St. John's College, Santa Fe, 2005-. JESSICA JEROME LAUREN BRUBAKER B.A. Sociology, Swarthmore College, r970; Union and community organizer, political consultant, r970-80; Entrepreneur, printing and software r980-9r; Ph.D. Committee on Social Thought, University of Chicago, 2002; Visiting Assistant Professor, University of Notre Dame, 2002'03; Lyons Chair in Professional Ethics, United States Air Force Academy, 2004-os; Tutor, St. John's College, Santa Fe, 2005-. KENNEm R. DAVIS B.M. Education, Georgia State University, r973; M.Div. Southwestern Theological Seminary, r977; M.M. University of Tennessee, r982; D.M.A. Conducting, Eastman School of Music, University of Rochester, Teaching Assistantm, r984; M.A. St. John's College, Santa Fe, 2002; Assistant Professor, Western Kentucky University, r984-89; Professor, Texas Tech B.A., University of California at Berkeley, r993; Anthropology, University of Chicago, M.A., r995, Ph.D., 2003; Visiting Assistant Professor, DePaul University, 2002-2003; Postdoctoral Fellow, MacLean Center for Bioethics, University of Chicago Hospitals, 2003-04; Tutor, St. John's College, Santa Fe, 2005-. T. ANDREW KINGSTON A.B., English, Kenyon College, r995; Ph.D., Philosophy and Music, The University Professors Program, Boston University, 2003; Lecturer, English, Boston University, 2oor-02; Visiting Instructor, Integrated Program in Humane Studies, Kenyon College, 2oor-02; Adjunct Instructor, Jazz Piano, Kenyon College, 2oor-02; Instructor, Writing Program, Boston University, 200203; The University Professor's Program Post-Doctoral Fellow, Boston University, 2003-04; Instructor, Core Curriculum, Boston University, 2004-05; Tutor, St. John's College, Santa Fe, 2005-. li'REDERICKMONSMA B.A., St. John's College, Annapolis, r982; Ph.D., Philosophy, Boston College, 2003; Tutor, St. John's College, Santa Fe, 2005-. B.A., Political Science, University of Illinois, Urbana, r992; M.A., r994, Ph.D., r998, Politics, University of Dallas; J.D., School of Law, Northwestern University, 2003; Adjunct Professor of Politics, University of Dallas, r996-2000; Adjunct Instructor of Political Science, University of North Texas, r998-99; Adjunct Professor of Law and Political Science, John Cabot University, 2005; Adjunct Professor of Political Science, American University of Rome, 2005; Tutor, St. John's College, Santa Fe, 2005-. GREOGORYW. SCHNEIDER B.A., Philosophy, University of Dallas, r990; M.D., University of Missouri-Columbia, r995; Resident Physician, Family Medicine, University of Missouri-Columbia, r995-98; M.L.A., Liberal Arts, Southern Methodist University, 2005, Assistant Professor of Family Medicine, Medical Ethics, and Literature and Medicine ath the University of Texas Southwestern Medical School, r998-2004; M.F.A. Candidate, Science and Natural History Filmmaking, Montana State University, 2004-; Tutor, St. John's College, Santa Fe, 2005-. �86 PRESIDENTS EMERITI Edwin Jules Delattre William M. Dyal, Jr. John Agresto John E. Balkcom TUTORS EMERITI AND RETIRED TUTORS Brother Robert Smith, F.S.C. Robert Bunker Curtis A. Wilson Charles G. Bell Thomas King Simpson William A. Darkey LouisKurs Edward Grant Sparrow Thomas J. Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. Robert Williamson Benjamin Milner Chaninah Maschler RobertD. Sacks Laurence Berns Samual S. Kuder George Doskow Edward Malcolm Wyatt Don Cook E. Ray Davis, Jr. Glenn A. Freitas Katherine Boaz Robert Richardson Elliott Skinner Joe Sachs {ST. JOHN'S COLLEGE} HONORARY FELLOWS OFFICERS, ASSOCIATES AND STAFF RAY CAVE B.A., St. John's College, Annapolis, Ig48. STEPHEN FEINBERG B.B.A., UniversityofTexas, Austin, Ig67. ANNAPOLIS SANTA FE President Christopher B. Nelson President Michael P. Peters Dean Michael G. Dink Dean David Levine Vice Presidentfor College-Wide Advancement Jeffrey A. Bishop Treasurer Bryan E. Valentine Vice Presidentfor Advancement, Annapolis Barbara Goyette Treasurer Fred H. Billups, Jr. Director ofthe Graduate Institute Joan Silver Assistant Dean Anita Kronsberg Director ofAdmissions John M. Christensen Director ofAlumni Activities Jo Ann Mattson Director ofAthletics Leo Pickens Director ofCareer Services Shahrzad Arasteh Director ofFinancial Aid Paula Abernethy Librarian Andrea Lamb Director ofCommunications Rosemary Harty Registrar Reenie Craven Nurse Practitioner Carolyn Buppert Director ofthe Graduate Institute Krishnan Venkatesh Assistant Dean Judith Adam Director ofAdmissions Lawrence H. Clendenin Assistant Director ofAlumni Activities Marni Hamilton Student Activities Manager C.J. McCue Director ofCareer Services Margaret E. Odell Director ofFinancial Aid Michael Rodriguez Library Director Jennifer Sprague Director ofCommunications John Hartnett Registrar Marline Marquez Scally Family Nurse Practitioner Terry Selvage Director ofHuman Resources Ted R. Gonzales 87 �88 {PROFILE} FRESHMAN CLASSES ENTERING FALL 2005 AND JANUARY 2006 Annapolis Santa Fe 37 I 35 States Represented Alabama Alaska I I Arizona 2 Arkansas I California Colorado IO 23 I 9 2 Connecticut Delaware Florida 9 5 4 Kind of School Attended Public I 2 2 28 2 9 4 3 2 3 I Mississippi Missouri I I I I Montana I I New Hampshire New Jersey New Mexico New York 3 4 0 I 9 4 8 North Carolina Ohio Oklahoma South Carolina South Dakota Tennessee Texas Vermont Virginia Washington West Virginia Wisconsin District of Columbia Previously Attended College Veterans Massachusetts Michigan Minnesota Rhode Island Early Entrance Range of Ages 2 Iowa Oregon Women 6 2 Kansas Pennsylvania Fall 2005 January2006 Men 3 2 Illinois Indiana 3 I7 I I 0 II 6 2 5 I 6 3 I 2 5 4 I I 24 I I3 3 2 I I 3 Santa Fe I I I I Number of Students 3 5 2 Georgia Hawaii Idaho Maryland Annapolis Foreign Countries Canada China Independent Homeschooled Receiving Financial Aid I49 I8 II7 89 78 85 6I 29 7 I 30 42 I7-28 I6-53 I 0 I02 98 56 6 35 64% 683 7 SAT Ranges* Middle50% Verbal 660-?60 Middle50% Math 590-680 *Combined entering classes, fall 2005, vv.ith 80% reporting � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 2006-2007 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 88 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 2006-2007 Date A point or period of time associated with an event in the lifecycle of the resource 2006-2007 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 2006-2007 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2049370b5076961a9e919c94b6d562d5.pdf 38e3c109867fe683f355fa748969db1e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 88 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 2007-2008 Date A point or period of time associated with an event in the lifecycle of the resource 2007-2008 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 2007-2008 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/bd3b199f4293f2d38806e496d698725b.pdf 7f152ee09acc9d314865c695aeb3c207 PDF Text Text STATEMENT OF THE ST. JOHN'S PROGRAM !J I-I 11 ANNAPOLIS · SANTA FE ANNAPOLIS, MARYLA_ND 2I404 L'fI0-263-2371 Founded as King William's School, I696; chartered as St. John's College, I784; accredited by the Maryland State Department of Education, by the lVlidCIJe States Association of Colleges and Schools (3624 Market Street, Philadelphia, PA rgrn4; 2r5-662-5606), by the North Central Association of Colleges and Schools ( 30 N. La Salle Street, Suite 2400, Chicago, IL 60602; 800-6I2-7.q40), and by The American Academy for Liberal Education (I?IO Rhode Island Avenue, NIJV, Lf'h Floor, \X!ashington, D.C. 20036; 202452-86n). The college is co-educational and has no religious affiliation. St. John's adniits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, disability, or sexual oTientation. Academic facilities and most residence halls are accessible to persons wiLh physicB1 disabilities. The college reserves the right to modify the programs and policies herein stated without notice. �'l {COLLEGE CALENDAR 2008-2009} {COLLEGE ANNAPOLIS 2008-2009 CALENDAR 2008-2009} SANTA FE 2008-2009 August26 Upperclass Registration August26 Upperclass Registration August27 Freshman Registration and Convocation August27 Freshman and Sophomore Registration August28 Classes Begin with Seminars August28 Undergraduate Classes Begin with Seminars October r7 -20 Long Weekend August28 Convocation November 26 - 30 Thanksgiving Recess October r7 - 20 Long Weekend Decemberr8 End of First Semester November 27- 30 Thanksgiving Recess December rg - Januaryn Winter Vacation Decemberr8 End of First Semester Januaryr2 Second Semester Begins December rg- Januaryr8 Winter Vacation February 6 - g Long Weekend Januaryr6 January Freshman Registration March6-22 Spring Vacation Marchr4-29 Spring Vacation Mayrs End of Second Semester May21 End of Second Semester Mayr7 Commencement SUMMER 2009 Commencement SUMMER 2009 June 22 Graduate Institute Summer Session Begins Juner January Freshman Second Semester Begins Augustr4 Graduate Institute Summer Session Ends June 22 Grnduate Institute Summer Session Begins August6 January Freshman Second Semester Ends August rs Graduate Institute Summer Session Ends �{TABLE 6 THE 8 ro II 16 20 22 THE 27 28 28 29 30 31 32 32 33 33 35 37 Intirodu.ction CURRICULUM Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Great Books ACADEMIC 45 48 ORDER Tutors Instruction Committee Library Schedules and Exa1ninat:ions Academic Standing of Bachelor of Arts Graduate Study and Careers after St. Jolm' s Graduate Institute in Liberal Education of Master of Arts in Liberal Arts Degree of Master of Arts in Eastern Classics Directory Information and !Right to RESIDENCE 38 41 CONTENTS} OF & STUDENT LIFE Annapolis Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS 51 Overview Requirements for Admission Procedure for Applying Campus Visit 52 53 55 FEES & FINANCIAL AID 56 57 58 59 60 63 Procedmes and Deadlines Sources of Aid Student Budget Billing and Deposits Refund Policy Criteria for Judging Satisfactory Provess 66 Board ofVisiton; and Goven1ors 87 Officers, Associates, and Staff �{ST. 6 JoHN°S 7 COLLEGE) {INTRODUCTION} t. John's College is a cornwunity dedicated to liberal education. Liberally the college believes, a commitof fundamental knowledge and to the search for and the means and the will to become free and citizens. SL that a genuine liberal education face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The been to about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in num- ry function of the liberal arts has most originally and often most or governed. These books are the most "~··-~·"cThey are both timeless and they illuminate the existence, and ber: grammar, logic - the arts of language; and and astronomy - the Sits of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive in analyzing, speaking, and and also in measm- mg, deducing, and There are many ways to six of mathematical demonstration, them: u"""'~"''1u.11 and musical all serve the same end: to invite the students to think for themselves. By these means, students vvill be actual situations, to deliberate clear alternatives with the by the others. In that sense converse with each other. take part, within the limits of their in a conversation. This conversation, is one-sided. The great books can repeat what they have to say, without the clarifications that we desire. To this defect is the of the St. John's seminar. Here a number of students of varied faced with a text that may attempt It is that the students are to submit their to one another's The demands of the individual and those of the group are rn continuous limits within which the discussion moves >Nith the utmost oYL'"""JJ,e freedom. The discussion may concern itself with of an argument. Gn the other to establish the ""'caJ1u""' of poem or the it may concern itself with more or with very contemporary that thrust themselves forward. The students to the seminar the of its histoncal manifestations. the aim is to ascertain not how were, but how the students make reasonable decisions in whatever circumstances at a proper choice. The will serve the students who have learned them K.nowledge advances and the fundamental outlook of may over the centuries, but these arts of remain in one form 01' another indisOJvH0•AU'v· They enable men and women to win lrnowledge of the world around them of themselves in this world and to use that ·with v\Tlsdom. men and women can free themselves from the wantonness of men and h'L•uvHcw'c women can axts curriculum cannot avoid The aim of the education offered by St. is the liberation of the human sex, reli- intellect. This is an education for country of gious '"'"cu.u"" great books and struggling raise, students and their teachers learn from their differences ancl discover their shared humanity. In this and other ways, a of Because it offers an education for College has known and available to and continues to seek to make its program of of diverse �8 {THE CURRICULUM} THE SEMINAR T .................................................................. he heart of the curriculum is the seminar - a discussion of assigned readings from the boo~s of the program. In each seminar seventeen to twentyone students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, for two hours or sometimes longer if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once underway, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices and on humanity's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading, but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument - an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to {ST. JOHN'S COLLEGE} a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best, the seminar may reach insights far beyond the initial views held by any of its members. Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues, and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But 9 the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding, and to help them arrive at intelligent opinions of their own. Every freshman, sophomore, and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes a major part of the process called enabling (seepage3r). �{ST. 10 {THE JOHN'S fl COLLEGE} CURRICULUM} THE PRECEPTORIAL or about seven to eight weeks at the end of the first semester seminars of the and senior classes are replaced by These are small groups of students engaged in the study of one book, or in of one subject several books. Students are usua choice of twenty-five to thirty p.re!cei:;ton on books or of particular interest to the tutors who offer them. Students may suggest a and invite a tutor to study it with them. many study one of the books of the seminar list, or a theme suggested the program, some may deal with books and themes the students would not otherwise encounter. There are more than ten students in a at a pace Guided more . by the semmar. the students' work is some form of written work either a formal paper or a t~ the class. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Heidegger: Being and Time ························································ Darwin: Natural Selection ri~t~:··························································· S~r~r~: f!ei1ig and Nothingness Galileo: Dialog~~;;~;,~~ Two Chief World Systems ............................................................................. Selected Kant: Critique ofJudgment H~bt~~ i~;~~~~lz~~··················· .. £;1;~;i;~~~~:~iR~;~~;~1z~; ;; · Electricity and Magnetism E:~1~i~~i :p;~t;i~~~~ i~~ i\1i~ili~i1~~··· ~i~~~~~i~~ :• t.~ii(~!z~ ;zi~~/iz.?is THE TUTORIALS he seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and wxiting. Other learning devices must therefore it; these are the tutorials in language, mathematics, a.nd music. For each of four years, a student attends one language and one '"'ucrnau.c;o tutorial three times a week also attend a music tutorial" In the tutorials, around a table, about thixteen to sixteen students learn together under the direct and instruction of a tutor. The tutorial toward a careful translation or demonstration, of an important work As in the seminar, students talk one another ancl with the tutor, bLtt the discussion on tasks. There are for all students to contribute their measure of instruction and to their fellows. Other tutors occaattend, seeking to learn about a teach. macle in all classes mathematics, music, sections, as well as in language tutcrials. The students are thus called upon to articulate and cm.a""'""" in both the >AJTit- means of communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and of terms; to the role of n1•ot<ml101rs ancl images; and to the logical relations that""'""'""'''" The (Greek these languages, into English, each other and with learn t11e four years, then, language as the discourse of as the articulation of their own resources of articulate and the rules that must govern it if it is to clear, consistent and effectiYe - if it is be and structions, and the studied. Thus the THE LANGUAGE TUTORIAL so the is sepa- rated from profession by technical the language tutorial attempts this condition in the shades of and with the structure and rhetorical pattern a given work. Those are matters that �{ST 12 {THE JoHN'S CoLLEGE] 13 CURRICULUM} not come into seminar discussions. The students' concern with them in the language tutorial all their for whatever immediate end, and enriches their understanding, and increases their to think and to speak well. A . . purpose of the language tu tonal is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of translation. Issues are to the fore that might otherwise have been neglected, and can be discussed with greater than the seminar in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign but the students can expect to obtain a ical forms and a grasp of the ities of the languages that the individuality of another language is to extend the boundaries of one's ~c;Jt101rJ11..tLv The choice of foreign languages is in part dictated by the seminar reading schedule and is in part Latin and German might be used without chano-ina b- b the pattern and aims of the tutorial. The of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends 1ATith cmo h''°' c and discussion of works Donne, and other English poets. . The French of the third year begins with a bTief, intensive of French grammar followed by the of a French text. The aim here is economical progress toward in the reading of French. Students already fluent in French may be from these stages. Then follows examination of the form and content of French nrose selec, K t10ns. Discussions of both form and content are related to assignments, including exercises in translation in which the students attempt to match in their mvn tongue the excellence of their models. In the second semester a read- Racine's Phedre The and of each poem in its parts and as a whole. It also a st~bstantial basis for discussion of the art of poetry and clanf1cat1on of the relation of that art ,10 t.he traditional liberal arts oflanguage, Wntmg assignments include exercises in translation more ambitious than those in the third year The year ends with analysis and discussion of modern British and American poets, such as T S. Eliot, Dylan Thomas, W. B Yeats, and \Vallace Stevens. THE MATHEMATICS TUTORIAL of education; is a vital that this is true or ought to be is suggested the word itself, for it is derived from a Greek word meaning "to learn." It is then, that students should come to dislike mathematics or to think of as umnathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which u«>-U''""'u'" ~""',,r""° and formulas are based. Mathematics at St. John's is studied as a liberal art, not artificially separated from what have come to be called the humanities, \YJhen mathematics is taught at an unhurried pace, in an atmosphere of reflective and from treatises chosen not for their matter but also for their and as it is at Sc mathematics becomes not the most readily learnable liberal art but also one that provides access to others and oi~_u1Jt1c.dH< analogies 'With them. There are two main reasons for studying mathematics. First, it our modern world, perhaps even defines it, Therefore anyone who means to criticize or reform, to resist or with this world, not only must have some famil'With the mathematical methods by •Nhich it is managed, but also must have thought about the assumptions that underlie their It is the task of the mathematics tutorial and the laboratory to students to think about what it means to count and measure in the universe. The second main Teason for mathematics concerns the mathematics tutorial more Since mathematics has, as its name a close connection with the human capacity for learning, its study is eoue1crn.1ly useful in helping students to think about what it means to come to know To prepare themselves for such reflection, students study mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of nimbleness of imagination, and ""'"'ccnc.'" of expression. But while are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their OW11 activity. Scores of questions, of which the following are are raised during the four years: and how do mathematical carry such conviction? What is a mathematical system and what are its proper "-"·''"-~H'"" and ends? \)\That is the relation of logic to mathemancs? 'What do "better" and "worse," "ugly" and "beautiful" in mathematics? Do come to see it? grow out of the the mathematics tutorial that is often carried over into the �14 {THE CURRICULUM} tuto:rial at St" John's and the cou:rse in mathematics. Ptolemy presents a mathematical of the but he gives more than that: His work is both an example of mathematics to phenomena and a companion to the philosophical, and :religious :readings that are taken up in the first and In the second year, the students continue the study of with emphasis upon those difficulties and complexities of the ge<)Cc:ntnc system that are brilliantly transformed by the Copernican revolution. They study transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a presentation of the mathematics" .After this they analytic geometry, which presents the conic secform. of algebra as the In the third year, calculus is studied both in its modern form and as Newton presented it in his Principia Mathematica. In the second semester, students take up J\Tewton's treatment of in the Principia, in which he and motions under one law and geometric astronomy with a in which orbits are determined of force. The year concludes with an examination of Dedekind's of real the endeavor to a rigorous arithmetical foundation for the calculus. The mathematics tutorial is both an introduction to physics and a foundation for the of the n '"""rm" cal outlook of the modern world" In the fou:rth year, the reading of Lobachevski's to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature {ST. JoHN's COLLEGE} 15 of the geometric art as a whole. Seniors also Einstein's special ofrelativity, which challenges our conventional vvui~'"b of the nature of time and spaceo THE Musrc TUTORIAL One of the aims of the St, John's program has been to restore music as a liberal art to the curriculum, The study of music at St. John's is not directed toward performance, but toward an understanding of the phenomena of musico The ancients accorded music a among the liberal arts because understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was for on the ratios among whole numbers. In particular, the music program at St. John's aims at the understanding of music through close of musical and analysis of works of musical lite:rature, In the freshman year, students meet once a week to the fundamentals of and its notation" Demonstration takes the second semester the students year, a tutorial meets thTee times a week Besides the ~,,,,_, .. ,,,_,, the music tutorial reflects two different but aspects of music is intirelated to language., and poetry. On the other, it is a and self-sufficient an, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a of the ratios of musical and a consideration of counterpoint, and harmony. None of these are done apart from the sounding reality of good musico The inventions of the songs of Schubert, the masses of Palestrina, the St Matthew Passion of Bach, the operas of Mozart, and the instrumental works of Beethoven are the real textbooks. In the second semesteT, at least one major work is analyzed closely" Seminars on great works of music are included as part of the regular seminar schedule" Instead of reading a text, students listen to of a tion and familiarize then1selves with its score before the seminar meets. discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �16 {THE CURRICULUM} {ST. THE LABORATORY T ························ ································ hree hundred years ago, algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one that the college takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose, St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology, and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory, and fact has to be carefully scrutinized. All of this is supported by the JOHN'S COLLEGE} 17 mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The college does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (r) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption, and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact." A laboratory section consists of fourteen to sixteen students working under the guidance of a tutor, with the help of lllore advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used exposition and discussion of theory, experimentation, or for both, as the gress of the work requires. In most es, the basis for discussion is a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �18 {THE CURRICULUM} LABORATORY TOPICS The general topics of study have been chosen from elementary physical and biological sciences. The sequence of study may be outlined as follows: ISTYEAR 12 20 weeks: Observational biology weeks: Studies of matter and measurement, leading to the atomic theory of chemistry .3..~D y~il:R .. .... .... .... .. . .. .... .... ············· . Topics in physics: mechanics, optics, heat, electricity, magnetism 10 weeks: Quantum physics 18 weeks: Genetics, evolution, molecular biology THE FIRST YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, and embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the nonliving in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature, and {ST. JOHN'S calorimetry are taken up, experimentally and in discussion ofthe relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot, and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a qualitative description of force, acceleration, work, energy, and potential to their reformulation in terms of ·derivative and integral; at the same time, .;the physical concepts serve to illustrate •the mathematical ideas. The concepts of •J:jlechanics are to be used to formulate rnative theories of light - corpuscular d wave - and the success of either theory accounting for optical phenomena is COLLEGE} 19 examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. The Laboratory program ends as it began - with a study of living organisms. In the spring of the senior year, students finally confront the evidence and arguments for their modern views of evolution and genetics. The semester begins with Darwin and Mendel, proceeds to a synthesis, and then traces developments in cellular and molecular biology which are thought to undergird this synthesis, as presented in seminal papers by 20th century biologists. In addition, this work raises questions about whether there is purpose in nature, whether there are natual kinds, what distinquishes living from non-living, whether living things have a wholeness, and if so, what is responsible for it. �20 {THE CURRICULUM} THE FORMAL LECTURE T he curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. {ST. Jo'HN's LECTURES AND CONCERTS The following list provides some examples oflectures and concerts given on one or the other campus in recent years: "The Iliad: A War Poem" Bernard Knox "What Makes Crime Go Down?" James Q. Wilson "Galactic Nuclei, Active Galactic Nuclei, and Quasars" James Beall "James Madison and the Bill of Rights" Robert Goldwin "The Tears of Odysseus" Cary Stickney "Evolution and Development" J. T. Bonner Emerson String Quartet "Madness, Reason, and Recantation in Plato'sPhaedrus" Martha Nussbaum "Telling Lies" Eva Brann "Botticelli's Prima Vera: Anatomy of a Masterpiece" Paul Barolsky "On the Opening Chord ofWagner'sRing" Elliott Zuckerman "Desiring What is Beautiful" Samuel Kutler "Visualizing Infinitesimals" Barry Mazur COLLEGE} 21 "The Parable of Don Quixote" Joe Sachs "Vedic Orthodoxy and the Emergence of Philosophy in Ancient India" James Carey "Citizenship in a Mass Democracy" Mark Hatfield "Mimesis and the End of Art" John Sallis "Butterflies of the Brain: on Neurons, Neuroanatomy, and Consciousness" JorgeAigla "Social Ordering and the Systematic Production oflgnorance" Lucius T. Outlaw Aries Brass Quintet "Hamlet and Lear: Dread of Something, Fear of Nothing" Michael Platt "Baudelaire's Swan Song" Jonathan Tuck Stefan J eckiw, violin; Max Levinson, piano "Aristotle's Dialogue with Socrates: On the Nicomachean Ethics" Ronna Burger "Cartesian Certainty of Moral Freedom, or the Dreams of a Slave" Janet Dougherty "Homer and Aeschylus" Stephanie Nelson �22 {THE {ST CURRICULUM} ST, JOHN'S LIST OF GREAT BOOKS 'T···. , he list of books that serves as the core of the curnculum had its at Columbia College, at the of Chicago, and at the Since r937, it has been under continuous review at St, John's College, The distribution of the books over the four years is More than two thousand years of intellectual form the of the first two years; about three hundred years of history form the for almost twice as many authors in the last two years, The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year ranges from the Hebrew Bible to the sixteenth century seeds of modernity; the has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year bTings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not a historical approach to the subject matteL The St. John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times" It invites them to reflect both on their continuities and their cliscontinuitieso The list of books that constitute the core of the St, John's program is subject to review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses, although not always in their entirety, Books read in seminar are indicated by an asterisk JOHN'S COLLEGE} 23 FRESHMAN YEAR *Homer: 'Emipides: *Herodotus: "' ATistophanes: *Plato: Aristotle: Euclid: 'Lucretius: *Plutarch: Nicomach11s: Lavoisier: Essays by: Iliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colo nus, Antigone, Philoctetes, Peloponnesian Wctr Hippolytus, Bacchae Histories Clouds Meno, G01gias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus ''Poetics, *Physics, '' JIJetaphysics, *JVicomachean Ethics, On Generation and Corruption, *Politics, Parts ofAnimals, Generation ofAnimals Elements On tlze Nature of Things "Lycurgus," "Solon" Arithmetic Elements of Chemistry Motion ofthe Heart and Blood Archimedes, Fahrenheit, Avogadro, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Stears, Thomson, Berthollet, JOL, Proust rr SoPHOlVIORE YEAR ''"Hebrew Bible ''New Testament ""De Anima, On Interpretation, Prior Analytics, Categories Conics Aeneid n ~'°Brutus" '-"Caesar?n ~'Cato the Younger n Discourses, Manual Annals 9 Tlze Enneads ''Maimonides: Proslogium Summa Theologiae Divine Comedy Canterbury Tales The Prince, Discourses On the Revolutwns ofthe Spheres Epitome JV Gargantua Introduction to the Analytical Art JVovwn Organum �24 Poems Descartes: Pascal: Bach: JVfozart: Beethoven: Schubert: Monteverdi: {THE CURRICULUM} '1?ichard II, *llamlet, ''Othello, Marvell, Donne, ai1d other I6th- and I7tl1-·centiLff'{Poets Geometry, ''Discourse on Method Generation ofConic Sections Inventions Operas Third Symphony Songs L'01feo Symphony ofPsalms {ST, "Goethe: Darwin: *Tocqueville: ''Lin cob: *Frederick Douglass ''Marx: *Dostoevski: ''Eliot *Locke: Racine: Newton: Leibniz: ·"S·vvift: ''Hume: ''Rousseau: *Moliere ' 1 Adam Smith: ''-Kant: *J\i[ozart: *Austen: Dedekind: and Iviadison: *Twain: *Wordsworth: Don Quixote Two ]\few Sciences Leviathan Meditations, Rulesfor the Direction ofthe Mind Paradise Lost Ma.rimes Fables Pensies 1/·eatise on Light, On the JVlovement ofBodies by Impact JVliddlemarch Theologico-Political Treatise Second Treatise ofGovernment Phedre Principia Mathematica '111on:idology, "Discourse on Metaphysics, Essay on Dynamics, *Philosophical Essays, "Principles ofNature and Grace Gulliver's T!·avels Treatise ofHuman Nature Social Contract; The Origin ofInequality fVealth ofNations Critique ofPure Reason, Foundations ofthe Metaphysics ofMorals Don Giovanni Pride and Pre/udice Essays on the Theory ofNumbers *Articles of Confederation, '•Declaration ofIndependence, ''Constitution oftlze United States ofAmerica The Federalist The Adventures ofHuckleberry F'inn The Two Part Prelude of1799 Taylor, Euler, D. Bernoulli, Orsted, "~"'"''0i0. Maxwell COLLEGE} SENIOR YEAR JUNIOR YEAR ''Cervantes: Galileo: ','Hobbes: ''Descartes: *Milton: La Rochefoucauld: La Fontaine: ''Pascal: JOHN'S Court Faust Origin ofSpecies PhenomenologyofJVlind, (from the Theory ofParallels Democracy in America Selected 'U't:t<"rn"' Selected ov<oectico Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital, Political and Economic Manuscripts of1844, -The German Ideology Brothers Karamazov JVar and Peace Benito Gerena Selected stories Psychology, Briefer Course Beyond Good and Evil Introductory Lectures on Psychoanalysis Les Fleurs du JVlal *MelviJle: *O'Connor: "\VilhamJames: *Nietzsche: ''Freud: Baudelaire ''Booker T "v1o""'r;cvu. ''DuBois: The Souls ofBlack Folk ''Husserl: Crisis ofthe European Sciences Basic Einstern: *Conrad: Hearl ofDarkness Faulkner: Go Down JYJoses Flaubert Un Coeur Simple Mrs. Dalloway Poems Yeats, T S. Eliot, \JVallace Stevens, Rimbaud Faraday, J_ J_ Thomson, Millikan, Minkowski, Rutherford, Davisson, Sch:rodinger, Bohr, de Broglie, Heisenberg, Mendel, Boveri, Suuon, Morgan, Beadle & Tatum, Sussman, Vf!atson & Crick, Jacob & Monod, Hardy 'These authors or works are read in seminar: The others are distributed among the tutorials and laboratory, 25 �26 {THE CURRICULUM} {THE THE TUTORS OF ACCORDING TO CONVENTIONAL SUBJECT THROUGH THE Foun YEARS Lite:rafu::re FA·esbm..f'ill Year Philosophy amid The@logy Histm_·y and Social ScieITTtce Horner Aeschylus Sophocles Plato Aristotle Lucretius Herodotus 'Thucydides PlutaTch Euripides ATistophanes Sophollno:a'e Virgil Dante Chaucer Rabelais I J 1 I S.snior YeaY Euclid Nicomachus Ptolemy Lavoisier Dalton Jil-chimedes Pascal Fahrenheit Avogadro Cervantes Milton Swift Racine La Fontaine }.Austen La Rochefoucauld G.Eliot l\/Ioliere Wordsworth Twain Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Locke Rousseau Adam Smith Hamilton, Jay, Madison Documents from American political history Galileo Young Tolstoy Dostoevski Baudelaire Hirnbaud Valery Yeats Kafka Yif. Stevens T. S. Eliot Conrad V. Woolf O'Connor IVIelville Faulkner Goethe Flaubert Hegel Kierkegaard Nietzsche \'V. James Heidegger Plato Husserl Hegel Marx Documents from American political history 'Tocqueville Lincoln Supreme Court opinions F. Doug"las B. "\Vashington DuBois Hamilton, Jay, IVIadison Faraday Lobachevski Rutherford Minkowski Davisson de Broglie Beadle Tatum Boveri Sutton lVIorgan Sussman Hardy Shal~espeare Juni•ra· Sdcn~e Plutarch Tacitus Machiavelli Donne Marvell Yem.' Mathematics andNatiural Aristotle Epictetus Plotinus The Bible Augustine Anselm Aquinas Luther :Montaigne Bacon lVIaimonides Yea:il: ACADEMIC Musfo l\1ariotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Hanrey Driesch Ptolemy Apollonius Copernicus Descartes Pascal Palestrina Bach IYlozart Beethoven Schubert Stravinsky Haydn Des Prez Monteverdi Viete Kepler Euler Taylor Newton Leibniz Huygens Dedekind D. Bernoulli Faraday MBA'"well 0rstecl Ampere Mozart Mendel t St. John's, the teaching members of the are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages oflearning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the teacher of the class - it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. \)\!hat then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise issues that will engage the intellectual and imaginative powers of their students. Next, must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and . The tutors should be and to encourage students to examine the of their first attempts at In summary, the role of the tutors is to question, to listen and to help. The help might take the form of Wagner J. J. Thomson Bohr IVIillikan Sehr Odinger Darwin Freud Einstein Heisenberg \l{latson & Crick Jacob & lVIonod In mder that conversations at St. John's will not be linnted to what fits inside a it IS essential St . John's tutoTS re-educate themincreased understanding those parts of the program that are outtheir field of post-graduate training. " tutors with advanced m mathematics would prepare RDER} 27 themselves to lead requiring translations from or Racine. The advantage of this for students is that they are under the of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no The advantage of this for tutors is that they <ITe involved with of works of such richness that are continually tempted to strive for greater sion of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This 1s necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a section, and are continuLea1.;1rnlH! their colleagues 1md learnfrom them. It is that tutors have time to more deeply into the foundations and wider contexts of what is studied at St. John's than the for classes allows. In order to avoid staleness and the ever-present danger of succumbing to routine are sabbatical leaves to allovv for leisure and serious Between sabbatical leaves, study groups are set up. Leaders of such groups are sometimes relieved of part of their duties. The groups engage in a t111rn•rn1Hfi1 study and of a themselves or the Instruction Committee of the faculty. Scholars from other the g:roup fm certain the under may not related to the St. John's curriculum, the work of the groups opens new for cc<H;iu11"'and at St. John's. �28 {THE ACADEMIC THE INSTRUCTION COMMITTEE THE LIBRARY T he books chosen for study at St. John's are collected in the best editions and translations that can be obtained. These works form the basis of the collection, with additional volumes serving as secondary sources and representative works in the major fields of learning. Holdings are most extensive in philosophy, literature, and the history of science. The library also provides newspapers and periodicals, audio-visual materials, multiple copies of some seminar readings, and other smaller collections. A faculty committee assists the librarians with collection development. The libraries on the two campuses have a total collection of over r65,ooo volumes. The Greenfield Library in Annapolis was renovated in r996, and occupies the old historic building formerly known as the Maryland Hall of Records. The library's catalog is available online, as are library JOHN'S SCHEDULES P T he Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on appointments to the faculty. The committee consists of the deans and twelve tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets annually, alternating between the two campuses, and the dean at the host campus presides at those annual meetings. {ST. ORDER} databases and other electronic resources. Internet access is provided via the public terminals. Comfortably situated study spaces with subtle natural light are available for reading and contemplation. The music library is housed apart in the Mellon building, and offers sound recordings and printed scores, all available for loan. The Faith and John Meem Library opened in Santa Fe in r990. It offers a variety of study areas designed to accommodate up to half of the student body at a given time, including two 24-hour study rooms, and a music room with listening carrels and a collection of compact discs, records, and tapes. The library also provides public terminals for accessing the online catalog, electronic resources and the Internet. Both libraries hold interesting special collections, including several hundred early or first editions of works read in the Program. Annapolis has retained several of the original books from the Bray Collection, dating from r696 and known as the "first public library in America." I also possesses the Prettyman Collection o Signed and Inscribed Books, some 80 titles of first editions signed by th authors. The Witter Bynner Collectio and the Edgar Allen Poe Collection · Santa Fe contain first editions of each po as well as other belles lettres. In additi the Santa Fe library contains a faculty alumni publications collection and t Holtzman Music Collection. erhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and . seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. 29 COLLEGE} Except for the preceptorials in the junior and senior years, and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three-andone-half hours to four-and-one-half hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Each week there are two evening seminars, lasting two hours or more. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. ASAMPLE FRESHMAN SCHEDULE, ANNAPOLIS MONDAY TUESDAY WEDNESDAY THURSDAY Language Language Mathematics Language Mathematics Laboratory Laboratory FRIDAY Mathematics Chorus Seminar Formal Lectnre WEDNESDAY THURSDAY FRIDAY Mathematics Mathematics Seminar SAMPLE FRESHMAN SCHEDULE, SANTA FE MONDAY TUESDAY Mathematics A.M. -12:00 P.M. Language -4:30P.M. Language Laboratory Laboratory Chorus -4:30P.M. -9:30 P.M. Language Seminar Seminar Formal Lectnre �--pc= 30 {THE ACADEMIC ESSAYS AND EXAMINATIONS Es SAYS .Annually in Annapolis and each semester in Santa Fe, all freshmen, and submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held. These are conducted the seminar leaders. The students are on the texts have read m the paper they have written and on their critical and tive opinions. It is not the aim of the examinexs to find out how much students Temember. Students are to consider the different parts of their relation to each other and to lems that may not have been treated in any of their classes" For the first onJJ examination of the year is given before the winter vacation, and for and seniors ORDER} THE ALGEBRA ExALvUNATION Before the second semester of their sophomore year, students must pass an examination in and N~fl~m.ohu Review sessions are offered. THE FINAL EssAY AJ\fD ORAL EXAMINATION In the the student is rPrrnrcPrl present to the faculty a final some aspect of the four years' work. not intended to be a piece of research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay wTiting; this the seniors attend no classes. If the final essay is by the committee to which it has been assigned for reading, the student is examined about it by the committee in an hour-long nation, No is awarded unless both The senior essay is as a culmination of the student's {ST. JOHN'S ACADEMIC STANDIT..JG ecause St. John's classes are small and intimate, and because students tutors are aware of their students' progress from to The tutors' of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the capacities to pursue this course until there is clear evidence to the is room within it for a wide range of ability and for individual choice and guidance Moreover, St. John's is free from the pressures of conventional examinations and for Because student JS essential to the way in which classes are conducted at St. John's, attendance at all reguhlrly scheduled college exercises is A record of absences is COLLEGE) 31 time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a the student may be placed on academic with the of conditions that must be met The normal semester. LETTER GRADES Students are not to work for but to develop their powers of understanding. Therefore, within the colgrading is not of central Students are told theiT request. The tutor's N•nn,_.,,,,," ment of a student is each semester as a conventional letter A, B, C, Dor F, where C indicates that the work is at a leveL Such a grading system is necessary for students who wish to enter or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has the student is asked to leave the college. SOPHOMORE ErTABUNG the college, the most of evaluation is the don rag. Once a , and meet with theu tutors in the don to their tutors' reports and on their own work Advice may and given; difficulties may but are not reported or year, conferences of the don rags. In conferences, stureport on their own work, and then tutors comment on that report. By the enabling is a review the Instruction Committee, with the advice of all the tutors of of the stu- cedure. enabled to enter the they have WTitten a sa1:is1:actoi·y then only if in the of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student writan acceptable senior essay. �32 {THE ACADEMIC {ST, ORDER} mathematics; 6 work in the health as • 6.63 work in social services, 0 '"0'"m'""' and laboratories are translated into terms Quui<c<-co. The curriculum one GRADUATE STUDY AND CAREERS AFTER ST JOHN'S n a world in which careers and work environments are 1n·c:o,,rn,1..:, and recent national commission reports have reaffirmed the value of the liberal arts in WJ<H>uWJiu skills, such as abilities, vvriii:en and mal communications skills, and the to to diverse and changing circumstances. St. John's alumni, for examhave demonstrated an unusual 0v1tufJJ"'' and unfamiliar tasks and ""'1 ""·"'''" and to forge creative L~''"JJHJ."' or educational administration; about two-thirds of these work in colleges m universities; r8.8% are in communications or the arts; • r7.3% are m business or business-related COLLEGE} 33 THE GRADUATE INSTITUTE IN LIBERAL EDUCATION THE ST. JOHN'S DEGREE, BACHELOR OF ARTS the curriculum satisfacof Bachelor of Arts. Students who JOHN'S the baccalaureate level, with around 15% of each and after St. Johns. science/mathematics. Our students conscore above the national average on the Graduate Record Exam Law School Admissions Test The Career Services Office on each campus and in THE ST. JOH:N'S DEGREE, MASTER OF ARTS Tutors who have at St. John's may receive a masin liberal arts. They must the Instruction Committee uuL~~JLvu to present themselves as cane didates for the degree. submit a thesis on a CvCCu""'""' _""""'_,,.he Graduate Institute at St. John's College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, modeled on that of the undergraduate college, have two distinctive features: the curriculum consists exclusively of classic or "great" books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from college graduates with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS rr· he aim of the program is to help students formulate and ' .' respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are organized into five segments: Literature, Poliand Society, Philosophy and Theology, Mathematics and Natural Science, and History. Students must complete four of these five segments to earn the Master of in Liberal Arts degree (thirty-six credit hours). These segments together constitute a closely inteof study. Classes are small and based on discusof classic texts, but differ in signifiways. The heart of the curriculum the seminar in which fourteen to twenone students engage in a discussion JJJllUatEod by a tutor's question about the assigned reading. In the tutorial, a slightly ~ aller group of students (twelve to sixen) focuses more intensively on smaller ignments, either mathematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students (eight to twelve), engages in the study of a single book or topic and requires that students write a substantial paper. Faculty members are called tutors, not professors, and lead classes posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments are offered in the sixteen-week fall and spring terms, and usually four are offered in the eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet twice as often. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order compatible with the sequence of offerings. An optional master's essay may be written students who have completed at least two terms. In recent years, approximately sixty to ninety students have been enrolled on each campus during each session. The program leading to the Master of Arts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools. �35 34 DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS THE LIBERAL ARTS CURRICULUM** LITERATURE SEMINAR Homer: Iliad, Odyssey Aeschylus: Agamemnon, Choephoroe, Eumenides Sophocles: Oedipus Rex, Oedipus at Co/onus, Antigone Euripides: Hippolytus, Bacchae, Electra Aristophanes: Frogs PRECEPTORIAL (examples) PRECEPTORIAL (examples) Montesquieu: The Spirit ofthe Laws Shakespeare: The history plays Smith: The Wealth ofNations Rousseau: Emile Hegel: The Philosophy ofRight Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Investigations Nietzsche: Thus Spake Zarathustra MATHEMATICS AND NATURAL SCIENCE HISTORY SEMINAR TUTORIAL Chaucer: Canterbury Tales in Middle English• Shakespeare: King Lear Aristotle: Poetics Selected English lyric poetry PRECEPT 0 RIAL (examples) Cervantes: Don Quixote Joyce: Ulysses Virgil: Aeneid Eliot: Middlemarch Dostoevski: The Brothers Karamazov SEMINAR Plato: Timaeus• Lucretius: On the Nature of Things Aristotle: Physics• Ptolemy: Almagest• Galileo: Dialogue on the I'wo Chief World Systems• Darwin: The Origin ofSpecies* Freud: Selected Works Herodotus: Histories• Thucydides: Peloponnesian War• Livy: Early History ofRome* Polybius: Histories• Plutarch: "Caesar" and "Cato the Younger" Tacitus: Annals* Tocqueville: The Old Regime and the French Revolution• TUTORIAL Euclid: Elements* Lobachevski: The Theory of Parallels* PRECEPTORIAL (examples) POLIT1CS AND SOCIETY SEMINAR Plutarch: "Lycurgus" and "Solon" Plato: Republic Aristotle: Politics* Machiavelli: The Prince Locke: Second Treatise of Civil Government Rousseau: On the Origin and Foundations ofInequality Marx: The Economic and Philosophic Manuscripts of 1844* Tocqueville: Democracy in America*" TUTORIAL Aristotle: Nicomachean Ethics• Thomas Aquinas: Treatise on Law• Hobbes: Leviathan• Declaration oflndependence Articles of Confederation U.S. Constitution Hamilton, Jay, and Madison: The Federalist* Selected U.S. Supreme Court Decisions Light: Aristotle, Descartes, Huygens, and Newton Lavoisier: Elements of Chemistry Maxwell: Theory ofHeat Bacon and the Principles of Natural Philosophy Galileo: I'woNew Sciences PHILOSOPHY AND THEOLOGY SEMINAR Genesis Exodus Job Matthew Romans Augustine: Confessions* Thomas Aquinas: Summa Theologica • Kant: Groundwork ofthe Metaphysics ofMorals Kierkegaard: Philosophical Fragments TUTORIAL Plato: Meno Aristotle: Metaphysics• Descartes: Meditations Hume: An Enquiry Concerning Human Understanding Kant: Prolegomena to Any Future Metaphysics Nietzsche: Beyond Good and Evil* TUTORIAL Augustine: The City of God* Vico: The New Science• Kant: Idea ofa Universal History Herder: Ideas Toward the Philosophy ofthe History of Mankind* Hegel: Philosophy ofHistory• Marx: The German Ideology Nietzsche: Uses and Abuses of Historyfor Life Dilthey: Introduction to the Human Sciences* Collingwood: The Idea ofHistory• Strauss: Political Philosophy and History• PRECEPTORIAL Tolstoy: War and Peace Machiavelli: The Florentine Histories Weber: The Protestant Ethic and the Spirit of Capitalism Arendt: The Origins of Totalitarianism • •Readings may differ slightly between the two campuses • Selections T he aim of the Eastern Classics program is to help students seek a deeper understanding of the fundamental and enduring questions that have been raised by thoughtful human beings in the rich traditions of the East. Its course of study consists of thirty-four semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered only on the Santa Fe campus. The program includes a series of seminars, preceptorials, and a language tutorial in either Sanskrit or classical Chinese. In the seminar, fourteen to twenty-one students discuss assigned readings from a wide range of Indian, Chinese, and Japanese texts. In the tutorial, twelve to fifteen students study either Sanskrit or classical Chinese. The goal is not mastery, but rather sufficient familiarity with the elements of the languages to gain some insight into their structure and to translate selected short passages from classical texts. In the preceptorial, eight to twelve students study a single work or theme for an eightweek period. Each student is required to write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive nature of the program, full-time work is not encouraged. �36 37 THE EASTERN CLASSICS CURRICULUM FoR ADDITIONAL INFORMATION FALL SEMESTER SPRING SEMESTER SUMMER SEMESTER CHINESE TUTORIAL CHINESE TUTORIAL SEMINAR Pronunciation and grammar Confucius: Analects* Lao Tzu: Tao Te Ching* T'ang Poetry Mencius: Works* SANSKRIT TUTORIAL Bhagavad-Gita • Nagarjuna: Madhyamika-shastra • The Tale ofthe Heike LotuSSutra Sei Shonagon: The Pillow Book• Kenko: Essays in Idleness Dogen:Shobogenzo* Basho: The Narrow Road to the Deep North Chushingura: The Treasury of Loyal Retainers SANSKRIT TUTORIAL Gonda, A Concise Elementary Grammar ofthe Sanskrit Language Devanagari script SEMINAR Lao Tzu: Tao Te Ching Confucius: Analects, The Great Learning and The Doctrine of theMean Mo Tzu: Basic Writings ofMo Tzu * Chuang Tzu: Basic Writings Mencins: Works* Hsiin Tzu: Writings ofHsun Tzu • Han Fei Tzu: Writings ofHan Fei Tzu* Ssu-ma Ch'ien: Records ofthe Grand Historian* /Ching Rig Veda Brihad-Aranyaka Upanishad Kena Upanishad Mundaka Upanishad Katha Upanishad Ishvara Krishna: Sankhya Karika Tattva-Kaumudi * Patanjali: Yoga Sutra Jayadeva: Gitagovinda PRECEPTORIAL (examples) Mahabharata (required) /Ching Confucius: Analects Chuang Tzu: Basic Writings Lao Tzu: Basic Writings SEMINAR Kalidasa: Shakuntala, Kumarasambhava and Meghaduta Jamini: Mimamsa Sutra • Kumarila Bhatta: Slokavartika Katha Upanishad Institutes ofManu Kautilya: Artha-Shastra KamaSutra* Mahabharata Bhagavad-Gita Abhinavagupta: Dhvanyaloka* Jayarasi Bhatta: Tattvopaplavasimha • Asvaghosa: Buddhacarita Majjhima Nikaya * Vimalakirti Sutra • N agarjuna: Madhyamika-shastra Chandrakirti:Prasannapada Lankavatara Sutra • Guadapada: The Great Karika on the Mandukya Upanishad Shankara: Commentary on the Vedanta Sutras T'ao Ch'ien: Record ofthe Peach Blossom Fountainhead Chinese Poetry* Diamond Sutra HeartSutra Hui-Neng: Platform Sutra ofthe Sixth Patriarch Chu Hsi: Chu Tzu ch 'uan-shu, and Chu Tzu wen-chi PRECEPT 0 RIAL (examples) Rig Veda Upanishads Ts'ao Hsueh-Shin: Story ofthe Stone Ssu-ma Ch'ien: Records ofthe Grand Historian Neo-Confucian Texts Chinese Vernacular Prose of the Ming Dynasty PRECEPTORIAL Mutasaki Shikibu: The Tale of Genji (required) To receive a Program Statement containing more detailed information about the Graduate Institute, as well as application forms, contact us at either of the following addresses: Graduate Admissions Office St. John's College P.O. Box2800 Annapolis, Maryland 2r404-2800 4ro-626-254r giadm@sjca.edu www.stjohnscollege.edu *selections Graduate Admissions Office St. John's College n6o Camino Cruz Blanca Santa Fe, New Mexico 875o5- 4599 505-984-6083 giadmissions@sjcsf.edu www.stjohnscollege.edu DIRECTORY INFORMATION AND RIGHT TO PRIVACY I n compliance with the Family Education Rights and Privacy Act, t?e coll:ge ~etain~ the right to pub~sh, at Its discret10n, the following mformation about each student currently or previously attending the college: the student's name, street address, telephone listing, e-mail address, date and plac~ o_f bir:h, photograph, field of study, part1c1pat10n in officially recognized activities and sports, dates of attendance, class year, enrollment status, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the act, the college will provide public notice annually of its intention to publish such directory information. Students have a right to inform the college within a reasonable period of time that any or all of this directory information should be withheld. The college will respect any such request for privacy. �38 {RESIDENCE & The college is well aware that physical activities, artistic expression, and light-hearted recreation are necessary complements to an intellectual life, and it is committed to providing the facilities, funds, and support needed to make them available. Such activities in Annapolis are sponsored by the Assistant Dean, the Director of Athletics, and the Senior Resident for Student Activities. The Delegate Council disburses funds from the activities fee to student clubs. In Santa Fe they are variously sponsored and supported by the Assistant Dean, the Student Activities Office (SAO), College Events Office (CEO), the Director of Residential Life, and the Student Polity. THE ANNAPOLIS CAMPUS S ince its founding as King William's School in r696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 40,000 people is occupied principally with the government of the state and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab, and oyster industry; and with the sailing and recreational activities of the Chesapeake Bay. The campus of thirty-six acres lies in the historic district, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include r8th-century historic homes, rgth-century Victorian structures, and 20th and 2rst-century buildings designed to complement the older ones. There are eight student dormitories, offering single, double, and triple rooms. The community of students has governed itself since r945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to remind STUDENT 39 LIFE} students of their responsibilities to the college community, and to express student opinion on common problems. The Delegate Council also meets with college officials to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; essays, reviews, and news are included. Energeia, the college's student-run literary magazine, is published annually and contains longer and more polished essays, poetry, and fiction. Students are also welcome to contribute to The College, an official publication of St. John's. Extracurricular organizations at St. John's are generally informal. Some continue year after year, while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The pastyears have seen small classes and study groups some led by students, others by tutors - in harmony, Latin, Chinese, German, the New Testament, Hegel, Leibniz, African-American literature, and selected women writers. Other activities stem from interests independent of the college curriculum, such as astronomy, dance, and the martial arts. A network of PC and Macintosh computers is available for ~tudent use in a computer lab. The lab, open 24 hours a day, serves mainly to provide students with free access to word-processing and Internet services. Students can use the lab for writing essays, corresponding by e-mail, printing o papers written on personal computer and exploring the World Wide Web. dorm rooms are wired for Internet access. Theater life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included The Winter's Tale, The Nature and Purpose of the Universe, Phaedre, The Midlife Crisis of Dionysus and The Tempest. The student film club presents foreign and domestic films, many of them classics of the cinematic art. The selection is eclectic: recent screenings have included Reservoir Dogs, Potemkin, Citizen Kane, and The Seventh Seal. There are also more specialized film clubs, including anime, and occasional film series. Music is pursued in groups and individually. Voice and instrumental ensembles traiu new members and perform at collegia at the end of each semester. The St. John's Chorus has recently presented concerts featuring Faure's Requiem, Schubert's Mass in G, and early vocal music. The cole provides practice rooms, including a k room, and pianos and a music library scores and recordings. Private study can easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities, such as the art studio, ceramic studio, woodworking shop, photography darkroom, and stage floor, provide places to develop specific skills. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture, and pottery throughout the year. Materials and tools are furnished without charge in most cases. The college's Mitchell Art Gallery specializes in circulating exhibitions by artists of major stature. Recent shows have included Rembrandt Etchings, Japanese Woodblock Prints, The Figure in 20th Century Sculpture and Space and Place: Mapmaking East and West. Lectures and discussions are scheduled during each show. An exhibit in the spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's students. There are frequent Sunday concerts at the college, and the Political Forum invites �40 {ST. JOHN'S lecturers to on itself offers church groups of all denominations, synagogues, concerts, the ernment, vice groups, and so on. and Baltimore, hour's drive, offer activities too numerous to mention; the Senior Resident for Student Activities schedules to both cities to attend for individual Parties, an ty life, come in several varieties. The SL John's W2Jtz Co1nn1ittee 8.rianges in the Great Hall, ,c,nccuu;e include the Halloween IVIasked Ball, Mid-Winkr Ball, and Commencement 1!faltz. held \Y/eekend~ a festival in late with student skits and and then F"v.,vv•~'"h' gan1eS~ 1ll0VieS, and ffiUSiC" Students are involved in a of service activities, StlJ~schools to can1pus for vvith and math, and St. John's students have been site in and middle schools COLLEGE} for a number {RESIDENCE Other recent volun- in Habitat for environmental work - including the restoration of our own creek waterfront back to marsh - parin Red Cross blood drives and work in local senior centers and churches. v</hile it is for students to be involved in less academic ricular Students meet or without an invited tutor, to a have read fm class in greater that aie not on the progrcn11_ Som_e groups are continued foT years, others have a definite and disband when it has been met. Focus- LIFE} 41 n the aikido, yoga, training, tai chi, dance, aerobics, and Pilates. sibstaff, and even parents may the ed to its student The Board of Visitors and Governors chose to establish a campus in the rather than sacrifice the virtues of a small campus. St. John's in the fall founded Located at the confluence of the and the Severn is occu'"'~''"u"' with the government of per week regattas. the state and of Santa Fe with cultural in the fine arts, museums, and opera; and ·with and historical research. Scientists in Los Alamos do research in nuclear and related fields. institutions of educat10n include the Institute of American Indian the of New Mexithe attracconveniences of a of ·wonderland. It is a reflection of the cenof the limits of the dassroom that when our alumni return for the focus of the weekend is 500,000 The campus of 250 acres lies in the southeB.st of the two miles from the historic Santa Fe Plaza and the Palace of the Governors. The B.rchitecture of the Santa Fe campus reflects the teuitorial introduced in the state the century. The campus, at an elevation of 7,300 ovedooks the c1ty and offers views of the ATHLETICS individual t0tr~naments in tennis and table tennis. This ular program, for both men and women, is a of the extracunicular students abandon athletics enter because programs designed for At St John's, are able to rediscover the of amate1u athletics in STUDENT THE SANTA FE CAMPUS include Ger-n1an Latrn, Greek translation, the Hebrew Bible, the Greek testament, mathematical Homer's an extensive intramural sports prog:rnrn that inchcdes team football, hand- & ' ~. ne t_.r1sto and John's takes mountain ranges, The campus mcludes a classroom bmld- II I a student center~ 3JJ_ athletic center) a con1pnte:t, a n1usic and_ Erne an achninistration three clusters of and ten furtwo-bedroom apartments. A conference services hall, and student health office are also located in these I I �42 {ST. JOHN'S Each of the r6 dormitory units on the main campus houses from r2 to r8 students, and the eight dorm suites, which house five people, serve as smaller communities of friends within the college. More than half the rooms are singles. The others are designed in suites of two or three rooms to provide each student with the privacy of his own quarters and, at the same time, close companionship with a fellow student. Each of the eight dorm suites house five private rooms. Students living in these dorms are responsible for all cleaning in their rooms, bathroom, and common room. The Director of Residential Life helps students to find compatible roommates. Since both the size of the college and the form of the program are conducive to informal and direct communication, students in Santa Fe find it effective to work out problems and ideas on an individual basis with the administration and faculty, COLLEGE} as well as through the machinery of a formal, elected student government, known as the Student Polity. The Student Polity has a substantial budget and hears requests from students to fund various activities. It maintains a Student Review Board which offers mediatory assistance to students and, at the request of the Dean or Assistant Dean, may deliberate concerning cases of student discipline. The Polity also maintains a Student Committee on Instruction, which works closely with the Dean and Instruction Committee, and holds occasional panels on academic questions of broad interest to the college community. There are permanent student representatives to the Campus Planning Committee and the Board of Visitors and Governors. Students also belong to advisory commit-· tees, which concern themselves with such. things as Friday night lectures or the food service. {RESIDENCE & Santa Fe students and faculty engage in a wide variety of extracurricular activities, including the academic, the artistic and the athletic. While many of these activities are well-established at the college, the community is enlivened by incoming students who bring their interests and talents to the campus. Indeed, many students come to St. John's with definite interests outside the scope of the program and pursue these interests in extra-curricular classes and discussion groups, both on and off campus. Extracurricular reading groups are an important and exciting part of academic life at St. John's and are a natural extension of the classroom. Small groups of students and tutors gather for further study of seminar or tutorial readings or to explore nonprogram books and authors and topics of interest. Such groups may meet once or twice, for a semester, or even continue from year to year. Recent and on-going going study group topics include: Plato's Laws, Proust, Topology and Modern Mathematics, Merleau-Ponty's Phenome' nology of Perception, Heidegger Jazz, Thomas Kuhn, current readings in international affairs, contemporary Latin American literature, topics in 20th century economics, Plato's Republic, the American Constitution, and language study groups including Latin, Greek, German, Biblical Hebrew, and Sanskrit. Artistic expression is encouraged by extracurricular classes in drawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the . Fine Arts Building, the darkroom, and the pottery studio provide appropriate settings for these activities. The college's art gallery, which is open to the public, has a new show by professional artists monthly. student art show is scheduled each year, d awards are given for achievement in ttery, photography, drawing, painting, d jewelry-making. The Moon, a student wspaper, provides students in Santa Fe STUDENT LIFE} 43 with a medium through which to express their views about both the college and the world at large. The Grout, a literary magazine, contains essays, art work, poetry, short stories, and photography from students and faculty alike. Students on the Santa Fe campus are welcome to contribute to The College magazine, an official publication of St. John's with a wide readership amongst alumni and friends of the college. Musical performances of many kinds are given by students through the Collegium Musicum. Formed to stimulate musical activity on campus, the association provides members of the college community with an opportunity to perform before small, receptive audiences. Through this organization, students and faculty who play instruments or who sing can find teachers and fellow musicians with whom to study or perform. The St. John's Chorus and the small chorus also give recitals. The college provides numerous keyboard instruments, including two grand pianos and a harpsichord, for student practice and performance. Practice rooms are available in the Fine Arts Building. Recent music performance groups include a Gilbert and Sullivan operetta ensemble, a madrigal choir, a jazz performance group, lunchtime bluegrass on the quad, a barbershop quartet, and assorted rock bands. A number of students take private voice and music lessons in the Santa Fe community. The Santa Fe campus has an active theatre group called Chrysostomos. It is entirely student-run and puts on four to six productions every year, ranging from Ancient Greek tragedy and Shakespeare to modern musical comedies. Recent productions include: Sophocles' Ajax, Aristophanes' Lysistrata, Arcadia, Into the Woods, Much Ado About Nothing, and The Importance ofBeing Earnest. The St. John's Film society is organized by students and shows a wide variety of classic and current films to the college �44 {ST. JoHN's CoLLEGE) {RESIDENCE concerts, movie theatres, a farmer's market, and several traditional festivals, and wonderful restaurants a of pace from campus life; not to mention the more than 250 art and dealers, which make Santa Fe the second art market in the United States. buses stop every hour near the cameconomical video disc that are available for students to ouL, and a nascent film-makers' club. Other student clubs and grnups mclude: a the cbnner fo:r club, Red Crnss blood d:rives, a Shakespearean dramatic group, to name afe-w, Of on the Santa Fe service initiatives and volunteeT and and beautification tenance in the rnmmtmns around the col' and offers a number of churches, synagogues and groups that have welcomed student Depending on student extracurricular classes are offered·each year such as Ballroom International Folk Dance, aerobics, and Yoga. Outdoor recreational activities include whitewater .uLrn,.,,,,~ and rafting, downhlll and crosssnow shoeing, fly fishing, of adventure trips is the school year. the campus is to the Santa Fe National Forest with direct access to hundreds of square miles of forest and networked trails for running, mountam and The athletic and outdoor program office students free of sports and outdoor bags, tents, camp a few of the & STUDENT LIFE} 45 The college does not in formal collegiate athletics and there are no athletic awarded. The sis that the college on the intellectual of students and and the absence of any athletic cunicuium should not be mistaken for disdain of athletic endeavors. the of the currnany of our students and find time to or team sports. BOTH CAMPUSES titions dance contest. 9 dents attend church or synagogue in town. ATHLETICS Like , the Santa Fe campus encourages all students to arnateur intrarnnn1l athletics? of their athletic skills. The new athletic center has a full-sized basketball court, courts, a well- locker roo1ns, and .a 1nent roon1. The student outdoor programs office, the director's office, and a small outdoor resource are also located in the ne-vv ce:nteL The offers students, staff, and alt1runi a of sports snd outdoor recreational Studeterrnines ·which dent interest sports and outdoor programs are offered There are tournaments for basindooT and outdom soccer, and fencing. There are :ilso opportunities to swim and tennis, softball., Ultimate Frisbee and Frisbee Golf. The also supports programs in KarateDo, .Aikido, Brazilian and Tai Chi. FACILITIES FOR 'O:'<'nn,m.c~c The college bookstore on each campus has all the books and the students need for their classes. also maint8in a stock of books related to all of the program, and books of more mterest. laboratories on each ccnnpns a net\'lork. of personal computers for word processmg and internet use. Students can use the facilities to check e-mail, papers~ v,TTite essays and the All donnitones are •Ni:red comown website and and Services Office offers extra-curricular classes and in computer-related subjects to all members of the ~urn..HU.WLCY fa...E supports for an active social the on each campus a coffee and rooms for the use of all students. an·an1011, there a:re smaller, fmnished social moms in the dormitories :cmd elsewhere on the campus. I /1 �{RESIDENCE 46 {ST. JOHN'S & rooms before they leave for the summer vacation. Students are not permitted to remain in residence during winter or spring vacation. DINING HALL • pre-law and pre-medical advising • on-campus career workshops and meetings with alumni information and referrals on current career and job opportunities • community service opportunities The dining halls in Annapolis and Santa Fe are operated by catering services. Vegetarian and vegan menus are available. Resident stud~nts are required to eat in the dining hall. The dormitories form small communities within the larger college communities, helping the incoming students to make proper use of the support that other students can give them in their college life. The Annapolis and Santa Fe campuses have slightly different housing practices due to differences in available dormitory space. Generally, unmarried undergraduates are expected to live on campus, space permitting, and to take their meals in the college dining hall, unless they receive permission from the local housing office to live off campus. Only freshmen are guaranteed housing. The college does not guarantee housing for married students. However, in Santa Fe there are a small number of furnished, two-bedroom apartments, that may be available for married students during the academic year. Such students should check with the appropriate Admissions Office about the availability of housing on campus or in the local community. Room assignment is the responsibility of the assistant deans in conjunction with the directors of residential life. Returning students have the privilege of drawing for The college remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. INTERNATIONAL STUDENT SERVICES DORMITORIES STUDENT LIFE} COLLEGE} STUDENT EMPLOYMENT SERVICES Because both of St. John's campuses are small, cohesive, and supportive communities, there are no separate offices designated for international student services. The Office of the Assistant Dean handles all aspects of student life and provides counseling and guidance on an individual basis. In addition, each new student participates in an orientation program at the time of registration. The college's registrars act as advisors to all international students with respect to visa requirements and related matters. Informal "F-1" clubs have been formed by international students together with other students, faculty, and staff for special social events, but, in general, international students find themselves easily participating in the mainstream of campus academic and social life. An employment service, under the supervision of the Career Services Office, posts off-campus jobs. Primarily, it provides part-time employment for students during the academic year, but it also can aid students looking for full-time or part-time summer employment in the local community. CAREER SERVICES The Career Services Office on each campus offers a wide range of programs and services that include: • individual career counseling • information and assistance in applying to graduate and professional schools • information and assistance in applying for scholarships and fellowships • internship opportunities • assistance with resume-writing and other job-search skills • access to a national alumni career network A Student Health Center on each campus provides a variety of health services for enrolled students. Counseling services are also available on campus. These services are free of charge or provided at low cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon by the deans in consultation with students and faculty. Every entering student is informed of them, and returning upperclassmen are reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good community requires the faculty to show respect for the individuality of each student. All students agree to abide by the rules and 'regulations promulgated in the Student 47 Handbook published annually by the college. St. John's assumes that students will respect not only the enacted rules, but also the community-accepted canons of decent behavior. In extreme cases, where these canons are flouted, the college may require withdrawal of the offending student. The use of illegal drugs and the misuse oflegal drugs, including alcohol, are fundamentally incompatible with the program of study at St. John's College. Students who engage in such activities face severe disciplinary action. PROPERTY DAMAGE The college provides a housekeeping staff to care for the dormitories. The college inspects the rooms periodically and repairs, at the expense of the occupant or occupants, any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to college property is charged to the caution fee of the student or students responsible for the damage. The college is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �48 {SITE ANNAPOLIS, {s! PLAN} TE 49 MARYLAND SOCCER FIELD Lower Playing Fields .. TENNIS COURTS Upper Playing Fields STUDE~IT .. ACTIVITIES CENTER APARTMENTS �{ADMISSIONS} T he standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the college. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most who consider St. John's examine themselves carefully before applying so that when they do, they are saying to themselves and to the college that they want to engage fully in the life of reason and they believe they can take pleasure in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the college do not coincide. Thus, for the most part, they select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a question from the applicant: "Do you think I am ready to profit from the program of studies at St. John's?" In the essays, applicants are asked to discuss their previous education, their reasons for choosing St. John's, and their experience with books. A number of optional topics are suggested. The essays a:re designed to enable applicants to give a 51 full account of themselves. They can tell the committee much more than statistical records reveal. Next the committee considers the applicant's academic achievement and promise. Previous academic records - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters ofreference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy, and initiative to succeed in the St. John's program. St. John's attaches little importance to "objective" test scores, and no applicant is accepted or rejected because of such scores. The committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps, sexual orientation or national or ethnic origin of an applicant, or by any other factors unrelated to the work of the college. The application asks a minimum of personal data. Need for financial assistance does not affect the committee's decisions on admission. St. John's has decided to remain a small college in which the students and faculty are known to each other. Each campus serves about 450 undergraduates. The size of each class is limited on each campus. Most freshman classes are about equally divided between men and women. New students are enrolled only as freshmen; typically rn3 to IS% of each entering class have done one, two, or even three years of college work elsewhere. These students, despite having good records at other colleges, relinquish their advanced standing to take part in the St. John's program. The Santa Fe campus offers January enrollment. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus graduate a year earlier than if they had �{ST. JOHN'S COLLEGE} 52 {ADMISSION} postponed their entrance until the following fall. The January class is of particular interest to students who come to St. John's from other colleges, who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. REQUIREMENTS FOR ADMISSION M ................................................................................. ································· ost applicants have a strong background in academic subjects. Specific academic requirements include two years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the application essays and secondary school report, each applicant must present transcripts of any college work and two letters of reference, including one from a teacher. In exceptional cases, certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally required, but may prove helpful. Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the college program and must submit either a GED certificate or other state-approved equivalent, evidence of completion of state-approved home schooling, or, in lieu of these, the results of a nationally recognized standardized test (SAT, ACT, PSAT). A campus visit and interview are especially important for such applicants. St. John's admits as regular students only those who: r) have a high school diploma, or 2) have a GED certificate or the equivalent, or 3) are beyond the age of compulsory education in their home state. HoMESCHOOLED STUDENTS r. In lieu of a high school diploma or GED certificate or the equivalent, home schooled applicants must submit the ' results of the SATl or ACT. 2. They must also submit an outline of the curriculum they have followed, arranged in chronological order by conventional subject matter, with brief descriptions of the course content and texts used. INTERNATIONAL STUDENTS St. John's is authorized under federal law to enroll foreign students. In order to be considered for admission, international students must have followed a pre-university course of study and must submit the following documents: r. A completed St. John's application form accompanied by the required essays. 2. Two letters of reference, at least one of which must be from a teacher of an academic subject. 3. An official record of secondary work, with all courses and grades, including the results of the appropriate examinations (e.g. "A" Levels, International Baccalaureate, and so on). This must be accompanied by an explanation of the grading system used and an English translation of records in other languages. 4. Test results from: a. The Student Assessment Test (SATl} or the American College Test (ACT). b. The Test of English as a Foreign L:mguage (TOEFL) is required of those applicants whose first language is not English, unless the language of secondary instruction has been English. Detailed information for international students may be found on the college' web site: www.stjohnscollege.edu TEST CODE NUMBERS St. John's College's test code numbers for the College Entrance Examination Board (SAT and TOEFL) are: Annapolis= 5598 ; Santa Fe = 4737· The American College Test (ACT) numbers are: Annapolis = r732; Santa Fe= 2649 PROCEDURE S t. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the college as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be submitted as early as the second semester of the eleventh grade. Because the col~ege welcomes all serious applicants, there IS no application fee. Students should submit their application materials to the Admissions Office on the campus they pref:r to ~ttend. Students planning to apply for financial aid should refer to the section on Fees an~ Financial Aid and notify the appropnate Admissions Office of their intentions as soon as possible. St. John's is committed to maintaining its low student/faculty ratio (8 tor). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better position to secure places in the entering classes and early consideration for financial assistance than those who apply later. DEADLINES Applications for fall classes should be filed as early as possible and preferably no later 53 ~an March r; candidates wishing to enroll rn January should apply no later than December r5 · Appli canons are processed · . on a rolling basis. As soon as the ap p li ca. tion .essays and supporting documents are received, the application is reviewed b th Adm' · Y .e iss10ns Committee. The applicant is 'f' not1 ied of the committee's d ec1s1on in . . . about two weeks. Accepted students h th · ave e option to enroll on either campus. Late applications for both fall and January classes will be considered , but app l' icants are advised that the earlier their files are c~mpleted, the greater their chances of securmg positions in the entering class on the campus of their choice. DEPOSITS Upon notific.ation of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, approved applicants must submit a deposit of $300 to the Admissions Office on the campus at which their applications were p~ocessed, together with a statement specifying the campus they wish to attend. Once the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are nonrefundable, e_xcept as noted below, and are applied to first semester tuition and fees. Deposits (~d signed financial aid accept~ce forms, if appropriate) are accepted on a fIIst-come, first-served basis until the available po~itions are filled. Typically, the fall. classes ~ill by the first week of May, so while there is ample time to consider offers of admission from other institutions the earlier a decision can be reached, the b~tter. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of May (for the fall term) or December 20 (for the January term) have a significantly higher chance of securing positions in the entering classes than those who submit deposits later. . If the .entering class on the applicant's first-choice campus is full when the deposit �{ST. JOHN'S COLLEGE} {ADMISSION} 54 is received, the Admissions Office will offer the following options: I) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. FINANCIAL Am The college endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, U.S. citizens and permanent residents requesting financial assistance should file the Free Application for Federal Student Aid (FAFSA) and the College Scholarship Service's Financial Aid PROFILE form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Non-U.S. citizens requesting financial assistance should file the International Student Financial Aid Application with the Admissions Office as soon as possible. Students who complete their financial aid applications before February IS (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. Additional information about applying for financial aid is available on the college web site: www.stjohnscollege.edu. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. lNTERCAMPUS TRANSFER Once enrolled on either campus, any student in good academic standing may apply for transfer to the alternate campus for the upcoming academic year. They must notify the Registrar's Office of their intention to transfer by the third Monday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by March I. All intercampus transfers must be approved by the deans of both campuses and may be restricted by limitations in various campus resources, such as available space and staffing. STUDENT RIGHT TO KNow AcT In compliance with this act, the Office of the Registrar will provide and make readily available, upon request, completion or graduation rates to current and prospective students. INQUIRIES Inquiries should be addressed to Director of Admissions, St. John's College, P.O. Box 2800, Annapolis, Maryland 2I4042800 (Phone: 4rn-626-2522 or 800-7279238; E-mail: admissions@sjca.edu) or Director of Admissions, St. John's College, u6o Camino Cruz Blanca, Santa Fe, New Mexico 87505-4599 (Phone: 505c 984-6060 or 800-33I-5232; E-maili admissions@sjcsf.edu). The college maintains a website atwww.stjohnscollege.edu. CAMPUS VISIT ~ is best fo~ those who are considermg attending St. John's to see the college for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 P.M.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalog should be checked to make certain the college will be in session during the time of the visit. Those planning to visit should telephone (I-800-727-9238 for Annapolis or I-800-33I-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in I 55 a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings usually can be located in inexpensive paperback editions in the college bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the college. Visitors arriving weekdays between 9 A.M. and 5 P.M. should go to the Admissions Office. On weekends and any day after 5 P.M., visitors should go to the college receptionist. The receptionist is at the switchboard in Pinkney Hall at Annapolis and in Peterson Student Center at Santa Fe. TRANSPORTATION Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis, and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the college. By car, take Route 50 from Washington; from Baltimore take Route 2 or I-97. Albuquerque International Airport is located sixty miles from the Santa Fe campus. A shuttle service from the airport to Santa Fe is available. Call the Admissions Office for information. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. �{ST. {FEES 56 & FINANCIAL PROCEDURES AND DEADLINES T he college believes that qualified applicants should not be denied the opportunity to attend St. John's College because of limited resources. St. John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the college's resources. Financial aid awards are made solely on the basis of need. PRINCIPLES I. The primary responsibility for financing a college education lies with the student and the student's parents. The college can offer aid only to supplement funds the family provides. 2. The ability of a family to meet college expenses is determined by assessing the family's financial strength in terms of income, assets, family size and number in college. 3. Financial aid may be in the form of a grant, loan, or part-time employment, and will be offered to eligible students as a package that combines one or more forms of aid. 4. In keeping with the philosophy that students should contribute to their educational expenses, self-help is the first component of a financial aid award. At St. John's, self-help consists of a part-time job and educational loans. S· Financial aid is not automatically renewable; rather, students reapply each year theywish to be considered for aid. 6. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (see page 63). 7. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act ofI964 and Title IX of the Higher Education Act of Ig8o, which prohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin. U.S. I. JOHN'S COLLEGE} AID} S· Students applying for and receiving financial aid from St. John's are required to notify the Financial Aid Office of any scholarships, loans, grants, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status, and address. CITI~ENS AND PERMANENT RESIDENTS Applicants must file the current Fr~e Application for Federal Student Aid (FAFSA). In addition, St. John's requires students seeking institutional grant aid to file the College Scholarship Service's Financial Aid PROFILE form. These forms may be obtained online at www.fafsa.ed.gov and http:/ /profileonline.collegeboard.com. To have an analysis of your forms sent to St. John's, be sure to use the correct code numbers. PROFILE: Annapolis=ssg8; Santa Fe=4737. FAFSA: Annapolis=oo2092; Santa Fe=oo2093. 2 . As part of the application for financial aid, parents and students must provide copies of their most recent Federal Income Tax Return and W-2 forms. 3. Self-supporting students are required to meet the federal definition of independence and must comply with federal verification requirements. Independent students must submit parental information in order to be considered for institutional assistance. Financial aid packages for self-supporting students are generally not adequate to cover the full need of such applicants because of funding limit~tions in both federal and insti-tutional programs. 4. Recipients of federally funded financial assistance must not be in default on any federal loans received at any institution· and must not owe any refunds to the federal programs. INTERNATIONAL STUDENTS AND NoN-U.S. CITIZENS I. Davis United World Scholars Program: St. John's is one of only 6s colleges and universities in the United States committed to enrolling graduates of the United World Colleges. All graduates of the United World Colleges who have been accepted and demonstrate financial need are eligible for $rn,ooo scholarships for each year of enrollment at St. John's, awarded in combination with grant aid offered by the college. For details contact the Office of Admissions on either campus. 2. Financial aid for international students is limited and competition for it is strong. All aid is based on demonstrated need. For Non-US citizens the college offers two full-need scholarships annually on each campus, in addition to an unlimited number ofinstitutional assistance awards covering up to 6s3 of current tuition, room, and board. 3. Non-U.S. citizens should file the International Student Financial Aid Application with the Admissions Office as early as possible, preferably no later than February IS. This form may be obtained from our web site at www.stjohnscollege.edu or from the St. John's Admissions Office. No requests for financial assistance will be considered and no offers of financial aid will be made until after a student has been admitted to the college. 57 DEADLINES AND NOTIFICATION DATES FRESHMAN CANDIDATES: Although the college has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible. The FAFSA and the College Scholarship Service's Profile form should be filed at the earliest date possible in accordance with their published guidelines. Applicants should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met. Candidates for admission applying for financial aid after February IS (for fall classes) or after September 30 (for January classes) have a significantly lower chance of receiving all the funds for which they are eligible than those applying earlier. Applications are due by April I in Annapolis and March I in Santa Fe from enrolled students who are returning to the college and reapplying for financial aid or are applying for financial aid for the first time. Both the FAFSA and the College Scholarship Service's form should be filed at the earliest date possible in accordance with their published guidelines. Students whose applications for financial aid are received after the deadline will not be denied consideration for assistance, but the availability of funds cannot be guaranteed, and late penalties will be applied. RETURNING STUDENTS: SouRcEs OF Arn ST. JOHN'S GRANTS: Funds for St. John's grants are provided by the college from its own resources. St. John's grants do not need to be repaid. This federal program is designed to provide financial assistance to needy students to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance FEDERAL PELL GRANT: �58 {FEES & FINANCIAL in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. FEDERAL ACADEMIC COMPETITIVENESS GRANTS: Students who are Pell Grant recipients may receive $750 as freshman and $I300 as sophomores from the ACG program. Recipients must prove that they have completed a rigorous secondary school curriculum. FEDERAL SUPPLEMENTAL EDUCATIONAL These grants are awarded to students who demonstrate substantial need with priority given to Pell Grant recipients. Eligibility for the SEOG is limited to a maximum of $4,000 per year and depends on availability of federal funding. OPPORTUNITY GRANT: This federal program permits the college to give part-time employment to students who need such earnings to pursue their course of study. Students may work only a limited number of hours per week while enrolled and while classes are in session. FEDERAL WORK STUDY PROGRAMS: These loans are made by the college directly to students using funds provided by the federal government. Perkins Loans are made available to students with high financial need. The maximum loan is $4,000 for each year of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. The interest rate during repayment is 5%. There is a provision for deferment if the borrower returns to at least half-time study at another institution. FEDERAL PERKINS LOAN: FEDERAL SUBSIDIZED STAFFORD LOAN: The Federal Stafford Loan program enables a student to borrow directly from {ST. JOHN'S COLLEGE} AID} a bank, credit union or other participating lender. The maximum amount an undergraduate may borrow is $3,500 for the freshman year, $4,500 for the sophomore year, $5,500 for the junior year, and $5,500 for the senior year. No interest accrues and no payment is required while the borrower is a full-time student. Repayment begins six months after termination of college attendance. For new borrowers, the interest rate is fixed at 6.8%. Unsubsidized Stafford Loans are available to students who do not meet the financial need criteria for the sub-sidized Stafford program. Unsubsidized borrowers are charged interest during in-school, grace, and deferment periods. FEDERAL PLUS LOAN: Unsubsidized federal loans are available without regard to financial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. PLUS Loans have a 3% origination fee, a guarantee fee of up to I%, and a fixed interest rate of 8.5%. Interest accrues from the date of disbursement for all PLUS loans. 2008-09 STUDENT BUDGET' Tuition .. ..... . ........ .. . . . Room & Board .....~~~.~.~.?.~... .. 9,284 Books 280 Activities Fee 300 Personal Exp.~1:1.8.es 750 !.~~1:1.8.P.?r..1.~??.1.1. IOO, 350, 6'?.'?.=. , Fees are subject to change without notice. 2 The allowance for transportation varies wiih the distance between Ihe student's home and the college. BILLING AND DEPOSITS B ................................................ ................................................................ ···~ illing for tuition and fees is done prior to each semester. Unless otherwise requested, the college presents its bills directly to the student. The charges are due and payable in full by August I for the first semester and December I for the second semester. Those who may wish to pay in monthly installments should ask the Treasurer's Office about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the college must know in April which returning students will register 59 in September. A deposit of $soo on the fees for the following year is therefore due on or before the second Monday in April for prospective sophomores, juniors, and seniors. Payment of this deposit guarantees a student a place in the class. If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrawal due to ill health, academic dismissal or (in the case of rising juniors) failure to enable (see page 3I). If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the student must make a new deposit to secure a place in a subsequent class. �{FEES 60 & FINANCIAL {FEES AID} receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the college may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the Treasurer's Office. The college may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY & FINANCIAL After a student notifies the Registrar of an intention to withdraw, the student is urged to discuss the decision with college personnel. If a student decides not to withdraw after the discussion with college personnel, the student should notify the Office of the Registrar of that decision. If a student wishes to reverse a decision to withdraw after the Official Notice of Withdrawal has been submitted, the student must provide a written notification. If a student who rescinded an intention to withdraw does not complete the semester, the official date of withdrawal will be the later of the date the withdrawal form was obtained or the last date of class attendance. UNOFFICIAL WITHDRAWAL: If a student does DETERMINATION OF DATE OF WITHDRAWAL Each student is required to make a deposit of $200, called the Caution Deposit, which is used as a last resort to recover unpaid student bills. This fee is paid once at the beginning of the freshman year. If unused, it is refunded when the student leaves the college. Each graduating senior must pay a Commencement Fee of $100 at the beginning of the second semester of the senior year. Veterans and Social Security recipients qualified to receive educational benefits may arrange with the treasurer for a payment schedule of tuition and fees corresponding to the schedule on which they A student considering withdrawal prior to the end of the semester may initiate the withdrawal process by notifying the Office of the Registrar. When a student notifies the Registrar of an intention to withdraw, the student will be given a form entitled "Official Notice of Withdrawal." At this point the student has officially indicated the intent to withdraw and the day the Official Notice of Withdrawal Form is obtained will be the date of withdrawal used for the calculation of return of Title IV Funds and institutional refund. OFFICIAL WITHDRAWAL: INSTITUTIONAL REFUND SCHEDULE DAYS ENROLLED Snmmer Fall/Spring I-7 I-5 REFUND AMOUNT AMOUNT CHARGED 90% rn% 8-I4 6-IO 80% 20% I5-21 11-15 60% 40% 22-28 16-20 40% 60% 29-42 21-25 20% 80% No Refund rno% 43 and after 26 and after not notify the Registrar of the intention to withdraw, the date of withdrawal used for the calculation ofreturn of Title IV Funds and institutional refund will be the mid: point of the semester. A date earlier or later than the midpoint may be used if the college has documentation of the last day the student attended class or handed in an assignment. If a student withdraws because of circumstances beyond the student's control, the college will detennine the date of withdrawal according to attendance records. AID} 67 percentage of fees (tuition, activity fee, room, and board) which will be refunded. The same schedule will be used to calculate the cancellation of non-federal financial aid: the "refund amount" percentage provides the percentage of aid to be cancelled and the "amount charged" percentage corresponds to the revised aid the student will receive. For example, a student withdrawing within the first seven days of school would receive 10% of nonfederal aid that had been awarded. B. A student who is expelled or asked to withdraw for academic or disciplinary reasons will receive no refund of tuition, room and board, or other fees. C. If the college determines that the circumstances leading to withdrawal are beyond the student's control, the student will be charged for tuition, activity fee, INSTITUTIONAL REFUNDS A. If a student withdraws prior to the end of the semester, a refund of tuition will be made according to the Institutional Refund Schedule. The student's withdrawal date is established as outlined in the initial section of the Refund Policy. The next step in determination of the institutional refund is to count the number of calendar days from the first day of classes to the date of withdrawal (weekimds are included but scheduled breaks of least five days are excluded). The schede on page 60 is used to determine the room, and board based on the percentage of the semester attended (number of days enrolled divided by total number of days in the semester). The same percentage will be applied to institutional aid. Documentation of circumstances leading to the withdrawal may be required; for example, a letter from a physician will be required if a student is unable to complete the semester for medical reasons. �62 {FEES RETURN OF TITLE & FINANCIAL IV Fmms If a student who has received Title IV Funds (federal financial aid) leaves the institution a calculation will be performed to determine the amount of unearned aid that must go back to the Title IV programs. No return of Title IV funds is required after l 6o3(approximately 9 weeks of a r6 wee,t semester). The withdrawal date will be established as described in the above Refund Policy. . . The percentage of Title IV aid which is0 earned by the student the amount m federal aid the student is permitted to keep) is the same as the percentage of the semester completed. This percentage is computed by dividing the total numbe~· of calendar in the semester (mcluding week-ends but excluding scheduled breaks of more than five into the number of the student. ca1en dal- dayc -For a student enrolled for r4 of u 2 days would have earned 12.5% of Title IV aid for the semester, In this 0 AID} 53 of the Title IV aid would be · · · · for unearned. The mstltutlon is returning to the federal aid programs the lesser of the amount of unearned Title IV aid or institutional charges that the student . incurr ed multi.plied- by the unearned aid percentage. . Federal specify the order m which unearned funds are to be returned to aid programs. The order is: r. Unsubsidized Stafford Loans 2 _ Subsidized Stafford Loans 3 . Perkins Loans Lf· Federal Plus Loans 5. Pell Grants 6. SEOG · 7.Academic Conr.1p•et11tlv1emess Grant Federal funds are not involved in this determination: A student ~ the mo -11 ey earnedmay r Federal Vvork- Study Program. ~ repayment of any loan proceeds the institution will the student or parent case of a Plus Loan) a copy ~f the refund check to the lender, due LO the student's withdrawal. - If the total amount of unearned aid exceeds the amount the school is to return, a stu d ent return federal grant funds which have been received for off-campus living expenses, up to 50% of the amo~m.t received for the semester. Student loans and Plus Loans received for off-campus expenses do not have to be returned at the time of withdrawal but - ust be repaid in accordance with the of the loaR The Financial ft_id Office will notify a student if a retmn of federnl ~«~H<. is cases of refund calculations are available in the Financial Aid Office. ~:nns ;u,uvco SATISFACTORY tutors in common. At the end of sophomore year, the dean and Instruction Committee, with the of the tutors, review all of the work during the first two years and mine whether or not the student will allowed to continue, of the Higher Education Act of require that each post-secondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the deterUnder some circumstances a student mination of satisfactory progress for who has not satisfactorily completed a recipients of federally funded (Title IV) semester's work may be allowed to repeat financial assistance are as follows: the work in order to remain at the college. In order to be making satisfactory Students are not for financial progress, at the end of a semester a stuassistance (federal or institutional) while dent must be permitted to enter the next they are repeating work. semester and that next semester must not Sometimes students are to include the repetition of any work. This enter a new semester with the requirement permission is normally granted by the that they meet special conditions dean in consultation with a committee of course of the semester. In these cases, a stuall the student's tutors, the "Don Rag dent is not repeating work and is deemed to Committee." The Don Rag Committee be malting satisfactory progress until the assesses a student's work in all parts of the dean determines that the conditions have program and approves its quality before not been meL When the conditions have recommending to the dean that the stunot been met, the dean, in consultation dent be permitted to enter the next semeswith the Instruction Committee, decides ter. This assessment is conducted in the what further determination is to be made student's presence by all of his or her of the case. �64 {FEES & FINANCIAL Arn} {ST. JOHN'S COLLEGE} 65 Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight yeaxs as the maximum time frame in which students who are recipients of federal financial aid funds must earn their RA. degrees. This may be eight years of full- or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However., years i_n which a student is work not receiving aid) are considered in the determination of If a stl.ldent for a class in which he or she was previously enrolled for more than three weeks, the class will be considered as TP1~"'''t"'c1 work and the student will not be eligible for financial assistance. to this illness or other initigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with on their records are deemed to be making satisfactory progress and are eligible for financial aido A student who wishes to a decision regarding academic standing should present a letter of appeal to the Dean of the College. The dean vvill re'liew the situation, into account any special circumstances, and determine whether or not the student is making VETERANS/DEPENDENTS In with federal and state regulations, St. John's has developed a set of on minimum standards for enrolled veterans or dependents: L St. John's will report to the Department of Veterans .Affairs (VA) within 30 all incidents of official termination or of status that would affect benefits. 2. The VA. that grades be given for all classes undertaken and that all grades be considered in computing a grade point average. In Annapolis, a VA. enrolled student who withdraws from a class after the midpoint in a semester will have a WI grade recorded indicating the quality of work up to the date of withdrawal. In Santa Fe, a VA enrolled student who withdraws from a class after the three-quarter point in a semester will have an F recorded. No credit will be given for withdrawal nor, in accordance with college included in the GPA. 30 Minimu_m acceptable grades of a C averIf a student falls below age are this average and/or the student's tutors think there is a serious academic problem, the Don Rag Committee will report this to the Dean, who may ask the student to leave the college or may the student on academic be met if the student is to continue in the The normal probationary period is one semester, During that probasupport and counseling are available to the student. 4. St. John's wiJl inform all VA enrolled students that academic credit from post-secondary schools will be evaluated, credits m:e not tO' the all-required degree program at the college except in very unusual cirurnstanceso Prior credit will be granted for pursuit of the same allrequired curriculum at the Annapolis and Santa Fe campuses, The award of prior credit the college will reduce the time toward the reward of a to the VA as degree and ·will be required. BIBLIOGRAPHY BOOKS ABOUT LIBERAL EDUCATION and CHMlLES VAN DOREN: How to Read a Book, Simon and Schuster, 1972. ADLER, MORTIM:ERJ., MORTillffiRJ., and MILTON MAYER: The Revolution in Education, University of Chicago Press, 1958. ~='~'"'"•.,n0vv;c,.:>, TheAmerican University, Harper and Row, 1970 . Teacher in America, Little, Brown and Co., 1945· The Reforming ofGeneral Columbia University Press, Bl.lLL, DANIEL: J:',llczwauiJn.. ARTHUR E.: Educational vvacSff;'taiw.s The University oflllinois 1953· The Restoration of Knopf, 1955· ALLAN: Closing ofthe American Simon and Schuster, 19 87. EvA T.H.: Paradoxes ofEducation a Republic, University of Chicago Press, ~""-'rn"n.,JEROME S.: The Process of nu.:u.c,~zrnJn, I-IaTvard University Press, r 9 6o. Scon: Embers ofthe World, ERSKINE, JotJN: a.s a Teacher. J.B. Lippincott Co., 1948. GOLDWIN, ROBERT A. (EDITOR): Higher Education and Modern Democracy, Rand McNally and Co., 19 6 7. GE.llALD and DAVID RIESMAN: The Perpetual Dream: Reform and Experiment in the American Collef'r; University of Chicago Press, r978."' ' HA-RVARD COMMITrnE REPORT: General Education in a Free Society, The Massachusetts, 1945 . HUTCHINS, ROBERT M.: The Conflict in Education in a Democratic Society, and Brothers, 1953· Education for Freedom, Lo.uisiana State University Press, 1943, The Hzgher Learning in America, Yale University Press, The Learning Society, Praeger, 1968 . No Friendly Voice, Greenwood, 1936. Umversu:y ofUtopia, University of Chicago Press, 1953· LEWIS, C.S.: The Abolition ofMan, Macmillan Publishing Co., 1947. MAfilTAIN, JACQUE§: Education at the Crossroads, Yale University Press, 1943· MEI¥J,EJOHN, ALEX-AJ."IDJ.m: Education Between Two Worlds, Harper and Brothers, 1942. (EDITOR ET AL): onLiberalEducation St. John's College ' 1979 . .v1:at1'Jf!l'leo ' SMTIH, J· VllI'WR.EE: A Search for the Liberal College; The Beginning ofthe St. fohn'sProgram, St. John's College Press, 1983. VAN DOREN, I~'lARK: Liberal Education, Henry Holt and 1944 . �66 { B0 AR D 0 F v I s ][ T 0 R s AN D G0 v Glenda Eoyang Circle Pines, MN Mark Lindley Annapolis, MD Washington, DC William Fant Potomac, MD Clinton Lively West Windsor, NJ Joel.A.rel University Park, MD Stephen Feinberg Santa Fe, NM Michael MacDonald NewYmk,NY Sheila Bobbs Armstrong Santa Fe, NM Ronald Fielding Rochester, :NY Victoria Mora Santa Fe, NM SusanAJlen Los Angeles, CA M. Brownell Anderson J. Bmchensl Ault Sarita Fe, NM Honorary 111.ember Robert Golclwiu Bethesda, MD Robert Bienenfeld Long Beach, CA Visitor Emeritus George Bingham Santa Fe, NlVi Sharon Bishop Reston,VA Chair Thomas Carnes San Francisco, CA .Anna Greenberg Annapolis, MD Honorary Member Erwin Greenberg Reisterstown, MD Stewart Greenfield Westport, CT Honorary 1Vlember Allan Hoffman Law.rence, NY Ray Cave New York, NY Honorary Member Jean Clarke Houston, TX Gregory Cmtis Pittsburgh, PA Vice Clwir Brad Davidson Laurel, MD Michael Dink Annapolis, MD Dean, Annapolis Campus DavidDobreer Alhambra, CA Visitor Emeritus Evan Dudik Vancouver, -wA Williai-n Johnston Chicago, IL Martha Black Jordan Mexico Leslie Jump-Walker Washington, DC Roger Kimball Norwallz., CT Judy Kistler-Robinson Plano, TX Thomas Krause Ojai, CA Perry Lerner Philadelphia, PA Austin Ligon Manakin Sabot, VA {FACULTY} s} Frederica Saxon Baltimore, MD Douglas Mayer NewYork,NY Robert George New York, N'l E R N 0 R Secretary ANNAPOLIS President CHIU§TOPHJERB. NELSON Linda Schaefer Belmont, CA Ex Officio, President ofthe Alumni Association B.A., St. John's College, Santa Fe, I970, St. John's College, Annapolis, r966-69; J.D., University of Utah College of Law, r973; Associate, I973-78 and Partner, I979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, 1979-91 and President, l987-9I, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St. John's College, 1991-; Former Member, Executive Committee, National Association of College and University Association; Past Chair, Annapolis Group (nation's liberal arts colleges); Past Chair, AFS-USAintercultural Exchange Program; Past Chair, Maryland Independent College & University Association; Chair, Shimer College Board of Trustees; Treasurer, Historic Annapolis Foundation. Harriet Warren Atlanta, GA Dean ofthe College in Annapolis MICHAEL G, DINK Jeremy Shamos Denver, CO Justine Shaver Arnold, MD Dean, Santa Fe Campus Patricia Jane Sollars Fort Collins, CO Charles Nelson Annapolis, MD \Varren Spector New York, NY Visitor Emeritus Christopher Nelson Annap;lis, IVID Lenore Steiner Philadelphia, PA President, Annapolis Campus Steven Thomas New York, NY Martin O'Malley Annapolis, MD Jason Walsh New York, NY Ex Officio, Governor ofMmyland Michael Peters Santa Fe, NM President, SantaFe Campus Visitor Emeritus James Polk, Ul Santa Fe, NM William Warren New York, NY Sanjay Poovadai> Taos, NM Julia Wilkinson Austin, TX Bill Richardson Santa Fe, N1Vl Ex Officio, Governor of New Mexico Theodore Rogers New York, NY Vice Chair S. Ford Rowan A_imapolis, MD Pamela Saunders Albin Santa Fe, NM Visitor Emeritus \Varren Winiarski Napa, CA Delores Wolf Washington,D.C. Harvard University, 1970-72; B.A., St. John's College, Annapolis, 1975; MA, I978, Ph.Do, 1986, Philosophy, The Catholic University of A..merica; Teaching Assistant, The Catholic University of America, r978-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, I984-. Director, Grnduate Institute in Liberal Education, Annapolis, 1998-2001; Dean, 2005-. EvA T,H, BRANN Brooklyn College, 1950; M.A., 1951, Ph D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, I952-53; Membe.r of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instmctor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study., Princeton, 0 Roxana Ziralaacleh Sai> Francisco, CA Lee Zlotoff Malibu, CA 67 1958-59; Member, US. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, I971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, I978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-96; Dean, St. John's College, Annapolis, 1990-97; Doctor of Humane Letters, Whitman College, 1995; Doctor of Letters, Middlebury College, 1999; Wilbur Cross Medal of the Yale Graduate School Alumni Association, 2006; Honorary Doctorate, Iona College, 2006; Distinguished Alumna Award, Brooldyn College, 2007. JOSEPH P" COHEr'l B.A., St. John's College, Annapolis, 1956; rD., University of Maryland Law 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, I957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, Scholar, Oxford University, 1978-79. DAVID HANFORD STEPHENSON BOA., Columbia College, I958; Columbia University, 1960; Ph.D., University of :rvJ:aryland, 1988; Tutor, St. John's College, Annapolis, 1963-. NICHOLAS MAfSTRELUS B.S., Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, University ofWisconsin; Tutor, St. John's College, Annapolis, 1967-. �{ST. JOHN'S COLLEGE} {FACULTY} 68 HARVEY FLAUMENHAFT B.A., Ig6o, M.A., Igfo,, Ph.D., Ig8o, University of Chicago; Woodrow Wilson Fellow, Harvard University, I96o-6I; National Aeronautics and Space Administration Fellow, Ig63-65; Lecturer in Political Science, Roosevelt University, Ig65; Lecturer in Liberal Arts, University of Chicago, I965-66; Instructor in Government, Wheaton College (Massachusetts), I966-68; Tutor, St. John's College, Annapolis, Ig68-; Fellow, Institute for Sino-Soviet Studies, George Washington University, I98I; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer I983; National Endowment for the Humanities Constitutional Fellow, I984-85; NEH Planning Grant, I986-87; NEH Interpretive Research Grant, I987-89; Visiting Professor, Department of Educational Studies, University of Delaware, I989; Lynde and Harry Bradley Foundation Grant, I992-94; Dean, St. John's College, Annapolis, I997-2005. JoHNF. WHITE B.A., St. John's College, Annapolis, I965; M.A., The New School for Social Research, I970; Alvin Johnson Fellow, I970-7I; Tutor, St. John's College, Annapolis, I97I-. HOWARD ZEIDERMAN Dartmouth College, I962-63; B.A., St. John's College, Annapolis, I967; M.A., Princeton University, I972; Princeton National Fellow, I972; Tutor, St. John's College, Santa Fe, I973-n Annapolis, I978-. Harvard, I976; J.D. Yale Law School, I98I, Bar Association I98I-; Tutor, St. John's College Santa Fe, I974-, Annapolis, I984-; Senior Advisor of Seminars, Aspen Institute, 2000-. Co-ordinator, AIDS Task Force, Corporate Council on Africa, 200I-2002. MICHAEL CoMENETZ B.A., The Johns Hopkins University, I965; M.A., I967, Ph.D., I972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, I972-75; Tutor, St. John's College, Annapolis, I975-· JoHNVERDI B.S., Psychology, Fordham University, I 97 2; M.A., I974' Ph.D., Philosophy, I975, University of Southern California; M.A., Cognitive Psychology, University of California, San Diego, I978; Tutor, St. John's College, Santa Fe, I975-85; Annapolis, I985-; Assistant Dean, I988-9I; Director, Graduate Institute in Liberal Education, I992-95; N.E.H. Chair in Modern Thought, I997-99· RoBERT P. DRUECKER B.S., Marquette University, I966; Woodrow Wilson Fellow, I966-67; Teaching Assistant, Department of Mathematics, Boston University, I972-76; M.A., Boston University, I974; Fulbright and American Scandanavian Foundation Fellow, Norway, I 97 6; M.A., Counseling, Loyola College, I 99 6; Tutor, St. John's College, Annapolis, I977-; Counselor and Therapist, Ig96-. MERA}. F'LAUMENHAFT DEBORAH SCHWARTZ R.ENAUT B.A., St. John's College, Annapolis, I968; M.A., The Johns Hopkins University, I97I; M.S., Georgetown University, I974; Tutor, St. John's College, Annapolis, I974-· DAVID L. TOWNSEND B.A., Loyola College, I969; ilN, Jesuit Honor Society, I967-; Fellow, Harvard, I969-74; M.A. Harvard, I970; Teacher, Cambridge Free School, I970-72; Diplome, Universite de Paris, I973; Ph.D. B.A., University of Chicago, I966; M.A., I967, Ph.D., Ig70, University of Pennsylvania; Woodrow Wilson Fellow, I966-67; University of Pennsylvan~a Foundation Fellow, Ig66-70; Instructor m English, I970-7I, Assistant Professor _of English, I97I-76, Anne Arundel CommUlllty College; National Endowment for the Humanities Summer Stipend, I977; Tutor, St. John's College, Annapolis, I977-· PEI'ER KALKAVAGE B.A., I973· M.A., I976, Ph.D., I983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, I976-77; Tutor, St. John's College, Annapolis, I977-· MARILYN DOUVILLE HIGUERA B.S., University of Michigan, I975; M.S., University of Michigan, I977; Associate Mathematician, I977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, I979-· }ON LENKOWSKI B.A., Marquette University, I965; M.A., Philosophy, The New School for Social Research, I970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of Philosophy, Rutgers University, I968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, I976-77; Lecturer, Ancient Greek Philosophy, New School for Social Research, I977-79; Tutor, St. John's College, Annapolis, I979-· THOMAS MAY B.A., Loyola College, I97I; M.A., Fordham University, I975; Assistant Professor, Loyola College, I974-79; Visiting Lecturer, Goucher College, I976-78; Tutor, St. John's College, Annapolis, I979-; Director, Graduate Institute in Liberal Education, Annapolis, I986-89, I99S-I998. }ONATHANS. TuCK B.A., Columbia University, I969; B. Phil., Oxford University, I97I; M.A., University of California, Berkeley, I972; Graduate Study in English, Berkeley, I97I-78; Woodrow Wilson Fellow, I969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, I969-7I; Kent Fellow (Danforth Foundation), I97I-77; Teaching Assistant and Associate, Department of English, Berkeley, I973-78; Tutor, St. John's College, Annapolis, I979-; Assistant Dean, I99I-94. 69 NANCY DUNNING BUCHENAUER B.A., History, I967, M.A., Ancient History, Cornell University, I969; Ph.D., Classics, Brown University, I98o; Ford Foundation Fellow, I966-68; University Fellow in Classics, Brown University, I969-70; Tutor, St. John's College, Santa Fe, I980-96; Annapolis, I997 -; Director of the Graduate Institute, Santa Fe, I99I-94. }AMES HOWARD BEALL Active duty, U.S. Air Force, I963-67; B.A., Physics, University of Colorado, I972; M.S., Physics, I975, & Ph.D., Physics, I979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, I975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., I978-79; Project Scientist, BKD, Arlington, Virginia, I9798I; National Academy of Sciences/National Research Council/ Na val Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., I98I-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., I983-; Tutor, St. John's College, Annapolis, I982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, I99I-. ELIZABETHM. BLETTNER B.A., Stanford University, I969; Graduate Study in English Literature, University of Wisconsin, I970-7I; M.A. in Philosophy, Pennsylvania State University, I978; Instructor of Philosophy and Humanities, Pennsylvania State University, I979-80; Richard M. Weaver Fellowship, I98I; Ph.D. in Philosophy, Pennsylvania State University, I985; Tutor, St. John's College, Annapolis, I982-. �70 {FACULTY} {ST. JonN's COLLEGE} 71 HENRY I-'L HIGUEllA B.A., Cornell University, r974; MA, r976, Ph.D., , University of Toronto; Instructor in Political Science, Dickinson College, r98r-82; Tutor, St. John's College, Annapolis, r982-. WALTER STERLING B.A., St. John's College, r965; M.A., Pennsylvania State University, r966; Instructor, State University r966-68; Ph.D. Candidate, The Catholic of America, r970-74; Editor of St. John's Review and Tutor, St. John's College MICHAEL BLAUSTEIN B.A., St. John's Ph.D., Harvard College Graduate Institute, 1981; Neurological Residency Training, Mt. Sinai "''o"""a", 1973; Board Certification from the American Board of Psychiatry and Neurology, 1976; Member, American Academy of Anne Arundel County Medical Society; Attending Neurologist, Anne Arundel Medical Center, 1974-; Attending Neurologist/ Assistant Professor of Neurology, Johns Hopkins Hospital, 1976-; Chairman, Professional Advisory Committee of the National Sclerosis Society, 198694; Medical Director of the Hospice Program, fu1ne Arundel Medical Center, 1980-87; Tutor, St. John's College, 1985-; Chairman, Medical Ethics Committee, Anne Arundel Medical Center, 1985-94. PAJ\lffiLA .K.RAUS CHESTER E:mum B.A., St. John's flJ<ITAL. l(RONSl:lERG B.A., St. John's College, 1980; Tutor, St. John's College, Assistant Dean, TOOl:l-2C)0'.1: 2006-. !'KflUCJA.M. LOCKE B .A., Gonzaga University, r977; M.A., Ph.D. in Philosophy, Boston College, Teaching Fellow, Boston College, r978-82; College, r981; .r.uuw.pvuo. 1984-. STE'WAI<.TUMPHREY B.A., Senior of the New School for Social Research, 1966; M.A., 1971, Ph.D., 1973, Graduate of The New School; Assistant Professor of Philosophy, State Universicy of New York at Geneseo, 1972-76; Graduate of The New School, 1976-80, of Okla..homa, 1980-84; Tutor, St. John's College, Jl nnapolis, 1984-. ... NICHOLAS A B. S., Manhatta..n College, M.D., New York M.A., St. John's M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of America, 1975-80; Assistant Professor of Philosophy, The Catholic University of An1erica, 1980-85; ft..rnerican Fellowships Program Panel, American Association of Universicy Women, 1985; Tutor, St. John's UVlll>"-0, 1985-. WILUA!YI PASTILLE AB. in Music, Brown University, M.A. in Cornell University, 1979; Ph.D. in Musicology, Cornell Univernity, l98s; Faculry, School of Music, University of 'Wisconsin at Madison, 1985-86; Tutor, St. John's College, Annapolis, 1986-. CATHERINE It HAJGI'&i B.A., 1981, M.A., 1983, Ph.D. in English Language and Literature, 1989, University of Virginia; Echols Scholar, Phelan Fellowship, Governor's Fellowship, University Lecturer in English, Vanderbilt University, r985-87; Adjunct Faculty, Goucher College, 1987-88; Tutor, St. John's College, Annapolis, 1989-. ADAJV'! B.A., Chemistry, University of Chicago, 1980; and Philosophy, Oxford University, 1982; History of Science, History of Harvard University, 1985; Science, Harvard University, 1989; Tutor, St. John's College, 1989-. JUDITH L.A. SEEGER B.A., Harvard University, 1966; Cornell University, 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., University of Chicago; Assistant Professor, Part-time, Indiana University Department of Spanish and 1984-88; Research .Associate of the Foll<lore Institute, Indiana University, 1984-89; Visiting Assistant , University of Maryland at Park Department of and 1990; Thtor, St. John's St. John's ·~uw.µvuo. 2002-2006; Tutor, St. John's College, Santa Fe, 2007-2008. JOANE. SILVER State University of New York, College at Old Westbury, r97r; M.A., St. John's College, A.r1napolis, 1976; Graduate Theological Union, in Theology and The Arts, 1993; Tutor, St. John's r974-77; Tutor, St. Integral Program, 1977-79; Tutor, Graduate Institute in Liberal St. John's College, Santa Fe, 1986, 1987, Tutor, St . John's College, Santa r989-96; 1997-. Assistant Scientist, graphy Project, graphy, ANDRE EAR!lERA B.A. in Resident Fellow, Chicago, 1978; Ph.D. in University of North ua1vJw.10., Assistant Professor of University, 1979-82; Assistant Professor of Music, University of Notre I 9 32 _8 . Visiting Assistant Professor of . s~'. College, Notre 19 3 9 _90 ; St. John's College, 1990_. IU.THLEENC, BUTS Graduate 1977; Dalhousie 1979; Commonwealth u•cuutctL Hertford College, Oxford 1980-82; M.Litt., Languages, Oxford �{ST. JOHN'S COLLEGE} {FACULTY} 72 Eruc M. SALEM B.A., St. John's College, I977; M.A., University of Dallas, I979; University of Heidelberg, I98o-8I; Ph.D., University of Dallas, I990; Fulbright Fellow, I98o-8I; Assistant Professor, Whitney Young College, Kentucky State University, I983-90; 'Tutor, St. John's College, Annapolis, I990-. R.ADOSLAV DATCHEV Degree in Philosophy, University of Sofia, I982; Assistant Professor of Philosophy, University of Sofia, I982-83; Tutor, St. John's College, Annapolis,I992-. CARL PAGE B.A., University of Auckland, New Zealand, I98o; MA (Hons), University of Auckland, I982; Ph.D., Pennsylvania State University, I987; Assistant Professor of Philosophy, Emory University, I987-94; Tutor, St. John's College, Annapolis, I994-· WILLIAMT. BRAITHWAITE B.A., Virginia Military Institute, I96I; J.D., Washington & Lee University, I964; U.S. Army, I968-70; Associate, Partner, Mayer, Brown & Platt, Chicago, I973-80; Associate Professor of Law, Loyola University, Chicago, I980-95; 'Tutor, St. John's College, Annapolis, I995-· ROBERT GoLDBERG St. John's College, Annapolis, I977-79; B.A., Harvard College, I98I; M.A., I983, Ph.D., I990, University of Toronto; Adjunct Lecturer in Political Science, University of Toronto, I989-90; Visiting Assistant Professor of Political Science, Kenyon College, I990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, I994-95; Tutor, St. John's College, Annapolis, I995-· EMILY H. BROOKER LANGSTON B.A., Emory University, I987; M.A., University of Chicago, I988; Jacob K. Javitz Fellow, I989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, I993; Ph.D. Candidate, Emory University, I992-; Tutor, St. John's College, Annapolis, I995-· GEORGE A. RUSSELL B.A., St. Francis College, I973; M.A., The Catholic University of America, I983; Ph.D., The Catholic University of America, I994· Dean of Students, St. Patrick's Academy, I98I-86; Teacher, Hamden Hall, I986-9I; Adjunct Lecturer, Albertus Magnus, I986-9I; Assistant Professor of Philosophy, Xavier University, I99I-95; Tutor, St. John's College, Annapolis, I995-· JONATIIANN. BADGER B.S., Mathematics, University of South Carolina, I987; M.A., Liberal Studies, North Carolina State University, I99I; Graduate Student, Music Composition, Duke University, I990-9I; Earhart Fellow, I995; Ph.D., Political Philosophy, Fordham University, I996; Tutor, St. John's College, Annapolis, I996-. LUUNGU B.A., History, Beijing University, China, I 9 80-84; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, I984-87; M.A., International Affairs, The George Washington University, I987-89; Ph.D., Political Theory, The George Washington University, I989-95; Adjunct Professor, Department of Political Science, The George Washington University, I995; Tutor, St. John's College, Annapolis, I996-. KATHERINE HEINES MICHAEL W. GRENKE B.A., St. John's College, Santa Fe, I982; M.A., I986; Ph.D., I997, The Catholic University of America; Lecturer, The Catholic University of America, I987-88; Instructor, Marquette University, I988-89; Tutor, St. John's College, Annapolis, I995-· B.A., University of Chicago, I988; Ph.D., Boston College, I994; Lecturer,University of New Hampshire, I993; Postdoctoral fellow, Boston College, I993-94, 96~ Visiting Assistant Professor in Political 73 Science, Michigan State University, I995; Tutor, St. John's College, Annapolis, I997-· sity of California, San Diego, I 999 ; Tutor, St. John's College, Annapolis, 1999_. PAUL W. LUDWIG MARKW. SINNEIT B.S., Mathematics, Texas Christian University, 1976; M.A., 1978, Doctoral Study in Mathematics, l979-8I, The University of Texas at Austin; Lecturer in Mathematics Concordia Lutheran College, 1978-79; U.G'. Marshall Fellow in Mathematics, I98I-83, Lecturer in Mathematics, 1983-84, Kansas University; B.D. (Hons.), Theology, St. Andrews University, I988; Richard M. Weaver Fellow, I984-85; Lecturer in Mathematics, San Jacinto College, 1988-89; Ph.D., Systematic Theology, Cambridge University, 1993; Minister of Word and Sacrement, Presbyterian Church (U.S.A.), I993-; Minister, First Presbyterian Church, Stephenville, Texas, 1993-98; Visiting Scholar, St. John's College, Cambridge, Summer, I997; Senior Minister, Clemmons Presbyterian Church, Clemmons, North Carolina, I998-2000; Tutor, St. John's College, Annapolis, 2000-. B.A., UniversityofTennessee, Chattanooga, I987; M.A., Oxford University, I995; M.A., University of Chicago, I995; Ph.D., University of Chicago, I997; Lecturer in the College, University of Chicago, I996; Tutor, St. John's College, Annapolis, I997-· SusANR. PAALMAN B.A., Rice University, I990; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, I997; Tutor, St. John's College, Annapolis, 1997-. DANIEL llARRELL B.A., Vanderbilt University, 1989; Ph.D., Emory University, 1997; Tutor, St. John's College, Annapolis, 1998-. JOSEPH C. MACFARLAND B.A., St. John's College, Annapolis, 1987; Fulbright Fellow, visiting the Department of Medieval History, University ofBologna, I993-94; Ph.D., Committee on Social Thought, University of Chicago, 1996; Program Coordinator for Fundamentals: Issues and Texts, University of Chicago, 1994-97; Tutor, St. John's College, Annapolis I998-. GARY BORJESSON B.A., Whitman College, I987; M.A., I994· Ph.D., 1997, Emory University; Assistant Professor of Philosophy, University of Central Arkansas, I997-1999; Tutor, St. John's College, 1999-. JEFF BLACK B.A., Trinity College, University of Toronto, 1993; Teaching Fellow, Boston College, 1998-1999; Tutor, St. John's College, Annapolis, 1999-. CHRlSTOPHERNATHAN DUGAN B.A., College of William and Mary, I992; Earl Warren Political Theory Fellowship, 1992-94; Ph.D. in Political Science, Univer- DYLAN CASEY B.S., Physics, B.A., Political Philosophy, Michigan State University, I991; Ph.D., Experimental Particle Physics, University of Rochester, I997; Postdoctoral Fellow in Particle Physics, Michigan State University, l997-200I; Tutor, St. John's College, 2om-. JEFFREY ALLEN SMITH B.A., Philosophy and Political Science, Emory University, 1989; Ph.D., Committee on Social Thought, The University of Chicago, 1997; Lecturer in the College, The University of Chicago, 1994-1997; Visiting Assistant Professor, Political Science, Colgate Unversity, I998-99; Assistant Professor, Philosophy, Carthage College, l999-2om; Tutor, St. John's College, 2ooi. JoHNTOMARCHIO B.A., Columbia College, Columbia University, 1984; M.A., I993· Ph.D., 1996; Lecturer, School of Philosophy, Catholic University of America, I996; National Fulbright �{ST. JOHN'S COLLEGE} {FACULTY} 74 Research Fellow, Rome, 1994-95; National Endowment for the Humanities Post-Doctoral Fellow, Core Curriculum Program, Boston University, 1996-98; Assistant Professor, Department of Philosophy, Villanova University, 1998-2om; Tutor, St. John's College, Annapolis, 200I-. LOUIS PETIUCH B.A., English, Northwestern University, 198 2 ; M.A., 1986, Ph.D. Candidate, 19861990, Committee on Social Thought, The Universiv; of Chicago; Teaching Assistant in History, Philosophy, and Social Studies of Science and Medicine, The University of Chicago, 1985-1987; Dramaturg, Assistant Director and Actor, Court Theater, The University of Chicago, 1985-89; Fulbright Scholar, Alexandru I. Iasi, Romania, 1990-91; United States Peace Corp Volunteer, Masaryk University, Brno, 199 2-1993; Reader and Stage Crew, Folger Shakespeare Library and D.C., 1993-1995; Civic Education Fellow, Presov University, Slovakia, 1995-1997; CEP Fellow, Alexandru I. Cuza University, Iasi, Romania, 1997-1999; CEP Fellow, American University of Kyrgystan, 1999-2000; Fulbright Scholar, Kyrgyz State National University and American University of Kyrgyzstan, 2000-2002; Founder, Ptll1erican Studies Resources and Tra1mng Center, Bishkek, Kyrgystan, 200I-02; Tutor, St. John's College, 2002-. Studies, Pontificium Institutum Biblicum, 1994 ; Ph.D. in Comparative Literatur'.', Emory University, 2004; Tutor, II Collegio Greco, Rome, Italy, 1991-1994; Tutor and Instructor, Monastere de la Sainte Croix, Chevetogne, Belgium, 1994-1997; Instructor, Emory University, 1999-2003; Fellow, The Center for Humanistic Inquiry, Emory University, 2003-2004; Tutor, St. John's College, Annapolis, 200,;f-· MA'ITHEW CASWELL B.A. St. John's College, Annapolis, 1996; Ph.D., Philosophy, Boston University, 2003 ; DAAD Fellow, Philipps-Universitat, Marburg, 2002-03; Instructor, Department of Philosophy, Boston University, 2003-05; Tutor. St. John's College, 2005-. GABRIEL PIHAS B.A. St. John's College, A_i·mapolis, M.A. r996, M.Phil. 1997, Studies, Yale University; Ph.D. on Social Thought, of "''""'"-"''J· 20 03; Rome Prize, American Academy Rome, 2oor-02; Assistant European College of Liberal Axts, 2 003-05; Tutor, St. John's College, 2005-. MICHAEL WEINMAN B.A., Humanities, Shimmer 1gg8; M.A., Philosophy, New School Social Research, 2002; Ph.D., New School for Social 005; Teaching Fellow, Eugene Lang 2 lege, 2002-2006,; Assistant Ramapo College, 2005-2006, Tutor, John's College, Annapolis, 2006-. JASON A. TIPTON B.A., University of California, San Diego, 1993 ; M.A. Tulane Universit-y, r999; M.S. Tulane University, 2001; Ph.D. Tulane Umversity, 2002. Fulbright Scholar, Greece, 2 000-01; Associate Member, American School of Classical Studies, Athens, 2000m; Tutor, St. John's College, 2002 -. FAWN TRIGG B.A., St. John's College, Annapolis, Ph.D. candidate at the University of O'O Committee on Social Thought, b ' Faculty, Indiana University The School of the Jilt Institute of Tutor, St. John's College, Annapolis, CHRISTIAN PAUL HOLLAJ'ID .ALAN PICHANICK B.A. St.. John's College, Annapolis, 1984; S.T.B. in Theology, Pontificium Institutum Gregorianum, 199r; S.S.L. in Biblical B.A., St. John's College, Annapolis, M.A., Committee on Social Thought, versity of Chicago, 2002; Ph.D., tee on Social Thought and Department of Philosophy, University of Chicago, 2005; Junior Fellow, John M. Olin Center, University of Chicago, r999-2003; Visiting Instructor, Department of Political Science and Core Humanities Program, University of Richmond, 2003-2004; Visiting Instructor, Intellectual Heritage Program, Temple University, 200,1}-2005; Assistant Professor, University Honors Program and Department of Philosophy, The George \\fashington University, 2005-2006; Tu.tor, St John's College, 2006-. TuO!VlA§ MlERllJLL B.A., Fundamentals: Issues and Texts, University of Chicago, 1996; M.A., Political Science, Duke University, 1999; Ph.D., Political Science, Duke University, 2003; NRI Postdoctoral Fellowship, American Enterprise Institute, 2003-2004; Postdoctoral Fellow, Program on Constitutional Government, Harvard University, 20042005; Tutor, St John's College, 2006-. RAf'IDYKmD A.A., Shoreline Communiv; College, Seattle, 1989, Liberal Studies; B.A., The Colorado College, r991, Psychology; M.A., Western Washington University, 1997, European History; Ph.D., M.Phil., Yale University, History of Medicine and Science; 2001 Teaching Assistant, Yale Uni1999-2000; Instructor, Yale University, 2000; Visiting Assistant Professor, Smith College, 2001; Visiting Assistant Professor, University of Minnesota, Morris, 2002-2005; Instructor in History, Drexel Umversity, 2005-2006; Tutor, St. John's College, 2006-. Ffu\.NCOXSJE MONNOYEUR-BROIDV!Al'I BA, Master, and DEA in Philosophy, Sorbonne l, Paris, France, 1977-1981; BALiteratme and Latm, Sorbmme III, Paris, France, 1981; Fulbright Scholar, Stanford University, USA, 1984-1985; German langnage and PhD studies, Innsbruck University, Austria (1987-1989); PhD Philosophy, University of 75 Poitiers, France, 1992; Post-doc, University of Mannheim, Germany, 1993-1994; Philosophy Professor at Lycee Guedy and Lectmer in History of Sciences at ESIEE, Paris, France, 1981-1987; Researcher, CNRS and Academy of Sciences, Paris, France, 19891996; Lectmer in Philosophy and History of Sciences, Linkoping University, Sweden, 1996-2001; Visiting Professor at the Physics and Women's Studies departments, College of William and Mary, 2001- 2002; Visiting Assistant Professor of Philosophy at Allegheny College and Howard University, 2002-2005; Tutor, St. John's College, Annapolis, 2006-. AMANDA PRJ:NTZ B.A., Guilford College, 1999; Ph.D., Philosophy, University of Southern California, 2007; Teaching Assistant, University of Southern California, 2000-2005; Tutor, St. John's College, Annapolis, 2007-. GREGORY RECCO B.A., State of New York at Stony Brook, 1994; Ph.D., Philosophy, Pennsylvania State University, 2002; Graduate Instructor, Pennsylvania State University, 1996-2003; Assistant Professor of Philosophy, SkidJnore College, 2003-2007. Tutor, St. John's College, Annapolis ,2007-. DUANE LACJEY B .A., Liberal Studies and Philosophy, Eugene Lang College, New School UniverThe sity (January 2002); M.A., Graduate Faculty of Political and Social Science, New School University 200Lr); Ph.D., Philosophy, The New School for Social Research, New School University (April 2007); Adjunct Professor of Philosophy, Georgian Court University (Spring 2007); Visiting Scholar, University of Notre Dame (Summer 2007); Postdoctoral Fellow and Visiting Instructor, Bifrost University, Iceland (Fall 2007); Tutor, St. John's College, Annapolis, 2008 - . �{ST. {FACULTY} 76 SANTA FE President MICHAEL P. PETERS B.S., United States Military Academy at West Point, I968; M.A., University of Washington, I974; Platoon Leader, Executive Officer, and Armored Cavalry Troop Commander, United States Army, I96872; Assistant Professor of Economics, United States Military Academy, I974-77; Soviet Foreign Area Officer, I977-87; Executive Assistant, Office of the Chairman of the Joint Chiefs of Staff, I987-89; Commander, 96th Civil Affairs Battalion (Airborne), I989-9I; Chief Conventional Arms Negotiations, I99I-92; Chief of Staff, United States Military Academy, I992-95; Senior Vice President and Chief Operating Officer, I995-2002, Executive Vice President, 2002-2005, Council on Foreign Relations; President, St. John's College, Santa Fe, 2005-. Dean ofthe College in Santa Fe in Biology, University of New Mexico, I970-72; Boettcher Scholar, I962-66; Perkins Scholar, I963-66; Rhodes Scholar, I966-69; Danforth Graduate Fellow, I966-72; Woodrow Wilson Fellow (honorary), I966; Tutor, English Literature, Summer Humanities Institute, Colorado College, I968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, I97I-72; Tutor, St. John's College, Santa Fe, I972-. DAVID EDWARD STARR B.A., Gordon College, I962; M.A., I966, Ph.D., I972, Boston University; Graduate Assistant in Philosophy, Boston University, I963-64; Teaching Intern, Boston University College of Basic Studies, I964-66; Instructor in Philosophy, University of Rhode Island, I966-7I; Tutor, St. John's College, Annapolis, I972-80, Santa Fe, I982-, Director of The Graduate Institute in Liberal Education, Santa Fe, I980-82. VICTORIA MORA B.A. in English-Philosophy, University of New Mexico, I985; Yale University Teaching Fellow, I986-88; M.A., M. Phil. in Philosophy, Yale University, I990; Ford Foundation Dissertation Fellow, I990-9I; Ph.D. in Philosophy, Yale University, I992; Philosophy Instructor, Albuquerque TV-I Community College, I99I-92; Tutor, St. John's College, Santa Fe, I992-; Dean, St. John's College, Santa Fe, 2006-. HOWARD J. FlsHER B.A., University of Rochester, I965; Technician, Harvard University Cyclotron Laboratory, I964-65; Tutor, St. John's College, Annapolis, I965-; Visiting Lecturer in Physics, Western New England College, I98o; Visiting Senior Member, Linacre College, Oxford University, I982-83; Tutor, St. John's College, Santa Fe, 2005-. PIDLIP LECUYER B.A., Colorado College, I966; Merton College, Oxford University, I969; Studies STEPHENR. VANLUCHENE B.A., Arizona State University, I969; M.A., I97I, Ph.D., I973, UniversityofNotre Dame; Tutor, St. John's College, Santa Fe, I973-, Director of Admissions, I979-8I, Director of The Graduate Institute in Liberal Education, I982-85; Dean, I99I-I996. DAVID BoLOTIN B.A., Cornell University, I966; Ph.D., New York University, I974; Lecturer in Classics, Yale University, I97I-73; Tutor, St. John's College, Annapolis, I974-82; Santa Fe, I982-; Visiting Professor, Committee on Social Thought, University of Chicago, I986, I987-88, 2002-03; Carl Friedrich von Siemens Fellow, Siemens Institute, Munich, 2006-2007. KENT H. TAYLOR B.A., Yale University, I963; M.A., University of Georgia, I965; Ph.D., University of California at Santa Cruz, I976; University of California at Santa Cruz, I967- JOHN'S 68; Defense Language Institute, Monterey, California, I968-69; Heidelberg University, I971-73; Instructor, University of Georgia, I965-67; Teaching Assistant, University of California at Santa Cruz, I967-7I; Tutor, St. John's College, Santa Fe, I974-· ELIZABEI'H s. ENGEL B.A., Pomona College, I967; M. Phil., I97I, Ph.D., Philosophy, I973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College, I97I-73; Assistant Professor of Philosophy, California State University at Humboldt, I973-75; Tutor, St. John's College, Santa Fe, I975-· LYNDALAMsON MYERS B.A., St. John's College, I97I; M.A., University of North Carolina, I975; M.A., I99l, Ph.D., I996, Catholic University of America; Tutor, St. John's College, Santa Fe, I977-; Director of the Graduate Institute in Liberal Education, I985-88. ANTHONY JAMES CAREY St. John's College, Annapolis, I963-65; B.A., University of North Carolina, I967; M.A., 1973, Ph.D. I998, Graduate Faculty, The New School for Social Research; U.S. Marine Corps, I967-69; Graduate Study in Music, University of North Carolina, I969; Part-time Instructor in Philosophy, East Carolina University, I974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, I976-78; Tutor, St. John's College, Annapolis, I979-83, Santa Fe, I984-; Dean, I986-9I, I996-2000; Acting President, 2000; Distinguished Visiting Professor, United States Air Force Academy, 2004-. CHARLOTIE GRAY MARTIN B .A., University of Colorado, I972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, I972-73; Ph.D., Classics and Comparative Studies, Boston University, I979; Teaching Fellow, Boston University, I975-78; Visiting Lecturer, Colorado College, I978-79; Assistant Professor, University of Colorado, COLLEGE} 77 Spring, I98o; Tutor, St. John's College Santa Fe, I98o-. ' PETERPESIC A.B., Harvard University, I 9 6 9 ; M.S., I970, Ph.D., I975, Stanford University; Danforth Graduate Fellow, I 9 5 9 _75 ; Research Assistant and Associate, Stanford Linear Accelerator Center I970-75; Lecturer, Stanford University: I976-80; Tutor, St. John's College, Santa Fe, I98o-; Musician-in-Residence, I984-; Dorr Lecturer, University of North Carolina, 2003. Peano Prize, 2005. Fellow, American Association for the Advancement of Science, 2006-. Fellow, John Simon Guggenheim Memorial Foundation, 2007-08. EDWARD CARY STICKNEY B.A., St. John's College, Annapolis, I975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, I979; Tutor, St. John's College, Santa Fe, I98o-; Director of The Graduate Institute, I994-97· JANET A. DOUGHERTY B.A., Yale College, I974; M.A., Ph.D., Harvard University, I98o; Teaching Fellow in Government at Harvard College, I976-78, I979-80; French Government Fellowship, I978-79; Assistant Professor of Political Science, Stonehill College, I980-82; Tutor, St. John's College, Annapolis, I982-85; Santa Fe, I985-. STEPHEN FREDERICK HOUSER B.A., St. John's College, Santa Fe, I979; San Francisco Conservatory of Music, I980-82; M.A., University of Virginia, I989; Ph.D., University of Virginia, I990; President's Fellow, University of Virginia, I987-90; Tutor, St. John's College, Santa Fe, I983-. F'RANKN. PAGANO A.B., Cornell University, I969; Ph.D., Boston College, I98I; Assistant Professor of Political Science, I975-8I, Director of the Division of Liberal Learning, I980-83, �"""'· 78 {FACULTY} Associate Professor of Political Science, Ig8I-83, University of New England; Tutor, St. John's College, Santa Fe, r983-; Director of the Graduate Institute, 2om-2004. JORGE.EL AfGLA Universidad Nacional Aut6noma de Mexico, Mexico City, r97I-72; B.S., Saint Mary's College, California, I975; M.D., University of California San Francisco, r979; American Heart Association Student .. Research Associate, l97t,; Fellow, Cancer of California Resident, Pathology of C<Jlifornia San {ST. Lll'IDA WIENER RS., Biology, University of Miami, r977; M.S., Entomology, Colorado State University, r979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, r98r; Post-Doctoral Fellow, Linguistics, Harvard University, r982-85; Entomology Associate, Museum of Comparative Zoology, Harvard University, r982-85; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, r984-85; Tutor, St. John's College, Santa Fe, 1985-. DA'YID LAVVRENCE LEV!l'IB Assistant Medical Exammer, Coroner's of San Francisco, r98r-85; Private translator, Lecturer, Collegiate Seminar, Saint California, , Assistant Instructor, San Francisco Karate-Do, Tutor, St. John's Santa Fe, 1985-; Head Karate-Do Instructor, .A.merican Teachers Association of Martial Arts, Pennanent Member, 1993; International of Okinawan Karate, Ig94; 6th Dan, 2006; :New MeYico UrasenJ.;.e of John's College, r~>cuuvv~u, Ph,D. I975' The State \Voodrow Wilson Fellow 1967-68; NDEA Fellow ' ''°'""Pre'""' Graduate Fellow, The Pennsylvania State University r969-70; Research, Centre Universitaire International, Paris, r970; Goethe Institut, \)\Test Language JOf.INF. CORNELL B.A, 1975, IVI.A, 19n, McGill PhD., University of , l98r; 1\11.cConnell Fellow, 1975-77; Fishbein Fellow, Searle Fellow, NEH Fellow, r982; ACLS Fellow, Assistant Professor, Honors JOHN'S l97r-74; Assistant Professor, California State University at 1975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, 1975-87; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, r980-84; Visiting Tutor, St. John's College, Santa Fe, 1987-89; Tutor, St. John's College, Santa Fe, r990-, GRANT H. FRANKS B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, M.A., r980; Associate, Pillsbury, Madison & San 1980-83; Clerk to Judge Cecil K Poole, Ninth Circuit Court of Appeals, San Francisco, CA, r983-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, 1htor, St. John's College, Santa Fe, 1988-. BASIA c. MtLLER B.A., Philosophy, Antioch College, r959; M.A., University of Chicago, 1962; Ph.D., of Chicago, 1989; Translator for the University of Chicago Press, r975-8r; Lecturer in the Liberal Arts, Basic ProgTam of Liberal Education for Adults, of 1982-88; Teaching University of Chicago, Instructor, Northern Illinois r987-88; St. John's College, Santa Fe, r988-, 1997-2002. COLLEGE} Visiting Assistant Professor, University of Colorado-Boulder, Summer rggo; Certificate, Chinese Language Education Program, Providence University, Shalu, Taiwan, r998; St. John's College, Santa Fe, 1989-. KrusH.NANVENKATEsH B.A., English, Magdalene College, Cambridge r982; M.A., Cantab., r985; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of West Germany, 1982-86; Academic Exchange, University of New Mexico, Albuquerque, Ig85-86; Lecturer in British and American Literature, ESL Curriculum-Developer, Shanxi Uni-versity, Republic of r986-89; Lecturer in Film Analysis, North China Film and Broadcasting Institute, Tutor, St. John's College, Santa Fe, Director of the Gradnate Institute, 2004-. BRUCE M. PERRY B.A., Greek, 1973, M.A, PlLD., Classics, 1983, of , Ph.D. Asian and Middle Santa Fe, 1990-. HANK R. HUNT B.S., Oklahoma State Research Grant, Earhart Foundation, r984-85; Tutor, SL John's r988-, Assistant Dean, 1997, DiTector of the Graduate Institute in Liberal Education, 1997-2001; Dean, Santa Fe, 2oor-2006, 'I'l.-IOMAS §CALLY of California, r970; Ph,D,, Boston of California, M.S., Economics, Illinois-Urbana, 1976; Graduate l:lconorrnc!>, University of Chicago, T~•~h~~· University of Colorado Graduate Fellowship, 1983-87, M.A., Classics, of , r985; Graduate in Ancient Philosophy, Trinity Hall, Cambridge 88; Reynolds Fellowship, r988-89; Instructor in Latin, Unive-;.sity of New Mexico-Los Alamos, Summer r985; 79 JAJVrns Cm-m Scholar, of Chicago, r990; Tutor, St. John's College r99r-. �{ST. JOHN'S COLLEGE} {FACULTY} 80 CHARLES N. FASANARO B.S., Chemistry, Manhattan College, I965; M.A.R. with Distinction, ILIFF School of Theology, Colorado, I98o; Ph.D., Philosophy of Religion, University of Denver/ILIFF, I983; Schlessman Scholarship for the Study of Philosophy ~nd Religion, I980-82; Jonathan M. Damels Fellow, I982 Post-doctoral Fellow, Philosophy, University of Colorado, I983-84; Program Ombudsman and Assistant to the Director, Writing Program, University of Colorado, I986-gI; Associate Professor, Center for Philosophy and Religion, Colorado, Ig86; Professor, Center for Philosophy and Religion, Colorado, Iggo; Project Leader (GS-I3) for the Mine and Tracker Dog Project, Vietnam, Ig69; President, New Subasio Institute, and Prior, New Subasio Monastic Community, 2000; Master Scholar, University of Denver, 2003; Tutor, St. John's College, Santa Fe, Ig 9I-; Assistant Dean, 2002-2003. MICHAEL DAVID RAWN B.S., Mathematics, Rensselaer Polytechnic Institute, I974; M.S., Mathematics, Brown University, Ig77; Undergraduate Study in Mathematics Education, University of New Orleans, Ig79-80; Graduate Study in Mathematics, Clarkson University, Ig83-86; Ph.D., Mathematics, Indian Institute of Technology, Kharagpur, Ig9I; Instructor, University of New Orleans, I977-80; Assistant Professor, Ins ti tut Superieur Pedagogique de Bukavu, Zaire, I 980-82; Visiting Assistant Professor, St. Lawrence University, I983-86; Assistant Professor, Manchester College, Ig88-92; Tutor, St. John's College, Ig93-. BARRYE. GoLDFARB B.A., Yale University, I975; M.A., University of Chicago, I978; M.A., University of Cincinnati, I98I; Ph.D., The Johns Hopkins University, I986; Visiting Lecturer, University of Southern California, I986-88; Assistant Professor, The Pennsylvania State University, I988-92; Language Coordinator and Lecturer, The Johns Hopkins University, I992-93; Tutor, St. John's College, Santa Fe, I993-· JULIE R.EAllARD B.A., English, Michigan State University, I 98o; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, Ig84; Ph.D., Comparative Literature, University of Colorado, Boulder, I99I; Teaching fellow, Department of English, University of Nevada, Reno, I98I-84; Instructor, Department of English, University of Colorado, Boulder, I987-88; Instructor, College of General Studies, University of Pennsylvania, I988-89; Graduate Work, Literary Theory, University of Pennsylvania, I988-9I; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, I 992 _93 ; Associate Professor, English Department, Providence University, Shalu, Taiwan, I996-98; Tutor, St. John's College, Santa Fe, I993-· CLAUDIAA. HONEYWELL B.A., University of Chicago, Ig86; Account Executive, American Bankcard Services, Woodland Hills, CA, I987-88; M.A., IggI, Ph.D., I993' Classics and Modem Greek Studies, University of Minnesota; Surveyor, Kavousi/Thriphti Archaeological Survey, Crete, Ig90; Mochlos Archaeological Excavation, Crete, I99I; Visiting Assistant Professor of Classics, Cornell College, I993-94; Tutor, St. John's College, I994-· CALEB THOMPSON B.A., Philosophy, Clark University, I984; M.A., Philosophy, University of Virginia, I 9 go; Ph.D., Philosophy, Universi11'." of Virginia, I994; Alumni Dissertation Fellow, I993-94; Postdoctoral Fellow, SUNY at Buffalo, Ig94-96; Hourani Lecturer, SUNY at Buffalo, I994-95; Tutor, St. John's College, Santa Fe, I996-. MlcHAELD. BYBEE B.A., Philosophy, I972, B.A., M.A., English, Ig72, Ig75, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, I972-74; M.A., Ph.D., Philosophy, I976, Ig8I, University of Hawaii; Assistant Professor of Philosophy, Idaho State University, I982-84; Instructor of English, I98490,Senior Instructor of English, Iggo-95, University of Oregon; Adjunct Assistant Professor of Rhetoric, San Diego State University, I995-96; Tutor, St. John's College, Santa Fe, I996-. JUDITH I. ADAM B.A., I986, M.A., Ig89, Political Science, University of Alberta; Ph.D., I9g6, Political Science, Boston College; Tutor, St. John's College, Santa Fe, I996-; Assistant Dean, St. John's College, Santa Fe,2005-. JACQUES ANTOINE DUVOISIN B.A., I980, St. John's College, Annapolis; M.A., I984, Ph.D., I992, The Catholic University of America, University of California, Irvine, I987-9I; Knights of Columbus Fellow, I98I-84; Tutor, St. John's College, Santa Fe, I997-· BRENDON LASELL B.S., California Institute of Technology, I990; M.S., IggI, Ph.D. Ig94, University of Chicago; Lecturer in Mathematics, University of Chicago, I992-93; Member, Institute for Advanced Study, Ig94-95; Instructor in Mathematics, Princeton University, I995-97; Tutor, St. John's College, Santa Fe, I997-· MATTIIEW K. DAVIS B.A., St. John's College, Annapolis, Ig82; M.A. in Philosophy, Dalhousie University, I984; Ph.D. Candidate in Philosophy and Classics, University of Pittsburgh, I98587; Ph.D. in Political Science, Boston College, I995; Killam Fellow, Ig83-84; Earhart Fellow, I990-9I; Bradley Fellow, Ig93-96; Bradley Fellow, University of Toronto, I996-98; Special Projects Editor, Books in Canada, I997-98; Tutor, St. John's College, Santa Fe, I998-; Assistant 81 Professor of Philosophy an Classics, Carthage College, 2002; Assistant Dean, 2003-05; Visiting Scholar, Boston College, 2005-06. MARK ROLLINS A.B. Princeton University, Ig77; M.A., Ph.D. in Philosophy, University of California, Berkeley, I986, IggI; Teaching Fellow in Philosophy, University of California, Berkeley, I978-83, and I987; Teaching Fellow in the Core Curriculum, Harvard University, Ig84-86, Ig87, Ig9I92, and I995-97; Associate Research Professor, Instituto de Investigaciones Filosoficas, UNAM, Mexico City, Ig88-9I; Assistant Professor of Philosophy, American University in Bulgaria, I992-95; Senior Analyst, education and family support policy, Abt Associates, Cambridge, MA, I997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA., I9g8; Tutor, St. John's College, Santa Fe, I998-. JULIE REHMEYER B.A., Mathematics, Wellesley College, Ig94; M.S., Mathematics, Massachusetts Institute of Technology, I997; Tutor, St. John's College, Santa Fe, Igg8-. GREGORYD. BAYER B.A., St. John's College, Annapolis, I978; M.A., University of Toronto, I98I; Ph.D., University of Texas at Austin, I995; Visiting Assistant Professor, Southern Methodist University, Ig95-96, College ofWilliam and Mary, I996-97, College of Wooster, I997g8; NEH Fellow, Institute for Advanced Study, Princeton, I998-99; Tutor, St. John's College, Santa Fe, I999-· R.ICHABD A. MCCOMBS, II B .A., B. S., Fordham University, I990; Loyola Fellow, Fordham University, I99092; M.A., Fordham University, Ig92; Teaching Fellow, Fordham University, I992-94; Instructor, Marist College, Ig95, Tutor, Rose Hill College, I996-98; Instructor, University of South Carolina, �82 {FACULTY} {ST. JOHN'S COLLEGE} 83 1999; Tutor, St. John's C~lleg~, Santa Fe, 1999_; Ph.D., Fordham Umversity, 2000. EDWARD A. WALPIN B.A., Political Science, Middlebury College, 1987; M.A., English, Middle?ury College (Bread Loaf School of English), 1989 ; M.A., Political Science, Duke University, 1992; Ph.D., Political Sc~ence, Duke University, 1998; National Endowment for the Humanities Dissertation Grant, 1993-94; Exchange Fellow and Instructor, Institut for Politische Wissenschaft, FriedrickAlexander Universitii.t, Erlangen, Germany, 1994-95; Fellow, Instruct?r, and Project Coordinator, Kenan Ethics Program, Duke University, 1997-98; Consultant, PBS Frontline, 1998-99; Tutor, St. John's College, Santa Fe, 1999-. MICHAELE. WOLFE B.A., 1994, St. John's College, S~ta F:; Dup ont Fellowship, 1994-95, President s . . . Fellowship, University ofVlTgmia.' 199.497,. MA., History of Religions, Umversity . . of Virginia, 1997; Assistant Duector of Admissions, St. John's College, Santa Fe, 1997-99; Tutor, St. John's College, Santa Fe, 1999-. JAN ARsENAULT B.A., St. John's College, Santa Fe, 19~2; M.A., University of Denver Counsel~ng Psychology, 1989; Diploma in Analytical Psychology, C.G. Jung Institute of Santa Fe, 2006; Tutor, St. John's College, 1996-. DAVID CARL B.A., Philosophy, Pomona College, 1990; M.A., Philosophy, Claremont Gradu~te School, 1991; Ph.D., Comparatr:e Literature, University of California at Davis, 2000; Lecturer in Philosophy, California State University San Bernardino, 1991-93; English Instructor, Wupertal, Germany, 1992; Philosophy and Religion Instruct~r, Diablo Valley College, 1993-95; Poet m Residence, Shakespeare and Company Bookstore, Paris, France, 1998; Comparative Literature Instructor, UC Davis, 1995-2000; Tutor, St. John's College, Santa Fe, 2000-. MICHAEL GoLLUBER B.A., Liberal Arts, Sarali Lawrence Co~ege, I988. M. . , Philosophy' State University of ' A New York at Stony Brook, 1991; Ph.D., Philosophy, Tulane University, 1998; Instructor of Philosophy, Southwestern University, 1996-98; Assistant Profe~s?r of Philosophy, Xavier University of Lomsiana, 1998-2000; Tutor, St. John's College, Santa Fe,2000-. SUSAN STICKNEY . B.A., SUNY-Binghamton, 1970; Fulbnght Scholar, Freiburg, Germany, 1970-71; M.A., University of Michigan, 1972; German teacher, Olney Friends School, 19_72-75; Albert-Ludwigs University, Freiburg, Germany, 1975-1980; Ph.D., University of Massachusetts, Amherst, 1985; Tutor, St. John's College, Santa Fe, 1992-. PATRICIAM. GREER B.A., College of Notre Dame of Maryland, 19 66 . MA , Writing Seminars, Johns , .. . Hopkins University, 1967; ~eac~g Fellow'. University of Southern Califorma, ~968-69, M.A., St. John's College, Annapolis, 1995; Ph.D., History of Religions, University of Virginia, 2002; Dupont Writing Fellowship, 2000-01; Adjunct Instr~ctor, History of Asian Religions, Umversity ~f Virginia, 1999; Visting Lecturer, Sansknt Epics, Sweet Briar College, 1999; Tutor, St. John's College, Santa Fe, 2001-. EwEN IIAruuSON B .A., Ecology, Behavior Evolution, University of California, San Diego,_1990; M.S., Biology, 1995 , Ph.D. Candidate, University of Michigan; Graduate Student Instructor, University of Michigan, 19932000; Lecturer, Eastern Michi~an University, 1998; Graduate Teachmg Consultant, University of Michigan, 2000or; Tutor, St. John's College, 2001-. JAY SMITH B.A., St. John's College, 1977; M.A., Philosophy, Marquette University, 1979; Ph.D., Philosophy, Fordham University, 2002; Environmental Protection Agency, 1986-89; Environmental Consultant, 19902000; Tutor, St. John's College, Santa Fe, 2001-. KENNE:rn B. WOLFE B.A., St. John's College, Santa Fe, 1994; M.A., Latin, University of California at Berkeley, 1996; Ph.D., Classics, University of California at Berkeley, 2000; Visiting Assistant Professor in Classics and Humanities, Reed College, 2000-02; Tutor, St. John's College, Santa Fe, 2002-. LISE VAN BOXEL B.A. Honors, High Distinction, English Specialist, Political Science Major, Trinity College, The University of Toronto, 1992; M.A., High Distinction, Political Philosophy, Boston College, 1995; Ph.D., Political Philosophy, The University of Toronto, 2006; Tutor, St. John's College, Santa Fe, 2001-. MICAHEL ANDREWS B.A., History, Montana State, 1992; M.A., European History, Tulane University, 1997; Ph.D. Candidate, American Intellectual History, Tulane University, 1998-2002; Tutor, St. John's College, Santa Fe, 2002-. MONIKA I. CAssEL A.B., Comparative Literature, Princeton University, 1992; Ph.D., Comparative Literature, University of Michigan, 2002; Graduate Instructor in German, English, and Comparative Literature, University of Michigan, 1994-2002; Study and Research, Humboldt-Universitii.t, Berlin, 1996-97; Fellowship, Institute for Research on Women and Gender, University of Michigan, 2oor; English Instructor, Desert Academy at Santa Fe, 2002; Tutor, St. John's College, Santa Fe, 2002-. INGOFARIN M.A., Philosophy, Freie Universitii.t Berlin, 1985; Ph.D., Philosophy, Indiana University, 2003; Associate Instructor, Indiana University, 1990-1999; Visiting Assistant Professor, The University of Toledo, 1999-2000; Visiting Assistant Professor, The College of William and Mary, 2000-02; Tutor, St. John's College, Santa Fe, 2002-. PHILIP BARTOK B.S., Physics, University of Connecticut, 1992; Physics Instructor, Denver Institute of Technology, 1995; M.A., Philosophy, University of Notre Dame, 2004; Ph.D., Philosophy, University of Notre Dame, 2004; Tutor, St. John's College, Sante Fe, 2003-. JONATHAN ffANn B.A., Government, Harvard University, 1981; Teacher, Colorado Springs School, 1984-86; Graduate Student, Political Science, Yale University, 1987-89; Visiting Student, Ecole des Hautes Etudes en Sciences Sociales, Paris, 1994-95; Ph.D., Committee on Social Thought, University of Chicago, 2002; Lecturer in the College, University of Chicago, 1998-2002; Visiting Assistant Professor, Political Science, Furman University, 2002-03; Tutor, St. John's College, 2003-. Eruc POPPELE University of Chicago, 1979-80; B.A., St. John's College, Santa Fe, 1989; M.S.E., Environmental Engineering, University of Michigan, 1991; Associate Engineer, Montgomery Watson, 1992-93; Environmental Engineer, Hinds Environmental, Inc., 1994-98; licensed Professional Engineer, New Mexico, 1997-; Ph.D., Civil Engineering, University of Minnesota, 2006; Tutor, St. John's College, Santa Fe, 2003-. J. WALTER STEIUJNG N B.A., St. John's College, Annapolis, 1993; Jacob K. Javitts Fellow, U.S. Dept. of Education, 1993-97; M.A. Philosophy, Emory University, 1997; Doctoral �84 {FACULTY} Candidate, Philosophy, Emo:ry Instructor, Loyola College in 1997-99; Philosophy Gwynedd-Mercy College 1999~woo; Intellectual He:ritage Instructor, Temple University, 1999-2000; Adult Learning Instructor, Project H.O.M.K, Philadelphia, 2000-03; Tutor, St. John's College, Santa Fe, 2003-. :r997-; Th.AVIS§. COOK B.A. Political Science, University of Maine, 1989; M.A. Political Science, Boston College, :r994.; doctoral work, Political Science, lmvP•c<11>r Chicago; JLssistant Di:recand Center, 2000- 03; Lyons Chair in Professional Ethics, United States .Air Force 2004-05; Tutor, St. John's Santa Fe, 2005-. I(ENN.Ern K DAVIS B.M. Education, Georgia State r973; M.Div. Southwestern Theological r977; M.M. of Tennessee, D.M.A. Conducting, Eastman School of Music, of Rochester, Teaching A_ssistant, · M.A. St. John's College, Santa Fe, 2002; Assistant Professor, Western Kentucky '"".""'''""" Ig84-89; Professor, Texas Tech Director of Choral Activities, I989-2000, Director of Humanities, Honors 2000-2005; Tutor, St. John's College, Santa Fe, 2005-. B.A., Political Science, University ofillinois, Urbana, 1992; M.A., 1994, Ph.D., r998, Politics, University of Dallas; J.D., School of Law, Northwestern University, 2003; Adjunct Professor of Politics, University of Dallas, 1996-2000; Adjunct Instructor of Political Science, University of North Texas, 1998-99; Adjunct Professor of Law and Political Science, John Cabot University, 2005; Adjunct Professor of Political ~~.•vU.~v. American University of Rome, 2005; Tutor, St. John's College, Santa Fe, :wo5-. JESSICAJEROJVIB A.B., of~,·~~''""'~ Fellow in Social :r 993 _97 ; M.A., The Committee of UULHA'F'.''' B.A., ' :r999-2000; Instructor in English, Connecticut College, 2000-or; Comcast Television Tutor on TV Tutors Live, 2oo:r-02; Instructor in the Humanities, of 200203; Ph.D., The Committee on Social nP<TC'>'<llnT of 2003; Research Associate, Ziirich James Joyce Foundation, 2003-; Lecturer, Dublin Jam es Summer School, 2003; Lecturer in the Humanities, Yale 2003-04; Andrew vi. Mellon Postdoctoral Fellow in the Humanities, Yale Tutor, St. John's LAUREN BRUBAKER BA uv1~iv!'V"' consultant, I970-80, Entrepreneur, printing and software :r980-9:r; Ph.D. Committee on Social Thought, University of Chicago, 2002; Assistant Professm, University of Notre Dame, 2002- of Clllifo:rnia at I993; Anthropology, University of Chicago, JVLA., 1995, Ph.D., 2003; P_ssistant 2002-2003; Professor, DePaul Postdoctoral Fellow, MacLean Center for Bioethics, University of Chicago J:i()Sf-•It<lls, 2003-04; Tutor, St. John's uu•uv"'v' Fe, 2005-. B.A., Philosophy, of Dallas, r990; , University of Missouri-Columbia, Resident Physician, Family Medicine, 1111 "'"' 1' ' of Missouri-Columbia, 1995-98; Liberal Arts, Southern Methodist 2005, Assistant Professor of Medicine, Medical Ethics, and and Medicine ath the Texas Southwestern Medical School, u.,.~u-'-"v•Ja. M.F.A. Candidate, Science and History Filmmaking, Montana State lJn1vP.rs111v 2004-; Tutor, St. John's College, 2005-. FilEDEillCK MONSMA B.A., St. John's College, At··mapolis, Ph.D., Philosophy, Boston College, 2003; Tutor, St. John's College, Santa Fe, 2005-. Visiting Assistant Professor, Bard 2000-04; St. John's College, 2005- ' 2005-, T. );;.NDJ.IEW]{INGSTON College, r995; and Music, The Boston University, 2003; Lectmer, English, Boston 2001-02; Visiting Instructor, in Humane Studies, Kenyon College, 2001-02; Instructor, Jazz Piano, 2001-02; Instructor, Boston University, 2002-03; The Professor's Post-Doctoral Fellow, Boston 2003-04.; Instructor, Core Cmriculum, Boston University, 200405; Tutor, St. John's College, Santa Fe, ALA-N Z:mnm G!lEOGORY W. SCHNEIDER 0 K:mu EuzABEIH Al\rus Alamos Laboratory, 2ooI-; St. John's College, Santa Fe, 2005 _ , Political Theory and International Michigan State University; Political Science, Boston College, Bradley Foundation Post-doctoral Boston College, 2002, Visiting Boston College, 2003-2004; St. John's College, 2005-. , St. John's College, Santa Fe, 1995; Research Assistant, Theoretical & Biophysics, Los Alan10s National 1995-96; Programmer, Santa Fe Santa Fe, NM, 1996-98; ApplicaDeveloper, PE Informatics, Santa Fe, :r998-99; Manager of Technical SerPanorama Point Web Development, Fe, NM, :r999-2oo:r; Senior TechniTheoretical Biology & Biophysics, Los CH!lISTINE CHEN B.A., magna cum laude, Russian Studies, 1999; r998-r999, Yale Harvard Studies: Russia, Eastern Europe, 2001; Program Coordinator, for Democracy in Eastern 2002; Ph.D. candidate, Modern Medieval Languages, Cambridge ty, U.K.; Graduate tutor, departmental turer, Cambridge University, 2004-2006; St. John's College, 2006-. EMILY .llENA-DOZIER B.A., Reed College, English, r999; 2003 & Ph.D., 2006, of Chicago, English Language and Core Humanities lecturer and vvi·iting rn,~rr""''w University of Chicago, 2004-2006; Instructor, Harold Washington College, 2005; St. John's College, 2006-. MARK SINGLETON Dimplome D'Etudes Europeennes "ntoIT~""'" (Lettres Modernes) Ste~dhal University, Grenoble, France, 1994; B.A., English and French Combined Honours Class), Birmingham University, 1995; .IVI.Phil in European Literature (Distinction), Cambridge University, U.K., coordinator, Alice �~~------------. . . . . . . . . . . .i 86 {ST. JOHN'S COLLEGE} 87 Ig98-2om; Yoga Instructor Ig97-; Research Assistant, Dharam Hinduja Institute oflndic Research 2003-04; PH.D. Candidate, Divinity, Cambridge University 2002-06; Tutor, St. John's College, 2007JACKV. WALES, JR. B.S., Mechanical Engineering, Stanford University, Ig68; Ranch Hand, Ig69-I974; Graduate Study in Philosophy, University of Wisconsin-Green Bay, Ig75-I978; Laboratory Instructor, University ofWisconsinGreen Bay, Ig75-I978; Mathematics Teacher, The Thacher School, Ojai, California, Ig78-2006; M.A., St. John's College, Santa Fe, 2000; Tutor, St. John's College, Santa Fe, 2007-. RUSSEL WINSLOW B.A., Literary Studies, University of Texas at Dallas, Ig97; M.A., 200I, and Ph.D., 2006, Philosophy, Graduate Faculty of the New School for Social Research; Teaching fellow, Eugene Lang College, New York City, 200I-2005; Post-doctoral fellow at Fordham University College at Lincoln Center, 2006-2007; Tutor, St. John's College, Santa Fe, 2007-. ARCELIA RODRIQUEZ B.A., University of Maryland, College Park, Ig96; Graduate School Fellowship, University of Maryland, Ig97-I998; Instructor of Political Philosophy, University of Maryland, Fall 2002; Teaching Assistant, Fall 2om - Spring 2003, Introduction to American Politics, Law & Society, University of Maryland; M.A., University of Maryland, 2005; Ph.D., Government and Politics, University of Maryland, 2006. TUTORS EMERITI AND Curtis A. Wilson Charles G. Bell Thomas King Simpson William A. Darkey LouisKurs Edward Grant Sparrow Thomas J. Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. Robert Williamson Benjamin Milner Chaninah Maschler Robert D. Sacks Laurence Berns Samual S. Kutler George Doskow Edward Malcolm Wyatt Don Cook E. Ray Davis, Jr. Glenn A. Freitas Katherine Boaz Robert Richardson Elliott Skinner Joe Sachs Gisela Berns Jack Steadman Hans von Briesen Georgia E. Knight HONORARY FELLOWS PRESIDENTS EMERITI RAY CAVE B.A., St. John's College, Annapolis, Ig48. Edwin Jules Delattre William M. Dyal, Jr. John Agresto John E. Balkcom OFFICERS, AssocIATEs AND STAFF RETIRED TUTORS STEPHENF'EINBERG B.B.A., UniversityofTexas, Austin, Ig67. ANNAPOLIS President Christopher B. Nelson Dean Michael G. Dink Vice Presidentfor Advancement, Annapolis Barbara Goyette Treasurer Bronte D. Jones Director ofthe Graduate Institute Joan Silver Assistant Dean Anita Kronsberg Director ofAdmissions John M. Christensen SANTA FE President Michael P. Peters Dean Victoria Mora Vice Presidentfor Advancement, Santa Fe James W Osterholt Treasurer Bryan E. Valentine Dz~ector ofthe Graduate Institute Krishnan Venkatesh Assistant Dean Judith Adam Director ofAdmissions Lawrence H. Clendenin Director ofAlumni Activities Jo Ann Mattson A~sociate Director efAlumniActivities Director ofAthletics Leo Pickens Student Activities Manager Director ofCareer Services Shahrzad Arasteh Director ofCareer Services Margaret E. Odell Director ofFinancial Aid Paula Abernethy Director ofFinancial Aid Michael Rodriguez Librarian Andrea Lamb Lzbrary Director Jennifer Sprague Director ofCommunications Rosemary Harty Director ofCommunications Registrar Jon Enriquez Nurse Practitioner Carolyn Buppert Michael Bales Registrar Marline Marquez Scally Family Nurse Practitioner Terry Selvage Director ofHuman Resources LoisE. Rael Director efCollege Iriformation Technology Services Catherine Smith �{ p RO 88 F I L E } FRESHMAN CLASSES ENTERING FALL 2007 AND JANUARY 2008 .............................. ............................................................ ....................................................... ............................. Annapolis States Represented Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Maine Maryland Massachusetts Michigan Minnesota Montana Nebraska New Hampshire New Jersey New Mexico New York North Carolina Ohio Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Vermont Virginia Washington West Virginia Wisconsin District of Columbia 38 2 I 2 I Annapolis Santa Fe 36 I I8 I 5 I 6 I I 2 2 I I 2 I 29 IO 3 I I 29 I I 2 I I I 7 I 2 3 I I 2 I 2 5 I 3 I I 2 6 I2 3 2 2 5 3 2 I I3 I I 4 2 I II 3 2 I I 9 7 ......................... Santa Fe I I2 I I 2 2 Foreign Countries Armenia Bulgaria Japan China Georgia India Kenya Mexico Myanmar I I I I I 2 Nepal Number of Students Fall2007 January 2008 Men Women Early Entrance Previously Attended College Range of Ages I43 73 70 Receiving Financial Aid 33 I02 65 I I I6 42 I6-32 I6-27 2 Veterans Kind of School Attended Public Independent Homeschooled I34 76 III 55 I2 49 7 62% 63% Verbal Math 650-'(50 580-680 SAT Ranges• Middle50% Middle50% "'Combined entering classes, fall2007, with 743reporting I 2 I7 I 4 7 2 r:fJ. v co ~ v z f'\ 0 ~ ~· r:fJ. ~ ~ 0 u � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 2008-2009 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 88 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 2008-2009 Date A point or period of time associated with an event in the lifecycle of the resource 2008-2009 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 2008-2009 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4866f7345035888c20e3e75e645ac4c8.pdf 3055ebe9461f476132b68d765928efe2 PDF Text Text STATEMENT OF THE STo }OHN~S PROGRAM I-I ' 0 1 ANNAPOLIS • SANTA FE ANNAPOLIS, MARYLAND 2I40Lf SANTA FE, I'·TEw MExrco 4rn-263-2371 505-984-6000 Founded as King William's School, r696; chartered as St. John's College, r784; accrnclitedbythe Maryland State Depart_ment of Education, by the Middle States Association of Colleges and Schools ( 3624 Market Street, Philadelphia, PA r9rn4; 2r5-662.-5606), by the North Central Association of Colleges and Schools (30 N. La Salle Street, Suite 2400, Chicago, IL 60602; 800-6I2-7440), and by The American Academy for Liberal Education (r7rn Rhode Island Avenue, N\JV, 4th Floor, Washington, D.C. 20036; 202452-86n). The college is co-educational and has no religious affiliation. St. John's admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, disability, or sexual orientation. Academic facilities and most residence halls are accessible to persons with physical disabilities. The college reserves the right to modify the programs and policies herein stated without notice. �{COLLEGE CALENDAR 2009-2o:i::o} {COLLEGE CALENDAR 2009-2o:i::o} SANTA FE ANNAPOLIS 2009-2o:ro 2009-2o:ro August25 Upperclass Registration August25 Upperclass Registration August26 Freshman Registration and Convocation August26 Freshman and Sophomore Registration August27 Classes Begin with Seminars August27 Undergraduate Classes Begin with Seminars October g - I2 Long Weekend Aug11st 27 Convocation November 25 - 29 Thanksgiving Recess October 16 - 19 Long Weekend December r8 End of First Semester November 26 - 29 Thanksgiving Recess December r8 - January IO Winter Vacation Decemberr7 End of First Semester Januaiyn Second Semester Begins December I8 - January 17 Winter Vacation January15 January Freshman March r3-28 Spring Vacation 5-8 March 5- 2I Spring Vacation End of Second Semester End of Second Semester Commencement I6 20 22 Commencement SUMMER 20IO SUMMER 20IO Graduate Institute Summer Session Begins June 2r I2 Graduate Institute Summer Session Ends January Freshman Second Semester Begins Graduate Institute Summer Session June 14 5 January Freshman Second Semester Ends 5 Graduate Institute Summer Session Ends �{TABLE 6 THE 8 IO II r6 20 22 Tr-IE 27 28 28 29 30 31 32 32 33 33 35 37 CONTENTS} Introduction CURRICULUM Seminar Preceptorial Tutorials Laboratmy Formal Lecture St. John's List of Great Books AcADEMrc ORDER Tr1tors Instruction Committee Library Schedules Essays and Examinatio11s Academic Standing Degree of Bachelm of Arts Graduate Study and Careers after St John's Graduate Institute in Liberal Education Degree of Master of Arts in Liberal Arts Degree of Master of A.rts in Eastern Classics . Dii-ectory Information and RESIDENCE 38 41 45 48 OF & STUDENT LIFE Annapolis Santa Fe Both Campuses Site Plans of the Campuses ADMISSIONS 51 52 53 55 FEES 56 57 58 59 60 63 Overview Requirements for Admission Procedure for Applying Campus Visit & FINANCIAL Arn Prncedmes and Deadlines Sources of Aid Student Budget Billing and Deposits Refund Policy Criteria for Judging ""''"'-""'v' �6 {INTRODUCTION} t. John's College is a community dedicated to liberal education. Liberally educated human beings, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John's College is persuaded that a genuine liberal education requires the study of great books - texts of words, symbols, notes, and pictures - because they express most originally and often most perfectly the ideas by which contemporary life is knowingly or unknowingly governed. These books are the most important teachers. They are both timeless and timely; they illuminate the persisting questions of human existence, and they bear directly on the problems we face today. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not of merely academic concern or remote from our true interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation. This conversation, however, is unavoidably one-sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they {ST. JOHN'S COLLEGE} 7 face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic - the arts oflanguage; and arithmetic, geometry, music, and astronomy - the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measuring, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experiment, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think freely for themselves. By these means, students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance, men and women can free themselves from the wantonness of prejudice and the narrowness of beaten paths. Under their discipline, men and women can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. The aim of the education offered by St. John's College is the liberation of the human intellect. This is an education for all, regardless of a person's race, ethnicity, sex, religious beliefs, country of origin, economic background, age, disability or sexual orientation. By reading great books and struggling together with the fundamental questions that they raise, students and their teachers learn from their differences and discover more deeply their shared humanity. In this and other ways, a diversity of background and experience enriches our community oflearning. Because it offers an education for all, St. John's College has sought and continues to seek to make its program of study known and available to people of diverse backgrounds. �8 {THE CURRICULUM} THE SEMINAR T he heart of the curriculum is the seminar - a discussion of assigned readings from the boo~s of the program. In each seminar seventeen to twentyone students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, for two hours or sometimes longer if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once underway, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices and on humanity's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading, but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument - an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to {ST. JOHN'S a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best, the seminar may reach insights far beyond the initial views held by any of its members. Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues, and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But COLLEGE} 9 the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding, and to help them arrive at intelligent opinions of their own. Every freshman, sophomore, and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes a major part of the process called enabling (see page 3I). �JO {THE {ST. CURRICULUM} THE PRECEPTORIAL or about seven to eight weeks at the end of the first semester seminus of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the of one book, or in exploration of one subject through several books. Students are usually given a choice of twenty-five to thirty p:receptorials on books or subjects of interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than ten students in a preceptori81. Guided by a tutor, they proceed at a pace more than that permitted by the seminar. Usually, the students' work is completed by some form of written work, either a formal paper or a presentation to the class. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Heidegger: Being and Time .... ... ························································ Design and Expression in the Visual Arts Saussure: Course in General Linguistics ncau1uc;o in Lao Tsu and Confucius Darwin: Natural Selection Sartre: Being and JYothingness Galileo: Dialogues on the Two Chief World Systems Kant: Critique ofJudgment Hobbes: Leviathan Austen: Selected Novels Faraday: Experimental Researches in Electricity and JWagnetism Ethical Problems in Medicine Nietzsche: Twilight ofthe Idols JOHN'S THE TUTORIALS he seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing, Other learning devices must therefore support it; these are the tutorials in language, mathematics, and music. For each of four years, a student attends one language and one mathematics tutorial three times a week. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small g:roup to work toward a careful analysis, often through translation or demonstration, of an important work As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to their fellows. Other tutors occasionally attend, seeking to learn about a particular subject that they may later teach. Writing assignments are normally made in all classes: mathematics, music, and laboratory sections, as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and formso THE LANGUAGE TUTORIAL in higher education has led to a profound neglect oflanguage skills. As countTy is separated from country the barrier oflanguage, so is separated from profession by technical jargon. Primarily, the lang1iage tutorial attempts to this condition by training in the COLLEGE} JI means of precise communication. In a b:road sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and ambiguities of terms; to the role of metaphors, analogies and images; and to the logical relations that connect propositions. The study of foreign languages (Greek in the first and second years, and French in the third and fourth yea:rs) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with the students learn something of the nature of languages in general and of their own in particular. the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. discover the resources of articulate and learn the rules that must govern it if it is to be clear, consistent and effective - if it is to be adequate In the beginning, the is on the forms of words, the grammatical constructions, and the vocabulary of each language studied, Thus the reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more and analytical study, one that is concerned with details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do �12 {THE CURRICULUM} not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understandand increases their ability to think clearly and to speak welL A secondary pnrpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are to the fore that otherwise have been neglected, and they can be disthan the seminar This habit of e<;JtM<111, in its turn, can then become more common in seminar. The language tutonal cannot and should not aim at m;1ste:ry of the but the students can ,.:;,touuau.v expect to obtain a ical forms and a grasp of the it1es of the that experience the individuality of another language is to extend the boundaries of one's The choice of foreign languages is in part dictated by the seminar reading schedule and is in part Latin and German might be used without changing the pattern and aims of the tutoriaL The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the contii1uance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year with a brief, intensive study of French grammar followed the reading of a French texL The aim here is econon1ical progress toward facility in the reading of simple French. Students fluent in French may be stages. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read- Racine'sPhedre. The principal of the fourth year is the :reading of French prose and poetry, a number from Baudelaire's Les Fleurs du Jl!Ial Its immeis the undeistanding and of each poem in its parts and as a whole. It also a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. assignments include exercises in translation more ambitious than those ttem-i)tec!in the The year ends and discussion of rnodern British and Jl.Jilencan poets, such as T. 5. Eliot, Dylan Thomas, VI B. Yeats, and Wallace Stevens. {ST. JOHN'S THE MATHEMATICS TUTORIAL Mathematics is a vital part of education; that this is true or ought to be is suggested the word itself, for it is derived from a Greek word meaning "to learn." It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal art, not artificially from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry, and from treatises chosen not only for their matter but also for d1eir elegance and imagination, as it is at St. John's, mathematics becomes not the most learnable liberal art but also one that provides ready access to others and significai't analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world, not only must have some familiaricy with the mathematical methods which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is ly useful in helping students to think about what it means to come to know something. COLLEGE} 13 To prepare themselves for such reflection, students study al'tfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and gain noticeably in xigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? 'ii\!hat is a rnathematic<e>J system and what are its proper beginnings and ends? 'IX/hat is the relation of logic to mathematics? What do "better" and "worse," "ugly" and "beautiful" in mathematics? Do mathematical constitute a f.J:e there "mathematical objects"? How might the discoverer of a theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger of the seminar. The students begin with the Elements of Euclid. Using Euclid's of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical its central expression found in the of ratios - which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's Almagest, centering their attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics �14 {THE CURRICULUM} tutorial at SL John's and the course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: His work is both an example of mathematics applied to phenomena and a companion to the philosophical, and religious readings that a:re taken up in the first and second years. In the the students continue the study of Ptolemy, with upon those difficulties and of the geocentric system that are brilliantly transformed by the Copernican revolution. They study transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic of the very whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an of algebra as the In the third year, calculus is studied both analytically in its modern form and geometrically as Newton presented it in his Principia Mathematica. In the second semester, students take up Newton's treatment of astronomy in the Principia, in which he brings heavenly and earthly motions under one law and a astronomy with a in which orbits are determined by laws of force. The year concludes vvith an examination of Dedekind's of :real numbers, the endeavor to a rigorous arithmetical foundation for the calculus. The mathematics tntorial is both an introduction to and a foundation fo:r the study of the philosophical outlook of the modern world. In the fourth year, the reading of Lobachevski's to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature {ST. JOHN'S COLLEGE} 15 of the geometric art as a whole. Seniors also Einstein's special ofrelativity, which challenges our conventional understanding of the nature of time and space. THE MUSIC TUTORIAL One of the aims of the Sc John's program has been to restore music as a liberal art to the curriculum. The study of music at St. John's is not directed toward performance, but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because understood it as one of the essential functions of the mind, associated with the mind's power to grasp number and measure. The liberal art of music was based, for them, on the :ratios among whole numbers. In the music program at St . John's aims at the of music through close of musical and analysis of works of musical literature. In the freshman year, students meet once a week to the fundamentals of melody and its notation. Demonstration takes place smgmg, and by the second semester the students perform some of the great choral works. In the sophomore year, a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but complementary aspects of music. On the one hand, music is intirelated to rhetoric, and poetry. On the other, it is a and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in wo:rds as well as in notes, a thorough of the diatonic system, a musical intervals, and a consideration of and harmony None of these are done apart from the sounding realil::'j of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrma, the St. 1Vlatthew Passion of Bach, the operas of Mozart, and the instrumental works of Beethoven are the real textbooks. In the second semester, at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. �16 {THE CURRICULUM} THE LABORATORY T hree hundred years ago, algebra and the arts of analytic geometry were introduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John's program and one that the college takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the program exhibit the far-reaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. Liberal learning is concerned with the artifices of the human mind and hand that help us to relate our experiences to our understanding. For this purpose, St. John's has set up a three-year laboratory in the natural sciences, wherein characteristic and related topics of physics, biology, and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory, and fact has to be carefully scrutinized. All of this is supported by the {ST. JOHN'S COLLEGE} 17 mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The college does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. THE ORGANIZATION OF THE LABORATORY WORK The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (r) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption, and observation. Thus certain integrated wholes of subject matters are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called "exact." A laboratory section consists of fourteen to sixteen students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a ·week. A laboratory session may be used !Or exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. In most cases, the basis for discussion is a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �18 [THE LABORATORY TOPICS THE FIRST YEAR have been chosen from physical and biological sciences. The sequence of study may be outlined as follows: The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, and embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the nonliving in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature, and rsrYEAR 12 20 weeks: Observational biology weeks: Studies of matter and measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, magnetism 10 weeks: Quantum physics 18weeks: Genetics, evolution, molecular biology {ST. CURRICULUM} JOHN'S calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. THE THIRD YEAR The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, and electromagnetism. Throughout the year, experimentation is accompanied the reading of impmtant original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot, and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutoriak As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy, and fields to their reformulation in terms of derivative and integral; at the same time, the concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories of light - corpuscular and wave - and the success of either theory in accounting for optical phenomena is COLLEGE} 19 examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromagnetic theory of light. THE FOURTH YEAR In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first ten weeks, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schri:idinger, Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meanmg. The Laboratory program ends as it began - with a study of living organisms, In the spring of the senior year, students finally confront the evidence and arguments for their modern views of evolution and genetics. The semester with Darwin and Mendel, synthesis, and then traces in cellular and molecular biology which are thought to undergird this as in seminal papers by 20th centmy biologists. In addition, this work raises questions about whether there is purpose in nature, whether there are natural kinds, what distinquishes living from non-living, whether living things have a wholeness, and if so, what is for it. �20 {THE THE FORMAL LECTURE T {ST. CURRICULUM} he curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: It inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. Others may have a lasting effect on the direction that students' work takes within the framework of the program. JOHN'S LECTURES AND CONCERTS The following list provides some examples oflectures and concerts given on one or the other campus in recent years: "The Tears of Odysseus" Cary Stickney "Madness, Reason, and Recantation in Plato's Phaedrus" Martha Nussbaum "Eichmann in Athens: Hannah Arendt and the New Problem of Evil" Lawrence Vogel "Gene, Organism, and Environment: Good Biology and Bad Metaphors" Richard Lewontin "The Fall and Rise of the Islamic State" Noah Feldman "Old Comedy, New Comedy, and the Problem with Tragedy" Stephanie Nelson Concert: Beethoven: Quartet in C Minor, Op. r8No. 4; Zorn: Necronomican; Dvorak: Piano Quintet Mir6 Quartet with Peter Pesic, piano "Affirmative Action Today: Race, Immigration and the Constitution" Deborah Malamud "Grammar as a Liberal Art" Bruce Perry "The Question of Lear and Cordelia" Louis Petrich "Husserl: 'The Privilege of Reason II: Identity and Eternity" Jim Carey COLLEGE} 21 "Sanskrit Poetry: 'The Goddess Envisioned: Kalidassa's Language of Metaphor in the Kumarasambhava'" Indira Peterson "Freedom and Equality in Lincoln's Understanding of the American Polity" George Russell "The Muses in Homer and Hobbes" Elaine Scarry "Was Space Made for Feeding Mathematical Invention?" Bob and Ellen Kaplan Concert: Bach, Goldberg Variations lngridMarsoner, piano "William Blake's Flourishing Vision" David Townsend "Agonizing over a Decision: What Can Neuroscience Tell Us About the Relationship between Thought and Emotion?" Julie Fiez "'Making New Gods?': Reflections on Plato's Symposium" Mitchell Miller Concert: Handel's "Acis and Galatea" The Aulos Ensemble "The Ethics of Laughter in Jane Austen's Pnde andPngudice" Emily Rena-Dozier "The Golden Ratio" MarioLivio �22 {THE {ST. CURRICULUM} he list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Since r937, it has been under continuous review at St. John's College. The distribution of the books over the four years is significant. More than two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year ranges from the Hebrew Bible to the sixteenth century seeds of the has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not a historical approach to the subject matte:ro The St. John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The list of books that constitute the core of the SL John's program is subject to Instruction Committee of the faculty. Those listed here are read at one or both campuses, although not always in their entirety. Books read in seminar an asterisk. COLLEGE} 23 FRESHMAN YEAR ST. JOHN'S LIST OF GREAT BOOKS lliP"""'l~"""'l'l'I JOHN'S *Homer: '·Aeschylus: ''Sophocles: *Thucydides: *Euripides: '-Herodotus: *Aristophanes: *Plato: Aristotle: Euclid: *Lucretius: "'Plutarch: Nicomachus: Lavoisier: Harvey: Essays by: fliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colo nus, Antigone, Philoctetes, A;ax Peloponnesian War Hippo!ytus, Bacchae Histories Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus ''Poetics, 'Physics, *Metaphysics, Wicomachean Ethics, On Generation and Corruption, 'Politics, Parts ofAnimals, Generation ofAnimals Elements On the Nature of Things "Lycurgus," "Solon" Arithmetic Elements of Chemistry Motion ofthe Heart and Blood Archimedes, Fahrenheit, Avogadro, Dalton, Cannizzaro, Virchow, Mariotte, Dnesch, Gay-Lussac, Spemann, Stears, J.J. Thomson, Mendeleyev, Berthollet, J.L. Proust SOPHOMORE YEAR Aristotle: Apollonius: ''VirgiJ: *Plutarch: '"Tacitus: *Ploti:nus: *Maimonides. *Anselm: *Aquinas: *Dante: '"Chaucer: *Machiavelli: Copeinicus: Kepler 'Rabelais: Palestrina: *Montaig11e: Viete: ''Bacon: *Hebrew Bible ''·New Testament *DeAnima, On Interpretation, Prior Analytics, Categories Conics Aeneid "Caesar," "Cato the Younger," "Antony," "Brutus" Discourses, Manual Annals Almagest TheEnneads Confessions Guide for the Perplexed Proslogium Summa Theologiae Divine Comedy Canterbury Tales 17ie Prince, Discourses On the Revolutions ofthe Spheres Epitome TV Gargantua and Pantagruel Missa Papae Jlfarcelli Essays Introduction to the Analytical Art Novum Organum �24 Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Monteverdi: StTavinsk:y: *Cervantes: Galileo: *·Hobbes: *Descartes: ''Milton: La Rochefoucauld: La Fontaine: *Pascal: Huygens: ''-Eliot ''Locke: Racine: Newton: Leibniz: ''Swift: *Hume: ''-Rousseau: *Moliere ''-Ada_m Smith: ''Kant: *Mozart: ''Austen: Dedekind: ''Hamilton, Jay and Nfadison: *Twain: *Wordsworth: {THE {ST. CURRICULUM} *Richard II, *Henry IV; *The Tempest, 'As You Like It, '·'Hamlet; ''Othello, *JWacbeth, ''KingLear, and Sonnets Marvell, Donne, and other r6th- and 171h-centurypoets Geometry; ''Discourse on Method Generation ofConic Sections St. Matthew Passion, Inventions Quartets Operas Third Symphony Songs L'Orfeo Symphony ofPsalms Don Quixote Two New Sciences Leviathan JWeditations, Rulesfor the Direction ofthe Mind Paradise Lost Maximes Fables Pensees Treatise on Light, On the JWovement ofBodies by Impact JWiddlemarch Theologico-Political Treatise Second Treause of Government Phedre Principia Mathematica *·Monadology; ''Discourse Essay on Dynamics, *Philosophical Essays, ''Principles ofNature and Grace Gulliver s Travels Treatise ofHuman ~Nature Social Contract, The Origin ofInequality Le JVIisanthrope Wealth ofJVations Critique ofPure Reason, Foundau"ons ofthe lVletophysics ofMorals Don Giovanni Pride and Prejudice Essays on the Theory ofNumbers ''Articles of Confederation, *Declaration ofIndependence, *Constitution ofthe United States ofAmerica The Federalist The Adventltres ofHuckleberry Finn The Two Part Prelude of 1799 Young, Taylor, Euler, D. Bernoulli, Orsted, Maxwell JOHN'S COLLEGE} SENIOR YEAR *Goethe: Darwin: *Hegel: Lobachevsky: ''Tocqueville: ''-Lincoln: ''-Frederick Douglass *Kierkegaard: *Wagner: '·Marx: '' Dostoevski: *Tolstoy: ''Melville: *O'Connor: *\villiam James: *Nietzsche: *Freud: Baudelaire '·BookerT. *DuBois: *Husserl: *Heidegger: Einstein: *Conrad: FauLkner: Flaubert *Woolf: Poems by: Essays by: *Supreme Court Opinions Faust Origin ofSpecies Phenomenology ofMind, "Logic" the Encyclopedia) Theory ofParallels Democracy in America Selected speeches Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital, Political and Economic Manuscripts of1844, The German Ideology Brothers Karamazov War and Peace Benito Gerena Selected stories PsyclwlogJ~ Briefer Course Beyond Good and Evil Introductory Lectures on Psircbtoanalv Les Fleurs du Mal The Souls ofBlack Folk Crisis ofthe European Sciences Basic TVriu'ngs Selected papers Heart ofDarkness Go Down fiaoses Un Coeur Simple Mrs. Dalloway Yeats, T. S. Eliot, Wallace Stevens, Valery, Rimbaud Faraday, J_ J. Thomson, Millikan, Minkowski, Rutherford, Davisson, Schrodinger, Bohr, de Broglie, Mendel, Eoveri, Sutton, Morgan, Beadle & Sussman, Vlatson & Crick, Jacob & Monod, *These authors or works are read in seminw: The others are distributed among the tutorials and laboratory. 25 �26 {THE CURRICULUM} {THE ACADEMIC THE TUTORS CLASSIFICATION OF AUTHORS, AccoRDING TO CoNVENTIONAL SUBJECT MATTER, THROUGH THE FouR YEARS Philosophy and Theology Literature Freshman Year Plato Aristotle Lucretius Homer Aeschylus Sophocles History and Social Science Mathematics and Natural Science Herodotus Euclid Thucydides Plutarch Ewipides Aristophanes Sophomore Virgil Year Dante Aristotle Epictetus Plotinus The Bible Augustine Anselm Aquinas Luther Montaigne Bacon Maimonides Chaucer Rabelais Shakespeare Donne Marvell ····························· Junior Year Cervantes Milton Swift Racine La Fontaine J.Austen La Rochefoucauld G.Eliot Moliere Wordsworth Twain Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant ......................... Senior Year Tolstoy Dostoevski Baudelaire llimbaud Valery Yeats Kafka W. Stevens T. S.Eliot Conrad V.Woolf O'Connor Melville Faulkner Goethe Flaubert Plutarch Tacitus Machiavelli Husserl Mariotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Dries ch Ptolemy Apollonius Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydu Des Prez Monteverdi Copernicus Descartes Pascal Viete Kepler ............................ .................................... Locke Rousseau Adam Smith Hamilton, Jay, Madison Documents Galileo Young Euler Taylor Newton from American political history ·································· Hegel Kierkegaard Nietzsche W.James Heidegger Plato Nicomachus Ptolemy Lavoisier Dalton Archimedes Pascal Fahrenheit Avogadro Music Hegel Marx DocUlilents from American political history Tocqueville Lincoln Supreme Court opinions F.Douglas B. Waslrington DuBois Hamilton, Jay, Madison Leibniz Huygens Dedekind D. Bernoulli Faraday Maxwell 0rsted Ampere Mozart Mendel J. J. Thomson Bohr Millikan Scbr odinger Darwin Freud Wagner .............................. Faraday Lobachevski Rutherford Minkowski Davisson de Broglie Beadle Tatum Boveri Sutton Morgan Sussman Hardy Einstein Heisenberg Watson & Crick Jacob & Monod t St. John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at ilifferent stages oflearning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the principal teacher of the class - it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at , understanding. In summary, the role of i the tutors is to question, to listen and to '1· help. The help might take the form of ,'translation, experimentation, demon;'$tration or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John's 'II not be limited to what fits neatly ide a single discipline, it is essential St. John's tutors re-educate thems to acquire increased understanding those parts of the program that are oute their field of post-graduate training. r example, tutors with advanced ees in mathematics would prepare ORDER} 27 themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not parry their far-ranging questions with the reply that these matters are handled in another department. There are no departments! The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This preparation is necessarily demanding because no full-time tutor is confined to a single part of the program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up . Leaders of such groups are sometimes relieved of part of their ordinary teaching duties. The groups engage in a thorough study and exploration of a subject chosen by themselves or the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John's curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John's. �28 {THE ACADEMIC P T THE LIBRARY T he books chosen for study at St. John's are collected in the best editions and translations that can be obtained. These works form the basis of the collection, with additional volumes serving as secondary sources and representative works in the major fields of learning. Holdings are most extensive in philosophy, literature, and the history of science. The library also provides newspapers and periodicals, audio-visual materials, multiple copies of some seminar readings, and other smaller collections. A faculty committee assists the librarians with collection development. The libraries on the two campuses have a total collection of over 165,000 volumes. The Greenfield Library in Annapolis was renovated in 1996, and occupies the old historic building formerly known as the Maryland Hall of Records. The library's catalog is available online, as are library JOHN'S SCHEDULES THE INSTRUCTION COMMITTEE he Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on appointments to the faculty. The committee consists of the deans and twelve tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets annually, alternating between the two campuses, and the dean at the host campus presides at those annual meetings. {ST. ORDER} databases and other electronic resources. Internet access is provided via the public terminals. Comfortably situated study spaces with subtle natural light are available for reading and contemplation. The music library is housed apart in the Mellon building, and offers sound recordings and printed scores, all available for loan. The Faith and John Meem Library opened in Santa Fe in 1990. It offers a variety of study areas designed to accommodate up to half of the student body at a given time, including two 2'4-hour study rooms, and a music room with listening carrels and a collection of compact discs, records, and tapes. The library also provides public terminals for accessing the online catalog, electronic resources and the Internet. Both libraries hold interesting special collections, including several hundred early or first editions of works read in the Program. Annapolis has retained several of the original books from the Bray Collection, dating from 1696 and known as the "first public library in America." It also possesses the Prettyman Collection of Signed and Inscribed Books, some 800 titles of first editions signed by the authors. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions of each poet, as well as other belles lettres. In addition, the Santa Fe library contains a faculty and alumni publications collection and the Holtzman Music Collection. erhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. 29 COLLEGE} Except for the preceptorials in the junior and senior years, and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three-andone-half hours to four-and-one-half hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Each week there are two evening seminars, lasting two hours or more. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS MONDAY HOUR 9:00 - ro:ro A.M. TUESDAY WEDNESDAY Language Language Mathematics l:OO- 3:40 P.M. THURSDAY Language Mathematics Laboratory Laboratory Seminar FRIDAY Mathematics Chorus Seminar Formal Lecture WEDNESDAY THURSDAY FRIDAY Mathematics Mathematics A SAMPLE FRESHMAN SCHEDULE, SANTA FE MONDAY TUESDAY Mathematics Language 0 A.M. - 12:00 P.M. Language Laboratory -4:30 P.M. Language Laboratory Chorus Seminar Seminar Formal Lecture �30 {THE ACADEMIC ESSAYS AND EXAM IN ATI ON S EssAYS Annually in A_nnapolis and each semester in Santa Fe, all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. ORAL EXAMINATIONS Toward the end of each semester, oral examinations are held" These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is given before the winter vacation, and for and seniors just before {ST ORDER} THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered. THE FINAL ESSAY AND ORAL EXAMINATION In the senior year, the student is required to present to the faculty a final essay related to some aspect of the four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved the faculty committee to which it has been assigned for reading, the student is examined about it by the committee in an hour-long examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student's learning. JOHN'S ACADEMIC STANDING ecause SL John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough fo:r great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and for grades, Because student participation is essential to the way in which classes are conducted at Sc John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. COLLEGE} 31 time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college. The normal prnbationary period is one semester. LETTER GRADES Students are encouraged not to work for grades, but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, Dor F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college. THEDoNRAG SOPHOMORE ENABLING Within the college, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores, and juniors meet with their tutors in the don rag, The tutms report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to thelI tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported o:r discussed. In the junior yea1\ conferences replace some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. By the Sophomore enabling is a review the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have ,written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enablii-ig judgment looks to the possibility of the student writing an acceptable senior essay. �32 {THE ACADEMIC THE ST. JOHN'S DEGREE, BACHELOR OF ARTS T he student who completes the curriculum satisfacis awaTded the degree of Bachdor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that too, AArm~'"'r~ a curriculum. On the '''"'"~ .• .,., St. John's seminars, tutorials, and laboratories are translated into terms GRADUATE STUDY AND CAREERS AFTER ST. JOHN'S and the professions and recent national commission reports have reaffirmed the value of the liberal arts in au1Ju1.:a1u1e skills, such as analytical solving abilities, written and oral commmrications skills, and the ability to to diverse and changing circumstances. St. John's alumni, for examhave demonstrated an unusu:.JJ ability to master tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow of career Surveys of alunmi have yielded the are rn or educational administration; about two-thirds of these work in colleges or universities; • r8.8% are in communications or the arts; • I?-3% are i_n business or business-related ORDER} {ST. 9.7% work in the field of law, with most in private or the e 9-4 % work in computers/ sciences/ mathematics; • 6.9% work in the health mainly as physicians; 6.6% work in social services, including counseling, psychology, social work, and the ministry • 9-4 % choose other fields, including urban planning, skilled craftsmanship, foreign service/Peace government service, veterinary medicine, homemaking, farming, armed forces, and conservation/ecology. of our alumni pursue the baccalaureate level, with around r5% of each graduating class entering graduate and professional programs directly after St. Johns. Doctoral degrees earned by St. John's alumni split about between humamties and science/mathematics. Our students con"'"'-"''u' score above the national average on the Graduate Record Exam (GRE) and Law School Admissions Test (LSAT)" The Career Services Office on each campus assists students in planning for advanced and in their '1DD 111 C:'JH01ns. 0 0 THE ST" JOHN'S DEGREE, JVIASTER OF ARTS Tutors who have twoyeaTS of '"''"'·u"s at St. John's may receive a mas- ter's degree in liberal arts. They must petition the Instruction Committee for uu>Mvu to present themselves as candidates for the degree. They must then submit a thesis on a approved the Instruction Committee and stand for an oral examination upon it. The must have some bearing on the understanding and practice of the liberal arts. JOHN'S COLLEGE} 33 THE GRADUATE INSTITUTE IN LIBERAL EDUCATION -=.,.,,.,..,._he Graduate Institute at St. John's College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, inspired by that of the undergraduate college, have two distinctive features: the curriculum consists exclusively of classic or "great" books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from college graduates with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS he aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reacting and diswith others the great books of the Vlestern tradition. The readings are organized into five segn1ents: Literature, Politics and Society, Philosophy and Theology, Mathematics and Natural Science, and History. Students must complete four of these five segments to earn the Master of Arts in Liberal Arts degTee (thirty-six semester credit hours). These segments taken together constitute a closely integrated program of study. Classes are small and based on discussion of classic texts, but differ in significant ways. The heart of the curriculum is the seminar in which fourteen to nineteen students engage in a discussion initiated a tutor's question about the assigned reading. In the tutorial, a slightly smaller group of students (twelve to SL'Cteen) focuses more intensively on smaller assignments, either mathematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students (eight to twelve), engages in the study of a single book or and requires that students write a substantial paper. Faculty members are called tutors, not and lead classes the discussion, rather than in their field of expertise. At least two segments are offered in the sixteen-week fall and spring terms, and usually four are offered in the eight-week summer term In the fall and spring terms, classes meet two da_ys a week, in the late afternoons and evenings, making it possible for students who work to participate" During the summer, classes meet twice as often. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order compatible with the sequence of An optional master's essay may be ¥1Titten by students who have completed at least two terms. In recent years, approximately sixty to ninety students have been enrolled on each campus dming each session. The program leading to the Master of Arts in Liberal Arts is accredited the North Central and the Middle States Associations of Colleges and Secondary Schools. �35 34 DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS THE LIBERAL ARTS CURRICULUM** LITERATURE SEMJN All Homer: fliad, Odyssey Aeschylus: Agamemnon, Choephoroe, Eumenides Sophocles: Oedipus Rex, Oedipus at Co/onus, Antigone Euripides: Hippolytus, Bacchae, Electra Aristophanes: Frogs p REC E PT 0 RI AL (examples) PRECEPTORIAL (examples) Montesquieu: The Spirit of the Laws Shakespea:re: The histOTy plays Smith: The Wealth oJNaLions Roussean: Emile Hegel: The Philosophy ofRight Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Investigations Nietzsche: Thus Spake Zarathustra MATHEMATICS AND NATURAL ScrnNcE Hrnrom{ SEMINAR SEMJNAPc TUTOlllAL Plato: Tilnaeus~· Chaucer: Canterbury Tales in Middle English" Shakespeare: King Lear .A.. .ristotle: Poetics Selected English lyric poetry Lucretius: On the Nature of Things Aristotle: Physics* Ptolemy: Almagest'· Galileo: Dialogue on the Two Chief World Systems* Darwin: The Origin ofSpecies'' Freud: Selected Wor!<s Herodotus: Histories'·' Thucydides: Peloponnesian War* Livy: Early History ofRome'· Polybius: Histories' Plutarch: "Caesar" and "Cato the Younger" Tacitns: Annals* Tocqueville: The Old Regime and the French Revolution 'i- P Pc EC E PT 0 l\ I AL (examples) Cervantes: Don Quixote Joyce: Ulysses Virgil: Aeneid Eliot: Middlemarch Dostoevski: The Brothers Karaniazov TUTORIAL Euclid: Elements"· Lobachevski: The Theory of Parallels'' PRECEPT 0 RI AL (examples) POLITICS AND SOCIETY SEMINAl\ Phuarch: "Lycurgus" and "Solon" Plato: Republic Aristotle: Politics''· Machiavelli: The Prince Locke: Second 1reatise of Civil Government Rousseau: Orz the Origin and Foundations ofInequality Marx: The Economic and Philosophic 111anuscripts of 1844''· Tocqueville: Democracx in America>:· TUTOPclAL J-\.ristotle: Niconiachean Ethics* Thomas Aquinas: Treatise on Law" Hobbes: Leviathan'· Declaration oflndependence Articles of Confederation U.S. Constitution Hamilton, Jay, and Madison: The Federalist' Selected U.S. Supreme Court Decisions Light: Aristotle, Descartes, Huygens, and Newton Lavoisier: Elements of Chemistry Ma:xwell: The01y ofHeat Bacon and the Principles of Natural Philosophy Galileo: Two New Sciences Pm.LOSOPHY AND THEOLOGY SEMINAR Genesis Exodus Job JYiatdzew TUTORIAL Augustine: The CityofGod* Vico: The New Science*' Kant: Idea ofa UniversalHist01y Herder: Ideas Toward the Philosophy of the History of JYlankind'' Hegel: Philosophy ofHist01y* Marx: The Gennanideology Nietzsche: Uses and Abuses of History for Life Dilthey: Introduction to the Hum-an Sciences'iCollingwood: The Idea ofHistory* Strauss: Political Philosophy and History"' PRECEPTORIAL (examples) Romans AugustLne: Confessionsr.Thomas Aquinas: Summa Theologica ;;. Kant: Groundwork ofthe Tolstoy: iVar and Peace Machiavelli: The Florentine Flistories \Veber: The Protestant Ethic and the Spirit of Capitalism Arendt: The Origins of Totalitarianism JJ1etaphpics ofJVfora!s Kierkegaard: Philosophical Fragments ,. *Readings maycliffer slightly between the t\vo ca1npuses TUTORIAL * Selections Plato: Meno Aristotle: Metaphysics' Descartes: l1feditatio11s Hume: An Enquily Concerning Human Understanding Kant: Prolegomena to Any Future Jl!letaphysics Nietzsche: Beyond Good and Evil* T he aim of the Eastern Classics program is to students seek a deeper understanding of the fundamental and enduring questions that have been raised by thoughtful human beings in the rich traditions of the East. Its course of study consists of thirty-four semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered only on the Santa Fe campus. The program includes a series of seminars, preceptorials, and a language tutorial in either Sanskrit or classical Chinese. In the seminar, fouTteen to eighteen students discuss assigned readings from a wide range of Indian, Chinese, and texts. In the tutorial, twelve to fifteen students study either Sanskrit or classical Chinese. The goal is not mastery, but rather sufficient familiarity with the elements of the languages to gain some insight into their structure and to translate selected short passages from classical texts. In the preceptorial, eight to twelve students study a single work or theme for an eightweek period. Each student is required to write a substantial paper. Facuky members are called tutors, not professors, and lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive nature of the program, full-time work is not encouraged. �36 3? THE EASTERN CLASSICS CURRICULUM FoR ADDITIONAL INFORMATION §PRING SEMESTER SUMMER SEMESTER CHINESE TUTORIAL CHINESE TUTORIAL SE MIN AR Naiying Yuan, Haitao Tang, James Geiss, Classical Chinese: A Basic Reader Mathews, Chinese-English Tang Poetry MengZi The Tale ofthe Heike LotusSutra Four Huts: Asian Writings on the Simple Life The Pillow Book Dogen,Shobogenzo Kenko, Essays in Idleness Basho, The Narrow Road to the Deep North Chushingura FALL SEMESTER Dictiona1y SANSKRIT TUTORIAL Killingley, Beginning Sanskrit: a practical course based on . graded reading and excerzses SEMINAR Sima Qian, The Grand Scribe :S Records Confucius,Lun-Yu MoZi _/YunZi SANSKRIT TUTORIAL Bhagavadgita * Nagarjuna SE MIN AR The Laws oflVIanu The Bhagavadgita Kalidasa, f(umarasambhava Kalidasa, Meghaduta Kalidasa, Shakuntala Abhinavagupta, Dhvanyaloka Digha Nikaya Ma1hima Nikaya N agarjtma., Mu/amadhyama- HanFeiZi MengZi ZhuangZi LaoZi Rig Veda Upanishads Tattva-Kaumudi Yoga Sutras ofPatanjali Diamond Sutra p REC E p T 0 RI AL (examples) Heart Surra HuiNeng, Co1nmentcayon the ZhuangZi JWengZi Sima Qian, The Grand Scribe's Records kakarzlca Vimalakirti Sutra Lankavatara Sutra Gaudapada, The Great Karika on the Jvlandukya Upanishad Shankara, Commentmy 011 the Brhadaranyaka Upanishad Diamond Sutra The Sutra ofHui Neng Chinese Poetry Zhu Xi p REC E p TOR I AL (examples) Vasistlza 's Yoga Bhagavadgita Nagarjuna, !Vlulamadhyamakakanka Do gen To receive a Program Statement containing more detailed information about the Graduate Institute, as well as application forms, contact us at either of the following addresses: Graduate Admissions Office St John's College P. 0. Box 2800 Maryland 2r404-2800 LfI0-626-25LfI PRECEPTOPdAL Murasaki Shikibu, Tale ofGenji giadm@sjca.edu www. stj ohnscollege. edu Graduate Admissions Office St. John's College n6o Camino Cruz Blanca Santa Fe, New Mexico 87505-4599 505-984-6083 giadmissions@sjcsf_edu www.stjohnscollege.edu DIRECTORY INFORMATION AND RIGHT TO PRIVACY I n compliance with the Education Rights and Privacy Act, the college retains the right to publish, at its discretion, the following information about each student currently or previously attending the college: the student's name, street address, telephone listing, e-mail address, date and place photograph, field of study, in officially xecognized activities and sports, dates of attendance, class year, enrollment status, degrees and awaxds received, and the most previous educational agency or institution attended by the student. As required the act, the college will notice of its intention to publish such ~~ff>~~" information. Students have a right to inform the within a reasonable period of time that any or all of this information should be withheld. The college will respect any such request for privacy �38 {RESIDENCE & The college is well aware that physical activities, artistic expression, and light-hearted recreation are necessary complements to an intellectual life, and it is committed to providing the facilities, funds, and support needed to make them available. Such activities in Annapolis are sponsored by the Assistant Dean, the Director of Athletics, and the Senior Resident for Student Activities. The Delegate Council disburses funds from the activities fee to student clubs. In Santa Fe they are variously sponsored and supported by the Assistant Dean, the Student Activities Office (SAO), College Events Office (CEO), the Director of Residential Life, and the Student Polity. THE ANNAPOLIS CAMPUS S ince its founding as King William's School in r696, St. John's has been situated in the colonial seaport town of Annapolis, capital of the State of Maryland. Its population of 40,000 people is occupied principally with the government of the state and of Anne Arundel County; with the training of midshipmen at the United States Naval Academy; with the fish, crab, and oyster industry; and with the sailing and recreational activities of the Chesapeake Bay. The campus of thirty-six acres lies in the historic district, adjoining College Creek, one block from the State House and across the street from the Naval Academy yard. The fifteen buildings include r8th-century historic homes, rgth-century Victorian structures, and 20th and 2rst-century buildings designed to complement the older ones. There are eight student dormitories, offering single, double, and triple rooms. The community of students has governed itself since r945 with elected officers and delegates representing each dormitory and the off-campus constituency. The Student Polity representatives, called the Delegate Council, meet once a week to hear requests from students for funds, to remind STUDENT 39 LIFE} students of their responsibilities to the college community, and to express student opinion on common problems. The Delegate Council also meets with college officials to discuss matters of mutual concern and maintains a Student Committee on Instruction, which works with the Faculty Instruction Committee on academic matters. A Food Committee works with the dining hall manager to develop satisfactory dishes for regular and vegetarian menus. The Gadfly, a student newspaper, provides a second medium for expression of opinion to the community as a whole. Controversy ranges from petty to vital; essays, reviews, and news are included. Energeia, the college's student-run literary magazine, is published annually and contains longer and more polished essays, poetry, and fiction. Students are also welcome to contribute to The College, an official publication of St. John's. Extracurricular organizations at St. John's are generally informal. Some continue year after year, while others spring up and die out as the individual members of the community come and go. Many extracurricular activities grow directly out of the curriculum as students' interests overflow from the classroom. The past years have seen small classes and study groups some led by students, others by tutors - in harmony, Latin, Chinese, German, the New Testament, Hegel, Leibniz, African-American literature, and selected women writers. Other activities stem from interests independent of the college curriculum, such as astronomy, dance, and the martial arts. A network of PC and Macintosh computers is available for student use in a computer lab. The lab, open 24 hours a day, serves mainly to provide students with free access to word-processing and Internet services. Students can use the lab for writing essays, corresponding by e-mail, printing out papers written on personal computers, and exploring the World Wide Web. All dorm rooms are wired for Internet access. Theater life is active. The King William Players stage one or two classical plays a year, perform one or two modern works, and produce several one-act plays. Recent productions have included The Winter's Tale, The Nature and Purpose of the Universe, Phaedre, The Midlife Crisis of Dionysus and The Tempest. The student film club presents foreign and domestic films, many of them classics of the cinematic art. The selection is eclectic: recent screenings have included Reservoir Dogs, Potemkin, Citizen Kane, and The Seventh Seal. There are also more specialized film clubs, including anime, and occasional film series. Music is pursued in groups and individually. Voice and instrumental ensembles train new members and perform at collegia at the end of each semester. The St. John's Chorus has recently presented concerts featuring Faure's Requiem, Schubert's Mass in G, and early vocal music. The college provides practice rooms, including a rock room, and pianos and a music library of scores and recordings. Private study can be easily arranged on campus or in town. Individual artistic expression needs a time for training and a place to work. Permanent facilities, such as the art studio, ceramic studio, woodworking shop, photography darkroom, and stage floor, provide places to develop specific skills. Various artists teaching in their fields of specialization conduct classes in drawing, painting, sculpture, and pottery throughout the year. Materials and tools are furnished without charge in most cases. The college's Mitchell Art Gallery specializes in circulating exhibitions by artists of major stature. Recent shows have included Rembrandt Etchings, Japanese Woodblock Prints, The Figure in 20th Century Sculpture and Space and Place: Mapmaking East and West. Lectures and discussions are scheduled during each show. An exhibit in the spring displays work by members of the college community. There are periodic trips to galleries and museums in Washington and Baltimore; transportation is free of charge for St. John's students. There are frequent Sunday concerts at the college, and the Political Forum invites �40 {ST. JOHN'S lecturers to speak on weekday evenings. Annapolis itself offers church groups of all denominations, synagogues, concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, state government, political work, community service groups, ai-id so on. Washington, D.C., and Baltimore, Maryland, both within an hour's drive, offer activities too numerous to mention; the Senior Resident for Student Activities schedules trips to both cities to attend and films, as well as for individual explorations. Parties, an important part of community life, come in several varieties. The St. John's \Y/altz Committee arranges frequent parties in the Great Hall, featmingwaltzes and big-band swing music. These parties include the Halloween Masked Ball, Mid-Winter Ball, Croquet Cotillion, and Commencement Waltz. Rock parties are held in the Coffee Shop members of the junior class, who also organize V/eekend, a festival in late spring. begins with student skits and parodies, and then two full days of picnicking, games, movies, and music. Students are involved in a variety of service activities. Project Politae brings students from local public schools to campus for with reading and math, and St. John's students have been volunteering on site in and middle schools COLLEGE} for a number of years. Other recent volunteer activities have included participation in Habitat for Humanity projects, local and restoration environmental work - including the restoration of our own creek waterfront back to marsh - participation in Red Cross blood drives and work in local senior centers and churches. While it is important for students to be involved in less academic pursuits, it remains characteristic of the college that a great deal of student-initiated extracurricular consists of groups. Students meet together regularly, with or without an invited tutor, to study a book they have :read fo:r class in greater depth, or to things that are not on the programo Some groups are continued for years, others have a definite and disband when it has been met. Focuses of recent and current include Gernian and Latin, Greek translation, the Hebrew Bible, the Greek testament, mathematical logic, Shakespeare's history plays, Homer's Odyssey, and Lewis Carroll's Alice in Wonderland. It is a reflection of the centrality of the of going beyond the limits of the classroom that when our alumni return for Homecoming, the focus of the weekend is a variety of seminars on readings suggested by both alumni and faculty. ATHLETICS The college an extensive intramural sports program that includes team competition in soccer, flag football, handball, basketball, and croquet, as well as individual tournaments in tennis and table tennis. This organized ular program, for both men and women, is a mainstay of the college's extracurricular life. students abandon athletics when they enter college because they find programs designed for only the select fewo At St. John's, they are able to rediscover the joy of amateur athletics in a welcoming {RESIDENCE & setting. Competition between intramural teams is passionate, but good-natured. Students and faculty also pursue interests in fencing (the Fencing Union has regular bouts with local clubs and universities), aikido, yoga, weight training, tai chi, dance, aerobics, and Pilates. Alumni, siblings, faculty, staff, and even parents may participate. Located at the confluence of the Chesapeake Bay and the Severn River, Annapolis is synonymous with water sports. The Hodson Boathouse, one of the loveliest in the mid-Atlantic region, serves as headquarters for an active crew program. Sweep-oar rowing and sculling are very popular activities. The college team practices five mornings per week and competes in intercollegiate regattas. Many Johnnies learn to row just for fun. The college has a small fleet of boats, from lasers to a 22-foot Cape Dory along with many rowing dinghies, canoes and in which students may explore the beauties of the Chesapeake Bay. An annual sail picnic, organized by The Friends of St. John's, provides an opporfor sailing aboard large yachts. In addition, SL John's has a formed intercollegiate sailing team. As a member of Mid-Atlantic Intercollegiate Sailing Association, the St. John's Sailing Team competes in four regattas per semester in 42os and lasers. The sailing team has a dedicated coach and practices several times a week, scnrnrnages vvith the Naval Academy. Croquet, too, has a large following, and each a team from SL John's takes on the Naval Academy in a much celebrated match for the Annapolis Athletic facilities on campus include playing fields, tennis courts, a gymnasium with a racquetball court, a well-equipped weight room, a dance studio, and a susrunning track. STUDENT LIFE} 41 THE SANTA FE CAMPUS n the early r96os the college decided to expand its student body. The Board of Visitors and Governors chose to establish a campus in the West, rather than sacrifice the virtues of a small campus. St. John's College in Santa Fe was opened in the fall of 1964 in New Me:x.ico's founded in 1610 Spanish colonistso Its tri-cultural population of 65,000 is occupied principally with the government of the state and of Santa Fe County; with cultural pursuits in the fine arts, museums, and opera; and with archaeological and historical research. Scientists in Los Alamos do research in nuclear physics and related fields. Neighboring institutions of higher education include the Institute of American Indian .Arts, the College of Santa Fe, Santa Fe "'u,,11.mlu11Lv College, and the University of New Nie:rLico in miles to the south, Jl..lbuquerque the attni.ctions and conveniences of a of 500,000 people. The campus of 250 acres lies in the southeast quadrant of the city, two miles from the historic Santa Fe Plaza and the Palace of the Governors. The architecture of the Santa Fe campus reflects the territorial style introduced in the state durin.g the 19th century. The campus, at an elevation of 7,300 feet, overlooks the ~md offers views of the Cerrillos, the Jemez, the Ortiz y Pino and the Sangre de Cristo mountain ranges. The campus includes a classroom building, a science building, a a student center, an athletic centeT, a computer laboratory, a music and fine arts building, an administration building, three clusters of dormitories, and ten furnished, two-bedroom apartments. A conference services office, dining hall, and student health office are also located in these buildings. �42 {ST. JOHN'S units on the Each of the r6 main campus houses from 12 to 18 students, and the eight dorm suites, which house five serve as smaller communities of friends within the college. More than half the rooms are singles. The others are u"""' m::u in suites of two or three rooms to each student with the uwn quarters and, at the same time, close companionship with a fellow student. Each of the eight dorm suites house five private rooms. Students living in these dorms are for all cleaning in their rooms, bathroom, and common room. The Director of Residential Life helps students to find roommates. Since both the size of the college and the form of the program a:re conducive to informal and direct communication, students in Santa Fe find it effective to work out problems and ideas on an individual basis with the administration and COLLEGE} as well as through the machinery of a formal, elected student government, known as the Student The Student Polit-y has a substantial budget and hears requests from students to fund various activities. It maintains a Student Review Board which assistance to students offers and, at the request of the Dean or Jl,ssistant Dean, may deliberate concerning cases of student The Polity also maintains a Student Committee on Inst:ruction, which works closely with the Dean and Instruction Committee, and holds occasional panels on academic questions broad interest to the college community. There are permanent student representatives to the Campus Planning Committee and the Board of Visitors and Governors" Students also belong to advisory comIJrnttees, which concern themselves with things as Friday night lectures or the service" {RESIDENCE & Santa Fe students and faculty engage in a wide variety of extracurricular activities, including the academic, the artistic and the athletic. While many of these activities are well-established at the college, the community is enlivened by incoming students who bring their interests and talents to the campus. Indeed, many students come to St. John's with definite interests outside the scope of the program and pursue these interests in extra-curricular classes and discussion groups, both on and off campus. Extracurricular reading groups are an and exciting part of academic life at SL John's and are a natural extension of the classroom. Small groups of students and tutors gather for farther study of seminar or tutorial readings or to program books and authors and of interest. Such groups may meet once or twice, fo:r a semester, or even continue from year to yeaL Recent and on-going study group include: Plato's Laws, Proust, Topology and Modern Mathematics, Merleau-Ponty's Phenomenology of Perception, Heidegger Jazz, Thomas Kuhn, current in international affairs, contemporary Latin American literature, topics in 20th century economics, Plato's Republic, the .American Constitution, and language study groups including Latin, Greek, German, Biblicsl Hebrew, and Sanskxit. Artistic is encouraged by extracurricular classes in (:hawing, painting, photography, pottery, weaving, ballet, and modern dance. The art studio in the Fine .Arts Building, the daxlrroom, and the pottery studio provide appropriate setfor these activities. The college's art which is open to the pubhc, has a new show professional artists monthly. A student art show is scheduled each year, and awards are given for achievement in pottery, photography, drawing, painting, and jewelry-making" The Moon, a student newspaper, provides students in Santa Fe STUDENT LIFE} 43 with a medium through which to express their views about both the college and the world at large. The Grout, a literary magazine, contains essays, art work, poetry, short stories, and photography from students and faculty alike. Students on the Santa Fe campus are welcome to contribute to The College magazine, an official publication of St. John's with a wide amongst alumni and friends of the college. Musical performances of many kinds are given by students the Collegium Musicum. Formed to stimulate musical activity on campus, the association provides members of the college with an to perform before small, Through this organization, students and who play instruments or who sing can find teachers and fellow musicians with whom to study or perform" The St. John's Chorus and the small chorus also give recitals. The provides numerous instruments, including two grand and a fo:r student practice and Practice rooms are available in the Fine Arts Building. Recent music performance groups include a Gilbert and Sullivan operetta ensemble, a choir, a jazz performance group, lunchtime bluegrass on the quad, a barbershop quartet, and assorted rock bands. A nun1ber of students take private voice and music lessons in the Santa Fe community. The Santa Fe campus has an active theatre group called Chrysostomos" It is student-run and puts on four to six productions eve:ry year, ranging from Ancient Greek tragedy and to modern musical comedies. Recent productions include: Sophocl.es' Ajax, Aristophanes' Lysistrata, Arcadia, Into the Woods, Much Ado About Nothing, and The Importance ofBeing Earnest. The Sc John's Film society is organized by students and shows a wide variety of classic and current films to the college �44 {ST. JoHN's community on Saturday nights. The Meem Library houses a growing collection of films on cassette and digital video disc that me available for students to sign out, and a nascent film-makers' club. Other student clubs and groups include: a the knitting for the needy, dinner cooking club that prepares for the entire campus twice a semester, Japanese anime, the pre-med club, Red Cross blood drives, a Shakespearean dramatic readings group, to name a few. on the Santa Fe campus are service initiatives and volunteer work in many different such are assisted and and Recent this group include: rntmnnoo programs, campus neighborhood beautification hiking trail mciintenance in the mountains around the colchores on a farm. There are regular for students to parin Habitat for Humanity building projects, soup kitchens and blood drives. Beyond this, the of Santa Fe itself offers a number of churches, synagogT1es and community groups that have welcomed student COLLEGE} concerts, movie theatres, a farmer's market, and several traditional festivals, and wonderful restaurants provide a change of pace from campus life; not to mention the city's more than 250 art galleries and dealers, which make Santa Fe the second largest art market in the United States. City buses stop every hour near the campus, providing economical to town. rock waltz As in and such regular events as the Halloween Costume Ball, the Fasching Ball, Winter Ball, the Graduation Ball, and Weekend provide occasions for informal gatherings of tutors and students. Reali°t'J Weekend, an event hosted by to honor the graduating seniors, includes titions, dance sophistry contest. ATHLETICS Like , the Santa Fe campus encourages all students to in amateur intramural athletics, regardless of their athletic skills. The new athletic center has a full-sized basketball court, courts, a welltwo equipped weight room, men's :.u1d women's locker rooms, and a large outdoor equipment room. The student outdoor programs office, the director's office, and a small outdoor resource are also located in the new center, The college offers students, staff, and alumni a of sports and outdoor recreational dent interest usually determines sports and outdoor programs are offered There are organized tournaments for ketball, badminton, ms, indoor and door soccer, and There are opportunities to swim and play softball, Ultimate Frisbee and Golf The college also supports in Karate-Do, .Aikido, Brazilian {RESIDENCE & and Tai Chi. Depending on student interest, extracurricular classes are offered each year such as Ballroom Dance, International Folk Dance, aerobics, and Yoga. Outdoor recreational activities include whitewater canoeing and rafting, downhill and cross-country skiing, snow shoeing, fly fishing, and more. A variety of adventure trips is offered throughout the school year. Also, the campus is adjacent to the Santa Fe National Forest with direct access to hundreds of square miles of forest and networked trails for running, hiking, mountain biking, and camping. The athletic and outdoor program office nT''""'""'',' students free use of sports and outdoor equipment; sleeping bags, tents, camp stoves, and backpacks are just a few of the items available for checkout. Students can the Atalaya Search and Rescue Team and learn backcountry skills such as map and compass, GPS, vrilderness medicine, technical evacuation, radio communications, outdoor leadership, and go on missions. The Search and Rescue Team works under the auspices of the New Mexico state police and averages 12 missions a year. STUDENT LIFE} 45 The college does not participate in formal collegiate athletics and there are no athletic scholarships awarded. The emphasis that the college places on the intellectual growth of students and faculty,, and the absence of any athletic cuniculum should not be mistaken for disdain of athletic endeavors. Despite the rigors of the curriculum, many of our students and facul~y find time to play individual or team sports. BOTH CAMPUSES RELIGIOUS ACTIVITIES The Charter ofI784 established St. John's College as a non-denominational institution. In its earlyyears, there were some ties with the Protestant Episcopal Church, but these no longer exist. Many tutors and students attend church or synagog11e in town. FACILITIES FOR STUDENTS The college bookstore on each campus has all the books and supplies the students need for their classes. They also maintain a stock of books related to all of the program, and books of more general interest. They are laboratories on each campus provide a network of personal computers for word processing and internet use. Students can use the facilities to check e-mail, print papers, ·write essays and explore the World Wide Web. All dormitories are wired for Internet access, and the college community uses the own website and e-mail for intra-campus communication. The Information Technology and Services Office offers extra-curricular classes and workshops in computer-related to all members of the As supports for an active social life, the college provides on each campus a coffee shop and rooms for the use of all students. In addition, there are smaller, comfortably furnished social rooms in the dormitories and elsewhere on the campus. �46 {ST. JOHN'S (RESIDENCE COLLEGE} rooms before they leave for the summer vacation. Students are not permitted to remain in residence during winter or springvacarion. DINING HALL & pre-law and pre-medical advising • on-campus career workshops and meetings with alumni • information and referrals on current career and job opportunities • community service opportunities 0 The dining halls in Annapolis and Santa Fe aTe operated by catering services. Vegetarian and vegan menus are available. Resident students are required to eat in the dining hall. INTERNATIONAL STUDENT SERVICES DORMITORIES The dormitories form small communities within the larger communities, helping the incoming students to make proper use of the support that other students can give them in their college life. The Annapolis and Santa Fe campuses have slightly different housing practices due to differences in available dormitory space. Generally, unmarried undergraduates are to live on campus, space permitting, and to take their meals in the college dining hall, unless they receive µc.1rn",'"vu from the local housing office to live off campus, Only freshmen are guaranteed housing. The college does not guarantee housing for married students. However, in Santa Fe there are a small number of furnished, two-bedroom apartments, that may be available for married students during the academic year. Such students should check with the Admissions Office about the availability of housing on campus or in the local vVHHH~.UH Roon'l is the responsibility of the assistant deans in with the directors ofresidential life. Returning students have the privilege of dxawing for The college remains committed to providing high-quality assistance to students and alumni as they make the transition to activities and pursuits beyond St. John's. STUDENT EMPLOYMENT SERVICES Because both of St. John's campuses are small, cohesive, and supportive communities, there are no separate offices designated for international student services. The Office of the Assistant Dean handles all aspects of student life and provides counseling and guidance on an individual basis. In addition, each new student parin an orientation program at the time of registration. The college's registrars act as advisors to all international students with respect to visa requirements and related matters. Informal "F-1" clubs have been formed by international students together with other students, faculty, and staff for special social events, but, in general, international students find themselves easily in the mainstream of campus academic and social life, An employment service, under the supervision of the Career Services Office, posts off-campus jobs. Primarily, it provides part-rime employment for students during the academic year, but it also can aid students looking for full-time or part-time summer employment in the local commu- CAREER SERV!CES The Career Services Office on each campus offe1·s a wide range of programs and services that include: • individual career counseling • information and assistance in applying to graduate and professional schools • information and assistance in applying for scholarships , assistance with resume-writing and other job-search skills • access to a national almnni career network HEALTH SERVICES A Student Health Center on each campus provides a variety of health services for enrolled students. Counseling services are also available on campus" These services are free of charge or provided at low cost. RULES OF RESIDENCE Social order and the well-being of each student make necessary certain rules of residence governing the use of dormitories. These rules have been decided upon deans in consultation with students and faculty. Every entering student is informed of them, and upperclassmen a:re reminded of them each fall. The rules differ in certain details on the two campuses, though in general they follow the same pattern. The academic and intellectual life of the community is inseparable from the communal life. The building of a good commurequires the faculty to show respect for the individuality of each student. A.11 students agree to abide by the rules and regulations promulgated in the Student STUDENT LIFE} 47 Handbook published annually by the college. St. John's assumes that students will respect not only the enacted rules, but also the community-accepted canons of decent behavior. In extreme cases, where these ca.nous are flouted, the college may require withdrawal of the offending student. The use of illegal drugs and the misuse oflegal drugs, including alcohol, are fundamentally incompatible with the program of study at St. John's College. Students who engage in such activities face severe disciplinary action. PROPERTY DAMAGE The college provides a housekeeping staff to care for the dormitories. The college inspects the rooms periodically and repairs, at the expense of the occupant or occupants, any dormitory room and furniture that have been damaged beyond normal wear and tear. Any damage to property is charged to the caution fee of the student or students for the damage" The college is not responsible for the loss of, or damage to, any student property resulting from fire, theft or any other cause. �48 {SITE ANNAPOLIS, {SITE PLAN} MARYLAND SANTA Hodson Boathouse I PLAN} FE, NEW 49 MEXICO SOCCER FIELD Lower Playing Fields ............ TENNIS COURTS STUDENT .... ·········· ·········· ........... ACTIVITIES Upper Playing Fields CENTER I B3Il:...JiluchanmR C:en.tn College Avenue �{ADMISSIONS} he standards by which applicants are selected for St. John's are special, and prospective students find it challenging to write the essays that constitute an application to the college. Those who apply want an education that consists of careful reading and consideration of the most demanding books; of serious conversation in which they will learn to consider the thoughts of others as well as their own; and of active participation in their own education. Education at St. John's is a common pmsuit. Each student has a considerable effect on the life and learning of the commm1ity. Most who consider St. John's examine themselves carefully before applying so that when they do, they are saying to themselves and to the college that they want to engage fully in the life of reason and they believe can take in it. In writing their application essays, many determine their own appropriateness as St. John's students; others eliminate themselves as applicants, deciding that their interests and those of the college do not coincide. Thus, for the most part, select themselves. Some are rejected, of course, but a wide variety of students is accepted each year. The purpose of the admission process is to determine whether an applicant has the necessary preparation and ability to complete the St. John's program satisfactorily. The Admissions Committee - five tutors and the Director of Admissions on each campus - regards the application as being a "~'~cwcvH from the applicant: "Do you think I am ready to from the program of studies at St. Job_n's?" In the essays, applicants are asked to discuss their previous education, their reasons for choosing St. John's, and their experience with books. A number of topics are suggested. The essays are designed to enable applicants to give a 51 full account of themselves. They can tell the committee much more than statistical records reveal. Next the committee considers the applicant's academic achievement and promise. Previous academic reco:rds - the secondary school report and college transcript, if there is one - show whether an applicant has the habits of study necessary at St. John's. Letters of reference, particularly those of teachers, are carefully read for indications that the applicant has the maturity, self-discipline, ability, energy, and initiative to succeed in the St. John's program. St. John's attaches little to "objective" test scores, and no applicant is accepted or rejected because of such scores. The committee's decisions are not influenced by the race, religion, sex, age, color, physical handicaps, sexual orientation or national or etlli1ic origin of an or any other factors unrelated to the work of the college. The application asks a minimum of personal data. Need for financial assistance does not affect the committee's decisions on admission. St. John's has decided to remain a small college in which the students and are known to each other. Each campus serves about 450 The size of each class is limited on each campus, Most freshman classes are about divided between men and women. New students are enrolled as freshmen; typically ro3 to r5% of each entering class have done one, two, or even three years of college work elsewhere. These students, despite having good records at other colleges, relinquish their advanced standing to take part in the St. John's program. The Santa Fe campus offers January enrollment. Freshmen who enter in January stay on campus the following summer to complete the first year. They can thus graduate a year earlier than if had �52 {ST. {ADMISSION} postponed their entrance until the following fall The January class is of particular interest to students who come to St. John's from other colleges, who have traveled or worked since graduation from high school, or who wish to enter St. John's immediately after the first semester of their senior year of high school. HoMESCHOOLED STUDENTS I. In lieu of a high school diploma or GED certificate or the equivalent, home schooled applicants must submit the results of the SATl or ACT. 2. They must also submit an outline of the curriculum they have followed, arranged in chronological order by conventional subject matter, with brief descriptions of the course content and texts used. REQUIREMENTS FOR ADMISSION ost applicants have a strong background in academic subjects. Specific academic requirements include two ' _,-.,_years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and foreign language is advised, as well as two or three years of natural science. In addition to the essays and secondary school report, each applicant must present transcripts of any college work and two letters of reference, including one from a teacher. In exceptional cases, certain of these requirements may be waived, or additional information may be requested. SAT or ACT test scores are not normally required, but may prove helpful. Occasionally, St. John's accepts an applicant who is not a secondary school graduate. Such students must be well qualified to profit from the college program and must submit either a GED certificate or other evidence of completion of state-approved home schooling, or, in lieu of these, the results of a nationally recognized standardized test (SAT, ACT, PSAT). A campus visit and interview are especially important for such applicants. St. John's admits as regular students those who· I) have a high school ~'''"c"nu, or 2) have a GED certificate or the equivalent, or 3) are beyond the age of compulsory education in their home state. INTERNATIONAL STUDENTS St. John's is authorized under federal law to enroll foreign students. In order to be considered for admission, international students must have followed a pre-university course of study and must submit the following documents: I. A completed St. John's application form accompanied by the required essays. 2. Two letters of reference, at least one of which must be from a teacher of an academic subject. 3. An official record of secondary work, with all courses and grades, including the results of the appropriate examinations (e.g. "A" Levels, International Baccalaureate, and so on). This must be accompanied an explanation of the grading system used and an English translation of records in other languages. 4. Test results from: a. The SUldent Assessment Test (SATl) or the American College Test (ACT). b. The Test of English as a Foreign Language (TOEFL) is required of those applicants whose first language is not English, unless the language of secondaryinstruction has been English. Detailed information for international students may be found on the college's web site: www.stjohnscollege.edu JOHN'S TEST CODE NUMBERS St. John's College's test code numbers for the College Entrance Examination Board (SAT and TOEFL) are: A_1mapolis = 5598; Santa Fe = 4737. The American College Test (ACT) numbers are: Annapolis = r732; Santa Fe = 2649 PROCEDURE t. John's College is one college located on two campuses. Although applications must be initiated and completed at one campus or the other, admission to either campus constitutes admission to the college as a whole. On inquiry, prospective students receive a statement of the St. John's College program, an application for admission and recommendation forms to be completed by schools and references. Applications may be submitted as as the second semester of the eleventh grade. Because the college welcomes all serious applicants, there is no application fee. Students should submit their application materials to the Admissions Office on the campus they prefer to attend. Students planning to apply for financial aid should refer to the section on Fees and Financial Aid and notify the Admissions Office of their intentions as soon as possible. St. John's is committed to maintaining its low student/faculty ratio (8 tor). In order to meet this commitment, the number of students in each freshman class is carefully controlled. Candidates for admission are advised that applicants who meet the suggested deadlines (see below) are in a better p.osition to secure places in the entering classes and early consideration for financial assistance than those who apply later. DEADLINES Applications for fall classes should be filed as possible and preferably no later COLLEGE} 53 than March r; candidates wishing to enroll 111 should apply no later than December r5. Applications are processed on a rolling basis. As soon as the applicat10n essays and supporting documents are recei:ed, the application is reviewed by the Adm1ss10ns Committee. The applicant is notified of the committee's decision in about two weeks. Accepted students have the option to enroll on either campus. Late applications for both fall imd January classes will be considered, but applicants are advised that the earlier their files are completed, the greater their chances of securing positions in the entering class on the campus of their choice. DEPOSITS notification of acceptance, applicants have the option to enroll on either campus. In order to secure a place in the entering class, app:roved must submit a deposit of $300 to the Admissions Office on the campus at which theiT applications were processed, together with a statement specito attend. Once fying the campus the deposit has been submitted, the campus preference may not be changed except as noted below. Deposits are nonrefundable, except as noted below, and are applied to first semester tuition and fees. Deposits (and signed financial aid acceptance forms, if appropriate) are on a first-come, first-served basis until the available are filled. 'l\;pically, the the first week of so time to consider offers of admission from other institutions, the earlier a decision can be reached, the better. January classes usually fill by the end of December. Students who submit deposits before the end of the first week of (for the fall term) or December 20 the January term) have a significantly higher chance c . . . . or sec1umg posltlons m the entering classes than those who submit deposits later. If the entering class on the applicant's first-choice campus is full when the �54 {ST. JOHN'S COLLEGE} {ADMISSION} is received, the Admissions Office will offer the following options: r) the deposit may be transferred to the other campus, provided space remains in that entering class; 2) the deposit may be used to secure a place on the waiting list or in a subsequent class on the applicant's first-choice campus; 3) the deposit may be returned if neither of the first two options is acceptable. deposits or completed financial aid files from approved applicants are received. Positions in the entering classes and financial aid will then be offered as they become available. Every effort will be made to accommodate those on the waiting list by allowing them to change their campus preference or to enroll in a subsequent class, as noted above. FINANCIAL Arn lNTERCAMPUS TRANSFER The college endeavors to meet the full demonstrated need of enrolling students requesting financial assistance. Of necessity, however, the amount of financial aid available for each class is limited. It is essential, therefore, that candidates apply for both admission and financial aid early. Applications for financial aid will be processed for approved applicants on a first-come, first-served basis until the available aid is exhausted. Therefore, U.S. citizens and permanent residents requesting financial assistance should file the Free Application for Federal Student Aid (FAFSA) and the College Scholarship Service's Financial Aid PROFILE form as early as possible and promptly supply the Financial Aid Office with any additional documentation that may be requested. Non-U.S. citizens requesting financial assistance should file the International Student Financial Aid Application with the Admissions Office as soon as possible. Students who complete their financial aid applications before February r5 (for fall classes) or September 30 (for January classes) have a significantly higher chance of receiving all the aid for which they qualify than those who complete them later. Additional information about applying for financial aid is available on the college web site: www.stjohnscollege.edu. Once enrolled on either campus, any student in good academic standing may apply for transfer to the alternate campus for the upcoming academic year. They must notify the Registrar's Office of their intention to transfer by the third Monday in February of the previous year. Those students who wish to apply for financial aid must also file their new financial aid forms by March r. All intercampus transfers must be approved by the deans of both campuses and may be restricted by limitations in various campus resources, such as available space and staffing. WAITING LIST Once the entering classes are full or the available aid is exhausted, a waiting list will be established in the order in which STUDENT RIGHT TO KNow AcT In compliance with this act, the Office of the Registrar will provide and make readily available, upon request, completion or graduation rates to current and prospective students. INQUIRIES Inquiries should be addressed to Director of Admissions, St. John's College, P.O. Box 2800, Annapolis, Maryland 214042800 (Phone: 4ro-626-2522 or 800-7279238; E-mail: admissions@sjca.edu) or Director of Admissions, St. John's College, rr6o Camino Cruz Blanca, Santa Fe, New Mexico 87505-4599 (Phone: 505984-606 o or 800-331-5232; E-mail: admissions@sjcsf.edu). The college maintains a website atwww.stjohnscollege.edu. CAMPUS VISIT I t is best for those who are considering attending St. John's to see the college for themselves. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise in the case of St. John's because of its unique curriculum and teaching methods. While on campus the visitor may attend a seminar on Monday or Thursday evening at 8 P.M.; attend tutorials in mathematics, language, and music; visit a laboratory; be interviewed by the Director of Admissions, a member of the admissions staff, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program. Since the seminar, the most important part of the program, meets on Monday and Thursday evenings, student visitors are normally on campus from Monday to Tuesday or from Thursday to Friday. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The calendar in the front of the catalog should be checked to make certain the college will be in session during the time of the visit. Those planning to visit should telephone (r-800-727-9238 for Annapolis or r-800-331-5232 for Santa Fe) or write the Admissions Office giving the dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be notified as soon as possible. The only expense for visitors is transportation. They will be provided a room in 55 a dormitory and meals in the dining hall without charge. St. John's students dress informally for tutorials, but more formally for seminar and formal lecture. The seminar readings usually can be located in inexpensive paperback editions in the college bookstore if a visitor has been unable to locate a copy of the book being discussed in seminar. Linens are provided by the college. Visitors arriving weekdays between 9 A.M. and 5 P.M. should go to the Admissions Office. On weekends and any day after 5 P.M., visitors should go to the college receptionist. The receptionist is at the switchboard in Pinkney Hall at Annapolis and in Peterson Student Center at Santa Fe. TRANSPORTATION Baltimore-Washington International Airport is located twenty miles from Annapolis. An airport limousine goes to and from Annapolis; visitors are advised to check schedules in advance. Bus service from the airport is not practical. Hourly buses run between Baltimore and Annapolis, and the driver will let visitors off near the campus if asked. Buses from Washington are less frequent and let passengers off on West Street, about six blocks from the college. By car, take Route 50 from Washington; from Baltimore take Route 2 or I-9?Albuquerque International Airport is located sixty miles from the Santa Fe campus. A shuttle service from the airport to Santa Fe is available. Call the Admissions Office for information. Greyhound and Continental bus lines pass through Santa Fe. Amtrak stops at Lamy, N.M., twenty miles from Santa Fe, and taxi service is available to town (reservations should be made with the taxi service one day in advance). Upon arrival at the bus station or at one of the Santa Fe hotels, the easiest way to get to the campus is by taxi. '11 [r I: 11 i II i 11 I' ti II :111. 'I' 1,1 '1ll , �56 {FEES & FINANCIAL PROCEDURES AND DEADLINES he college believes that qualified applicants should not be denied the to attend St. John's College because of limited resources, SL John's therefore maintains a financial aid program to assist eligible students to the greatest extent possible within the limits of the college's resources, Financial aid awards are made solely on the basis of need, 7. Financial aid awards are made in accordance with the provisions of Title IV of the Civil Rights Act of r964 and Title IX of the Higher Education Act of r980, which pTohibit discrimination on the basis of race, color, sex, physical handicap, age, marital status, creed or ethnic or national origin, ::n:o The primary for financa college education lies with the student and the student's parents, The college can offer aid only to supplement funds the family provides, to meet expenses is assessing the financial strength in terms of income, assets, family size and number in college, 3, Financial aid may be in the form of a grant, loan, or part-time employment, and will be offered to students as a that combines one or more forms of aid, 4, In with the that students should contribute to theiT educational expenses, self-help is the first component of a financial aid award, At St. John's, self-help consists of a part-time and educational loans, 5. Financial aid is not able; rather, students reapply each year theywish to be considered for aid, 6. Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (see page 63), {ST, JOHN'S 5, Students applying for and receiving financial aid from St, John's are required to notify the Financial Aid Office of any scholarships, loans, gnnts, gifts, employment or other financial benefits for which they become eligible; any change in their or their family's financial situation; and changes of name, marital status, and address, COLLEGE} 57 ary r5, This form may be obtained from our web site at www,stjohnscollege,edu or from the St, John's Admissions Office, No requests for financial assistance will be considered and no offers of financial aid will be made until after a student has been admitted to the college, DEADLINES AND NOTIFICATION DATES U.S, CITIZENS AND PERMANENT RESIDENTS PRINCIPLES L AID} 2. 3, Applicants must file the cmrent Free Application for Federal Student Aid (FAFSA), In addition, SL John's Tequires students seeking institutional grant aid to file the College Scholarship Service's Financial Aid PROFILE form, These forms may be obtained online at www,fafsa.ecLgov and http://profileonline,collegeboud,com, To have an analysis of your forms sent to St, John's, be sme to use the correct code numbers, PROFILE: Annapolis=5598; Santa Fe=4737, FAFSA: lis=oo:w92; Santa Fe=oo2093, As part of the for financial aid, parents and students must copies of their most recent Federal Income Tax Return and W-2 forms, students are required to meet the federnl definition of dence and must comply with federal verification Independent information in ordeI to be considered for institutional assistance, Financial aid packages for self-supporting students are generally not adequate to cover the full need of such because of funding limitations in both federal and institutional programs, 4. Recipients of funded financial assistance must not be in default on any federal loans received at any institution and must not owe any refunds to the federal programs, INTERNATIONAL STUDENTS AND NoN-U.S, CmzENs I, Davis United World Scholars P:rogrnm: SL John's is one of only 88 colleges and universities in the United States committed to enrolling graduates of the United World Colleges, All graduates of the United World Colleges who have been accepted and demonstrate financial need aTe eligible for $rn,ooo for each year of enrollment at St, John's, awarded in combination with grant aid offered by the college, For details contact the Office of Admissions on either campus, :;:, Ahmet Edu<eatfon Fund: This fund provides need-based grants to Turkish students or students of Turkish decent (one parent or two grandparents), The funds must be used for entrance on the Annapolis campus but are transportable to the Santa Fe campus in subsequent years, 5· Fmancial aid for inteniational students is limited and for it is strong, All aid is based on demonstrated need. For Non-US citizens the college offers two full-need annually on each campus, in addition to an unlimited number of institutional assistance awards covering np to 653 of current tuition, room, and board, 4. Non-US. citizens should file the International Student Financial Aid Application with the Admissions Office as early as possible, preferably no later than Febrn- FRESHMAN CANDIDATES: college has no deadline for financial aid applications, candidates for admission who are in need of financial assistance should indicate that need as soon as possible, The FA-FSA and the College Scholarship Service's Profile form should be filed at the earliest date possible in accordance v.rith their published guidelines, should note also that the earlier their aid application is received, the better the chance that their financial need can be fully met, Candidates for admission for financial aid after February 15 (for fall ox after September 30 (for JanuaTy classes) have a significantly lower chance of receiving all the funds for which they aTe than those applying earlier. RETURNING STUDENTS: Applications are due by April I in and March r in Santa Fe from enrolled students who are returning to the and for financial aid or are applying for financial aid for the first time, Both the FAFSA and the College Service~s form should be filed at the earliest date possible in accordance with their published guidelines, Students whose applications for financial aid are received after the deadline ·will not be denied consideration for but the of funds cannot be guaranteed, and late penalties will be applied, SOURCES OF A-1D ST, JOHN'S GRANTS: Funds for St, John's grants are provided by the college from its �58 {FEES & FINANCIAL own resources. St. John's grants do not need to be repaid. This federal program is designed to provide financial assistance to needy students to attend a post-secondary institution. Pell Grants are intended to be the first form of assistance in a financial aid package and may be combined with other forms of aid in order to meet a student's demonstrated financial need. Eligibility for the Pell Grant and the amount awarded are determined on the basis of the financial resources of the applicant and the applicant's family. No repayment of this grant is required. FEDERAL PELL GRANT: FEDERAL ACADEl\IHC COMPETITIVENESS GRANTS: Students who are Pell Grant recipients may receive $750 as freshman and $r300 as sophomores from the ACG program. Recipients must prove that have a school curriculum. FEDERAL SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT: These grants are avvarded to students who demonstrate substantial need with Grant rP•"rn"'''"1"" year and ueµe11uci funding. This the college to give to students who need such earnings to pursue their course of Students a limited number of hours per week while enrolled and vvhile classes are in session. FEDERAL V°/ORK STUDY PROGRAMS: These loans are made the college to students using funds by the federal government. Perkins Loans are made available to students with high financial need The maximum loan is $.croooo for each year of undergraduate study. No interest accrues and no payment is required while the borrower is enrolled at the college. FEDERAL PERKINS LOAN: Arn} {ST. The interest rate during repayment is 53. There is a provision for deferment if the borrower returns to at least half-time study at another institution. FEDERAL SUBSIDIZED STAFFORD LOAN: The Federal Stafford Loan program enables a student to borrow directly from a bank, credit union or other participating lender. The maximum amount an undergraduate may borrow is $3,500 for the freshman year, $4,500 for the sophomore year, $5,500 for the junior year, and $5 500 for the senior year" No interest accrues and no payment is required while the borrower is a full-time student. begins six months after termination of college attendance. The interest rate is fixed at 5.6% for subsidized loans borrowed between 7-I-09 and 6-30-ro. Unsubsidized Stafford Loans are available to students who do not meet the financial need criteria for the sub-sidized Stafford program. Unsubsidized borrowers in-school, are grace, and deferment 0 FEDERAL PLUS LOA-1'1: Unsubsidized federal loans are available without to financial need to the parents of dependent students. The maximum annual PLUS loan is the student's total estimated cost of education less financial assistance. PLUS Loans ha\re a fee, a guarantee fee to I3, and a fixed interest rate of 8.53. Interest accrues from the date of disbursement for all PLUS loans. 2009-Io STUDENT BUDGET' Tuition Room&Board Books Activities Fee r 2 Fees are subject to change without notice. The allowance for transportation varies with the distance between the student's home and the college. JOHN'S BILLING AND DEPOSITS illing for tuition and fees is done prior to each semester. Unless otherwise requested, the college presents its bills directly to the student. The charges are due and payable i_n full by August 1 for the first semester and December I for the second semester. Those who may wish to pay in monthly installments should ask the Treasurer's Office about the tuition payment plan available to St. John's College students and parents. Since determinations affecting students, faculty, and physical facilities must be made well in advance of the beginning of each academic year, the college must know in April which returning students will register COLLEGE} 59 in September. A deposit of $500 on the fees for the followmg year is therefore due on or before the second Monday in April for prospective sophomores, juniors, and seniors. Payment of this guarantees a student a place in the class" If the deposit is not paid, the student may have to be placed on a waiting list; students to whom financial aid awards have been made and who do not pay their deposit by the due date will have that award cancelled. The deposit is refundable only in case of withdrnwal due to ill health, academic dismissal or (in the case ofrising juniors) failure to enable (see page 3I). If the student should decide not to enroll in the year for which the deposit was made, the deposit is forfeited, and the student must make a new deposit to secure a place in a subsequent class. �60 {FEES & FINANCIAL Arn} {FEES receive their benefit payments. These arrangements must be made prior to the beginning of the academic year, after having received proper certification from the Veterans Administration or the Social Security Administration. Students with outstanding debts to the college may not register for classes at the beginning of the second semester and subsequent semesters unless they have made appropriate arrangements with the Treasurer's Office. The college may charge interest on all unpaid balances, at rates and on schedules to be determined and published each year. REFUND POLICY Each student is :required to make a of $:zoo, called the Caution Deposit, which is used as a last resort to recover student bills. This fee is paid once at the beginning of the freshman yeac If unused, it is refunded when the student leaves the college. Each graduating senior must pay a Commencement Fee of $rno at the beginning of the second semester of the senior year. Veterans and Social Security recipients ""c·""'v~ to receive educational benefits may arrange with the treasurer for a payment schedule of tuition and fees correto the schedule on which they DETERMINATION OF DATE OF WITHDRAWAL OFFICIAL '\V/ITHDRAWAL: A student considering withdrawal prior to the end of the semester may initiate the withdrawal process by notifying the Office of the Registrar. \)\fhen a student notifies the Registrar of an intention to withdraw, the student will be given a form entitled "Official Notice of\ll!ithdrawaL" At this point the student has indicated the intent to withdraw and the day the Official Notice of Withdrawal Form is obtained will be the elate of withdrawal used for the calculation of return of Title IV Funds and institutional refund. INSTITUTIONAL REFUND SCHEDULE DAYS ENROLLED FaH/Spdng SumTh1er REFUND AMOUNT AMOUNT CHARGED l-7 r-5 903 103 8-14 6-IO 803 203 15-21 II-15 603 403 22-28 16-20 403 603 21-25 203 803 No Reftmd rno3 29-4.2 43 and after 26 and after & FINANCIAL After a student notifies the Registrar of an intention to withdraw, the student is urged to discuss the decision with college personnel. If a student decides not to withdraw after the discussion with college personnel, the student should notify the Office of the Registrar of that decision. If a student wishes to reverse a decision to withdraw after the Official Notice of Withdrawal has been submitted, the student must provide a written notification. If a student who rescinded an intention to withdraw does not complete the semester, the official date of withdrawal will be the later of the date the withdrawal form was obtained or the last date of class attendance. UNOFFICIAL WITHDRAWAL: If a student does not notify the Registrar of the intention to withdraw, the date of withdrawal used for the calculation of return of Title IV Funds and institutional refund will be the midpoint of the semester. A date earlier or later than the midpoint may be used if the college has documentation of the last day the student attended class or handed in an assignmenL If a student withdraws because of circumstances beyond the student's control, the college will determine the date of withdrawal according to attendance records" A1n} 61 percentage of fees (tuition, activity fee, room, and board) which will be refunded. The same schedule will be used to calculate the cancellation of non-federal financial aid: the "refund amount" percentage provides the percentage of aid to be cancelled and the "amount charged" percentage corresponds to the revised aid the student will receive" For example, a student withdrawing within the first seven days of school would receive ro3 of nonfederal aid that had been awarded. B. A student who is expelled or asked to withdraw for academic or disciplinary reasons will receive no refund of tuition, room and board, or other fees. C. If the college determines that the circumstances leading to withdrawal are beyond the student's control, the student will be charged for tuition, activity fee, INSTITUTIONAL REFUNDS A, If a student withdraws prior to the end of the semester, a refund of tuition will be made according to the Institutional Refund Schedule. The student's withdrawal date is established as outlined in the initial section of the Refund The next step in determination of the institutional refund is to count the number of calendar days from the first day of classes to the date of withdrawal (weekends are included but scheduled breaks of at least five days are excluded). The schedule on page 60 is used to determine the room, and board based on the percentage of the semester attended (number of days enrolled divided by total number of days in the semester). The same percentage will be applied to institutional aid. Documentation of circumstances leading to the withdrawal may be required; for L"''""'''"'"• a letter from a physician will be required if a student is unable to complete the semester for medical reasons. �{FEES 62 RETURN OF TITLE & FINANCIAL IV FUNDS If a student who has received Title IV Funds (federal financial aid) leaves the institution a calculation will be performed to determine the amount of unearned aid that must go back to the Title IV programs. No return of Title IV funds is required after 6o%(approximately 9 weeks of a r6 week semester). The withdrawal date will be established as described in the above Refund Policy. The percentage of Title IV aid which is earned by the student (i.e:, the amount of federal aid the student is permitted to keep) is the same as the percentage of the semester completed. This percentage is computed by dividing the total number of calendar days in the semester (including week-ends but excluding scheduled breaks of more than five days) into the number of calendar days completed by the student. For example, a student enrolled for r4 of n2 days would have earned r2.5% of Title IV aid for the semester. In this example, {ST. JOHN'S COLLEGE} AID} 63 87.5% of the Title IV aid would be unearned. The institution is responsible for returning to the federal aid programs the lesser of the amount of unearned Title IV aid or institutional charges that the student incurred multiplied by the unearned aid percentage. Federal regulations specify the order in which unearned funds are to be returned to aid programs. The order is: I. Unsubsidized Stafford Loans 2. Subsidized Stafford Loans 3. Perkins Loans 4. Federal Plus Loans 5. Pell Grants 6.SEOG 7. Academic Competitiveness Grant Federal Work-Study funds are not involved in this determination: A student may keep money earned through the Federal Work- Study Program. Upon repayment of any loan proceeds the institution will provide the student or parent (in case of a Plus Loan) a copy of the refund check paid to the lender, due to the student's withdrawal. If the total amount of unearned aid exceeds the amount the school is required to return, a student may need to return federal grant funds which have been received for off-campus living expenses, up to 50% of the amount received for the semester. Student loans and Plus Loans received for off-campus expenses do not have to be returned at the time of withdrawal but must be repaid in accordance with the terms of the loan. The Financial Aid Office will notify a student if a return of federal grant funds is required. Sample cases of refund calculations are available in the Financial Aid Office. CRITERIA FOR JUDGING SATISFACTORY PROGRESS REGULAR STUDENTS Provisions of the Higher Education Act of r980 require that each post-secondary institution make available information concerning the criteria for judging satisfactory academic progress. The criteria for St. John's College regarding the determination of satisfactory progress for recipients of federally funded (Title IV) financial assistance are as follows: In order to be making satisfactory progress, at the end of a semester a student must be permitted to enter the next semester and that next semester must not include the repetition of any work. This permission is normally granted by the dean in consultation with a committee of all the student's tutors, the "Don Rag Committee." The Don Rag Committee assesses a student's work in all parts of the program and approves its quality before recommending to the dean that the student be permitted to enter the next semester. This assessment is conducted in the student's presence by all of his or her tutors in common. At the end of the sophomore year, the dean and the Instruction Committee, with the advice of the tutors, review all of the student's work during the first two years and determine whether or not the student will be allowed to continue. Under some circumstances a student who has not satisfactorily completed a semester's work may be allowed to repeat the work in order to remain at the college. Students are not eligible for financial assistance (federal or institutional) while they are repeating work. Sometimes students are permitted to enter a new semester with the requirement that they meet special conditions during the course of the semester. In these cases, a student is not repeating work and is deemed to be making satisfactory progress until the dean determines that the conditions have not been met. When the conditions have not been met, the dean, in consultation with the Instruction Committee, decides what further determination is to be made of the case. �{FEES 64 & FINANCIAL Federal regulations require that an institution set a maximum time frame in which students must complete their educational objectives. St. John's has set eight years as the maximum time frame in which students who are recipients of federal financial aid funds must earn their B.A. degrees. This may be eight years of full- or part-time study. Years in which a student is not enrolled at St. John's will not count in the eight-year limitation. However, years in which a student is repeating work (and thereby not receiving aid) m:e considered in the determination of years of study. If a stl1dent registers for a class in which he or she was previously enrolled for more than three weeks, the class may be considered as repeated work and the student may not be eligible for financial assistance. Exceptions to this policy may be gTanted by the dean in the case of an involuntary withdrawal due to illness or other mitigating circumstances. Students who are permitted by their Don Rag Committees to enter the next semester with grades on their records are deemed to be making satisfactory progress and are eligible for financial aid. A student who wishes to appeal a decision regarding academic standing should present a letter to the Dean of the College. The dean will review the simation, taking into account any special circumstances, and determine whether or not the student is making satisfactory progress. VETERANS/DEPENDENTS In compliance wit_h federal and state regulations, St. John's has a set of policies on minimum standards of progress for enrnlled veterans or dependents: I. St. John's will report to the Department of Veterans .A..ffairs (VA) within 30 days all incidents of official termination or change of status that would affect benefits. 2. {ST. Arn} The V.A. requires that grades be given for all classes undertaken and that all grades be considered in computing a grade point average. In Annapolis, a V.A. enrolled student who withdraws from a class after the midpoint in a semester will have a WI grade recorded indicating the quality of work up to the date of withdrawal. In Santa Fe, a VA enrolled student who withdraws from a class after the three-quarter point in a semester will have an F recorded. No credit will be given for withdrawal grades nrnr, in accordance with college policy, will they be included in the GPA. 3. Minimum acceptable grades of a C average are expected. If a stl1dent falls below this average and/or the student's tutors think there is a serious academic problem, the Don Rag Committee will report this to the Dean, who may ask the student to leave the college or may place the student on academic and possibly stipulate conditions that must be met if the student is to continue in the college. The normal probationary period is one semester. During that probaperiod support and counseling are available to the student. 4. St. John's will inform all VA enrolled students that prior academic credit from post-secondary schools will be evaluated, credits are not applicable to the all-required degree program at the college except in very unusual cirumstances. Prior credit will be granted for pursuit of the same four-year, all-cPrrnw•·rt curriculum at the Annapolis and Santa Fe campuses. The award of prior credit by the college will reduce the training time toward the reward of a degree and will be to the VA as required. JOHN'S 65 COLLEGE} BIBLIOGRAPHY BOOKS ABOUT LIBERAL EDUCATION ERSKINE, JOHN: JHyLifea.sa Teacher, J.B. Lippincott Co., and CHARLES VAN DOru:t'!:HowtoReadaBook, Simon and Schm;ter, :1:972, ADLER, MORTIMER},, ADLER, MORTIMER J., and MILTON NIA.YER: The Revolution in Education, UnivexsityofChlcago Pxess, :1:958. The.American University, Ha.11er and Row, :i:~.170. Teacher in.America, Little, Brown and Co,,:i:945. BARZUN, JACQUES: BELL, DANIEL: TheReformingofGeneral Education, Columbia Univernity Press, :r966. BESTOR, .ARTIIDR E.: Educational Wasteland,.,, The Umveirsityoflllinofa U:r'bana., J1:953, Learning, YLnopf, :i:955, BLOOM, ALLAN: Rifind, Simon and Schru>te:r, :1:987. BRAJ'<N,EvA 'f.H.:Paradoxesof U.riveirsity of Chicago P1·ess, :r979. E<twcal':FAJ,n u"t aHA~p110&~lc, BRIJNER, JEROME§.: The Process of Education, Hmrvanl Univernity Press, x960. Scon: Ember.wfthe 1'Vorld, edited by Hanis Wofford, Jr., Center BUCHANAN, fo:r the Study ofDemocrntic Instimtlon§, Santa Ba:rbana, :r970. GOLDWIN, ROBERT A. (EDITOR): Higher Education andModernDemocracy, RruJ.d.McNallyand i:967. GRALW, GERALD and DAVID Rl.ESl'llAf'f: ThePer;,_vewalDream: Refvrm and Experiment in theAJnerican College, Univernity of Chicago Press, HARVARD COMMI'ITEE REPORT: GeneralEducation in aFree Society, The University, Cambridge, Massachusetts, :1:945. HUTCHINS, ROBERTM.: TheConflictin Harpe:r· and Birothe:rs, :r953. Education •~v-,,,,,.,,,,,..,,, Louisiana State Um:ven;ity Pl!:ess, :i:943. A"""'°''"''""'· Y2!1e Universiry Press, :r93K The Learning Society, Praeger, No Friendly Voice, Greenwood, i:936. University of Chicago Press, :r953. C.S.: TheAboliti.onofMan, Macmillan Publishing Co., Inc., :i:947. LEWIS, MARITAIN, JACQUES: Education auhe MEIKLEJOHN, ALExAfmER: Education Bemeen Two Worlds, Bn;thers, :;:942. ail!d SMITH, J. W!NFREE:ASearchforthe St. John 'sProgrwn, St. John's College Pire§s, :i:983. St. Jolm's College Press, :r979. VAN Do REN, MARK: LiberalEducation, Henry Holtand :i:944. �66 { B0 AR D 0 F vI s I T 0 R s AN D G0 v E R N 0 R Susan Allen Los Angeles, CA Evan Dudik Vancouver, WA Mark Lindley Annapolis, MD Linda Schaefer Belmont, CA M. Brownell Anderson Washington, DC William Fant Potomac, MD Clinton Lively West Windsor, NJ Jeremy Shamos Denver, CO Michele Farquhar Washington, DC Michael MacDonald New York, NY Justine Shaver Arnold, MD Stephen Feinberg Santa Fe, NM Douglas Mayer New York, NY Patricia Jane Sollars Fort Collins, CO Robert George New York, NY Scott Momaday Santa Fe, NM Warren Spector New York, NY Robert Goldwin Bethesda, MD Victoria Mora Santa Fe, NM Lenore Steiner Philadelphia, PA Visitor Emeritus Dean, Santa Fe Campus Anna Greenberg Annapolis, MD Charles Nelson Annapolis, MD J-Ionorary Member Visitor Emeritus Michael Uremovich Virginia Beach, VA Erwin Greenberg Reisterstown, MD Christopher Nelson Annapolis, MD Vice Chair Chair Steven Bohlin Santa Fe, NM Stewart Greenfield Westport, CT Jana Howard Carey Annapolis, MD Richard Groenendyke Tulsa, OK Thomas Carnes San Francisco, CA Allan Hoffman Lawrence, NY Honorary Member Honorary 1/llember Ray Cave New York, NY John Jeffries Charlottesville, VA Jean Clarke Houston, TX William Johnston Chicago, IL Honorary Member Joel Ard University Park, MD Sheila Bobbs Armstrong Santa Fe, NM John Belcher Edgewater, MD Robert Bienenfeld Long Beach, CA George Bingham Santa Fe, NM Sharon Bishop Reston, VA Jill Cooper Udall Santa Fe, NM Gregory Curtis Pittsburgh, PA Martha Black Jordan CoL Chapultepec Polanco, Mexico President, Annapolis Campus Martin O'Malley Annapolis, MD Ex Officio, Governor a/Maryland Michael Peters Santa Fe, NM William Richardson Santa Fe, NM Judy Kistler-Robinson Plano, TX S. Ford Rowan Jl.nnapolis, MD Michael Dink Annapolis, MD Thomas Krause Ojai., CA Mikael Salovaara Bernardsville, NJ Perry Lerner Philadelphia, PA Pamela Saunders Albin Santa Fe, NM Visitor Emeritus Harriet Warren Atlanta, GA Visitor Emeritus Julia Wilkinson Austin, TX Brad Davidson Laurel, MD Austin Ligon Ma:nakin Sabot, VA Ex Officio, President of the Alumni Association James Polk, III Santa Fe, NM Vice Chair David Dobreer Alhambra, CA Jason Walsh New York, NY William Warren New York, NY Leslie Jump-Walker Washington, DC Dean, Annapolis Campus Steven Thomas New York, NY President, SantaFe Campus Sanjay Poovadan Taos, NM Ex Officio, Governor ofNew Mexico Secretary {FACULTY} s} Visitor Emeritus Warren Winiarski Napa, CA Delores Wolf Washington, DC Roxana Zirnkzadeh San Francisco, CA Lee Zlotoff Malibu, CA ANNAPOLIS President CHRISTOPHER B. NELSON BA, St. John's College, Santa Fe, I970, St. John's College, Annapolis, I966-69; J.D., Uni~ersity of Utah College of Law, I973; Associate, 1973-78 and Partner, 1979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, 1979-9I and President, l987-9I, Kovar Nelson BTittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, I981-87, Aurora University Management Center, Illinois; President, St. John's College, 1991-; Former Member, Executive Committee, National Association of College and University Association; Past Chair, Annapolis Group (nation's liberal arts colleges); Past Chair, AFS-USA Intercultural Exchange Program; Past Chair, Independent College & University Association; Chair, Shimer College Board of Trustees; Treasurer, Historic Ai-inapolis Foundation. Dean ofthe College in Annapolis MICHAEL G. DINK Harvard University, 1970-72,; B.A., St. Joht-i's College, Annapolis, I975; MA, 1978, Ph.D., 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John's College, Santa Fe, 1980-84, Annapolis, I984-. Director, Graduate Institute in Liberal Education, Annapolis, 1998-2001; Dean, 2005-. EVA T.H. BRANN BA, Brooklyn College, 1950; M.A., I95l, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in .Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 67 1958-59; Member, US. Advisory Commission for International Education and Cultural Affairs, Ig75-77; Tutor, St. John's College, Annapolis, 1957-, Addison K Mullikin Tutorship, 197I-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, I978-79; Visiting Schohrr in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, I988-96; Dean, St. John's College, Annapolis, 1990-97; Doctor of Humane Letters, Whitman College, 1995; Doctor of Letters, Middlebury College, I999; Wilbur Cross Medal of the Yale Graduate School Alumni Association, 2006; Honorary Doctorate, Iona College, 2006; Distinguished Alumna Award, Brookly:.ri College, 2007. JOSEPHP. COHEN B.A., St. John's College, I956; J.D., University of Maryland Law School, r976; Department of PhJlosophy, University of Chicago, 1956-57, 1959-62; University of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer in the Liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, I962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow 1978, 1984; Visiting Scholar, Oxford University, 1978-79. DAVID HANFORD STEPHEN§ON B.A., Columbia College, I958; Columbia University, 1960; Ph.D., University of Maryland, 1988; Tutor, St. John's College, Annapolis, 1963-. NICHOLAS MAfSTIIBLLIS B.S., Bates College, I962; Department of History of Science, 1962-67, Teaching Assistant, I962-66, University Fellow, 1966-67, University of\Visconsin; Tutor, St. John's College, Annapolis, 1967-. �68 {ST. {FACULTY) HARVEY FLAUMENHAFT B.A., I96o, M.A., Ig62, Ph.D., Ig8o, Unive:rsity of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecture:r in Political Science, Roosevelt University, 1965; Lecturer in Liberal Arts, University of Chicago, 1965-66; Instructor in Government, 'V\!heaton College (Massachusetts), 1966-68; Tutor, St. John's College, Annapolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, 1981; MIT/Harvard Wo:rkshop on Nuclear Weapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH Planning Grant, r986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, Depa:rtment of Educational Studies, University of Delaware, 1989; Lynde and Foundation Grant, 1992-94; Dean, St, John's College, faoI1napolis, r997-2005. JowrF W.mTE B.A., St. John's College, J'u-mapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-?I; Tutor, St. John's College, 1971-. HOWARD ZEIDElRl\ii_Al'I Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, M.A., PTinceton University, r972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, I973-77, Annapolis, r978-. Dmi:mtAH SCHWARTZ RENAUT B.P.L, St. John's College, Annapolis, 1968; M.A., Tii.e Johns Hopkins University, l97I; M.S., Georgetown 1974; Tutor, St. John's College, Annapolis, I97.C:<-. DAV1DL. TOWNSEND B.A., Loyola College, I969; ALN, Jesuit Honor Fellow, Harvard, I969-74; M.A. Harvard, I970; Teacher, C Free School, 1970-72; Diplome, Universite de Paris, 1973; Ph.D. Harvard, 1976; J.D. Yale Law School, r981, Bar Association 1981-; 'I\1tor, St. John's College Santa Fe, 1974-, Annapolis, r984-; Senior Advisor of Seminars, Aspen Institute, 2000-. Co-ordinator, AIDS Task Force, Corporate Council on Africa, 2001-2002. JOHN'S PE'l.'ER KALKAVAGE NANCY DUNNIT'!G BUCHENAUER BA, History, 1967, M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown University, 1980; Fo:rd Foundation Fellow, 1966-68; University Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe, 1980-96; Annapolis, 1997-; Director of the Graduate Institute, Santa Fe, 1991-94. MARILYN DOUVILLE HIGUERA B.S., University of Michigan, I975; M,S., University of Michigan, 1977; Associate Mathematician, 1977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, ~Annapolis, I979-· JOHNVEIIDI JON LENKOW§Kl B.S., Psychology, Fordham University, 1972; M.A., r974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Cognitive Psychology, University of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-85; 1985-; ~Assistant Dean, 1988-91; Director, Graduate Institute in Liberal Education, 1992-95; N.E.H. Chair in Modern Thought, 1997-99. B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social Research, 1970; Doctoral Studies in Philosophy, The New School for Social Research, Columbia, University of Freiburg; Instructor of University, 1968-76; Visiting Lecturer, Philosophy of Science, New York Institute of Technology, I976-77; Lecturer, Ancient Greek Philosophy, New School for Social Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-. ROBERT P. DRUECKER B.S., Marquette University, Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; M.A., Counseling, Loyola College, I996; Tutor, St. John's College, Annapolis, 1977-; Counselor and Therapist, 1996-, 69 B.A., 1973, M.A., 1976, Ph.D., r983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-. B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis UniveTsity; ~Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. MICHAEL COMENETZ COLLEGE) THOMASIVi.AY BA, Loyola College, 1971; MA, FoTdham University, 1975; Assistant Professor, Loyola College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, Annapolis, 1986-89, 1995-1998. MERA J. FLAUMENHILFT JONA'l.F_i.\J."i §. T"VCK B.A., University of Chicago, 1966; M.A., 1967, Ph.D., r970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, Ig66-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, I977-. B.A., Columbia University, I969; B. Phil., Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrnw \)\Tilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), l97r-77; Teaching Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. John's College, Annapolis, I979-; Assistant Dean, 1991-94. JAMES HOWARD BEALL Active duty, U.S. AiT Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, r975, & Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., r978-79; Project Scientist, BKD, Arlington, Virginia, l9798r; Nations] Academy of Sciences/National Research Council/ Naval ReseaTch Laboratory Resident Research Associate, E.O. Hulburt Cente:r for Space Research, ·Naval Research Laboratory, D.C., 1981-83; Senior Consultant, KO. Hulburt Center for Research, l'faval Research Laboratory, Washington, D.C., 1983-; Tutor, St. John's College, n.Ltuotu~•u.o 1982-; Member of the Science and Engineering Advisory Board, High Frontier, Virginia, 1991-. EUZABETII M. BLEITNER B.A., Stanford Universi1y, 1969; Graduate Study in English Literature, University of 'Wisconsin, 1970-71; M.A. in State University, 1978; Instructor of Philosophy and Humanities, Pennsylvania State University, I979-80; Richard M. Weaver Fellowship, l98r; Ph.D. 111 State University, 1985; Tutor, St. John's College, Annapolis, 1982-. �70 {ST. {FACULTY} HENRY H. HIGUERA B.A., Cornell University, r974; MA, 1976, Ph.D., r983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College, Annapolis, 1982-. WALTJER STEnING B.A., St. John's College, r965; M.A., Pennsylvania State University, r966; Instructor, Pennsylvania State University r966-68; Ph.D. Candidate, The Catholic University of America, r970-74; Editor of St. John's Review and Tutor, St. John's College r983-. M.ICW,EL BLAUSTEIN B.A., St. John's College, Annapolis, 1974; Ph.D., Harvard University, r984; Tutor, St. John's College, Annapolis, r984-. CHESTER Burum B.A., St. John's College, Annapolis, r974; Master of Music, University of Michigan, r979; Tutor, St. John's College, Jhmapolis, r98L'r-· ANITA L. KRONSBERG B.A,, St. John's College, 1980; Tutor, St. John's College, r984-; Assistant Dean, 1998-2002; 2006-. I'ATlllCIAlVL LOCKE B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, Teaching Fellow, Boston College, 1978-82; Instructor, Assumption College, r98r; Tutor, St. John's College, Ai1napolis, r984-. NICHOLAS A. CAPOZZOLI, M.J) .. B. S, Manhattan College, r964; MD., New York University, I968; M.A., St. John's College Graduate Institute, 198I; Neurological Residency Training, Mt. Sinai 1973; Board Certification from the American Board of Psychiatry and Neurology, 1976; Member, American of Neurology, Anne Arundel County Medical Society; Attending Neurologist, Anne Arundel Medical Center, r974-; Attending Neurologist/ Assistant Professor of Neurology, Johns Hopkins Hospital, r976-; Chairman, Professional Advisory Committee of the National Multiple Sclerosis Society, 198694; Medic:al Director of the Hospice Program, Anne Arundel Medical Center, 1980-87; Tutor, St. John's College, r985-; Chairman, Medical Ethics Committee, Anne Arundel Medical Center, 1985-9,;f· PANIELA KRAUS M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, I973-74; Lecturer, The Catholic University of America, 1975-80; Assistant Professor of Philosophy, The Catholic University of Arnerica, 1980-85; American Fellowships Program Panel, American Association of University Women, r985; Tutor, St. John's College, 1985-. WILLUM PASTILLE B.A., Music, Brown University, r976; M.A., Musicology, Cornell University, 1979; Ph.D., Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University ofV/isconsin at Madison (r98586); Tutor, St. John's College of Annapolis, 1986-; Assistant Dean, St. John's College of Annapolis, r993-95; Director, Graduate Institute, St. John's College of Annapolis, 2001-2003. CATHERINE R. HAIGNEY B.A., l98r, M.A., r983, Ph.D. in English Language and Literatme, 1989, University of Virginia; Echols Scholar, Phelan Fellowship, Governor's Fellowship, University of Virginia; Lecturer in English, Vanderbilt University, 1985-87; Adjunct Faculty, Goucher College, 1987-88; Tutor, St. John's College, Annapolis, I989-. JOHN'S ADAM SCHULMAN BOA., Chemistry, University of Chicago, r980; B.A., Physics and Philosophy, Oxford University, 1982; M.A., History of Science, Harvard University, r985; Ph.D., History of Science, Harvard University, 1989; Tutor, St. John's College, 1989-. JUDITH L.A. SEEGER B.Ao, Harvard University, r966; Cornell University, 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., I982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the Folklore Institute, Indiana University, I984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John's College, Annapolis, 1989-; Assistant Dean, St. John's College, Annapolis, 2002-2006; Tutor, St. John's College, Santa Fe, 2007-2008. JOM'IK SILVER RA., State University of New York, College at Old Westbury, 1971; M.A., St. John's College, Annapolis, 1976; Ph.D., Graduate Theological Union, in Theology and The Arts, 1993; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, 1977-79; Tutor, The Graduate Institute in Liberal Education, St. John's College, Santa Fe, Summer 1985, 1986, 1987, 1988; Tutor, St. John's College, Santa Fe, 1989-96; Annapolis, 1997-. COIIDELLD. K YEE B.A., English, Pomona College, 1977; JVI.J. Journalism, University of California, Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University of W1sconsinMadison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, r988-89; Tutor, St. John's College, Annapolis, 1989-; Visiting COLLEGE} 71 Assistant Scientist, History of Cartography Project, Department of Geography, University ofWisconsin-Madison, Summers of 1990 and I99I. ANDRE BARBERA B.A. in Music, Wesleyan University, 1974; Resident Fellow, Newberry Library, Chicago, 1978; Ph.Do in Musicology, University of North Carolina, 1980; Visiting Assistant Professor of Music, Cornell University, r979-82; Assistant Professor of Music, University of Notre Dame, 1982-89; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, r989-90; Tutor, St. Joh11's College, Annapolis, 1990-. KArnu:ENC. Burs B.A., Mount Holyoke College, 1968; Graduate Study, New School for Social Research, 1970-72; M.S., I985, Ph.D., 1989, University of Delaware; Tutor, St. John's College, .A1mapolis, 1990-. MARGARET ANNE Km.By B.A., University of King's College, I977; M.A., Department of Classics, Dalhousie University, 1979; Commonwe~i.lth Scholar, Hertford College, Oxford University, r980-82; M.Litt., Faculty of Modern Languages, Oxford University, r982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, 1982; Junior Fellow, Massey College, University of Toronto, 1983-85; Ph.D., Department of Germanic L~nguages and Literatures, of Toronto, 1988; Fellow and Tutor, University of King's College, 1987-89; Tutor, St. John's College, Santa Fe, 1990-96, A_nnapolis, 1997-. EruKSAGENC BA, University of Alaska, 1983; M.A., I985, Ph.D., r989, Princeton University; National Science Foundation Fellow, 1983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, 1987-88; Rockefeller Fellow, University of Oklahoma, 1989-90; Tutor, St. John's College, 1990-. �72 {FACULTY} ERIC M. SALEM B.A., St. John's College, I977; M.A., University of Dallas, I979; University of Heidelberg, I98o-8I; Ph.D., University of Dallas, I990; Fulbright Fellow, I980-8I; Assistant Professor, Whitney Young College, Kentucky State University, I983-90; Tutor, St. John's College, Annapolis, I990-. RADOSLAV DATCHEV Degree in Philosophy, University of Sofia, I982; Assistant Professor of Philosophy, University of Sofia, I982-83; Tutor, St. John's College, Annapolis,I992-. CARL PAGE B.A., University of Auckland, New Zealand, I98o; MA (Hons), University of Auckland, I982; Ph.D., Pennsylvania State University, I987; Assistant Professor of Philosophy, Emory University, I987-94; Tutor, St. John's College, Annapolis, I994-· WILLIAM T. BRAITHWAITE B.A., Virginia Military Institute, I96I; J.D., Washington & Lee University, I964; U.S. Army, I968-70; Associate, Partner, Mayer, Brown & Platt, Chicago, I973-80; Associate Professor of Law, Loyola University, Chicago, I980-95; Tutor, St. John's College, Annapolis, I99S-· ROBERT GoLDBERG St. John's College, Annapolis, I977-79; B.A., Harvard College, I98I; M.A., I983, Ph.D., I990, University of Toronto; Adjunct Lecturer in Political Science, University of Toronto, I989-90; Visiting Assistant Professor of Political Science, Kenyon College, I990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, I994-95; Tutor, St. John's College, Annapolis, I99S-· KATIIERINE llEINEs B.A., St. John's College, Santa Fe, I982; M.A., I986; Ph.D., I997, The Catholic University of America; Lecturer, The Catholic University of America, I987-88; Instructor, Marquette University, I988-89; Tutor, St. John's College, Annapolis, I99S-· EMILY H. BROOKER LANGSTON B.A., Emory University, I987; M.A., University of Chicago, I988; Jacob K. Javitz Fellow, I989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, I993; Ph.D. Candidate, Emory University, I992-; Tutor, St. John's College, Annapolis, I99S-· GEORGE A. RUSSELL B.A., St. Francis College, I973; M.A., The Catholic University of America, I983; Ph.D., The Catholic University of America, I994· Dean of Students, St. Patrick's Academy, I98I-86; Teacher, Hamden Hall, I986-9I; Adjunct Lecturer, Albertus Magnus, I986-9I; Assistant Professor of Philosophy, Xavier University, I99I-95; Tutor, St. John's College, Annapolis, I99S-· JONATHANN. BADGER B.S., Mathematics, University of South Carolina, I987; M.A., Liberal Studies, North Carolina State University, I99I; Graduate Student, Music Composition, Duke University, I990-9I; Earhart Fellow, I99S; Ph.D., Political Philosophy, Fordham University, I996; Tutor, St. John's College, Annapolis, I996-. LuuNGu B.A., History, Beijing University, China, I980-84; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, I984-87; M.A., International Affairs, The George Washington University, I987-89; Ph.D., Political Theory, The George Washington University, I989-95; Adjunct Professor, Department of Political Science, The George Washington University, I99S; Tutor, St. John's College, Annapolis, I996-. {ST. JOHN'S ERIC B. STOLTZFUS B.A., Music, Goshen College, I98I; M.A., Musicology, and M.S., Library Science, The Catholic University of America, I99I: Music Librarian, St. John's College, Annapolis, I99I-; Tutor, St. John's College, Annap_olis, I996-. MICHAEL w. GRENKE B.A., University of Chicago, I988; Ph.D., Boston College, I994; Lecturer, University of New Hampshire, I993; Postdoctoral fellow, Boston College, I993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, I99S; Tutor, St. John's College, Annapolis, I997-· PAUL W. LUDWIG B.A., University of Tennessee, Chattanooga, I987; M.A., Oxford University, I995; M.A., University of Chicago, I99S; Ph.D., University of Chicago, I997; Lecturer in the College, University of Chicago, I996; Tutor, St. John's College, Annapolis, I997-· BRENDON LAsELL B.S., California Institute of Technology, I990; M.S., I99I, Ph.D. I994, University of Chicago; Lecturer in Mathematics, University of Chicago, I992-93; Member, Institute for Advanced Study, I994-95; Instructor in Mathematics, Princeton University, I99S-97; Tutor, St. John's College, Santa Fe, I997-2008; Annapolis, 2009-. SUSANR. PAALMAN B.A., Rice University, I990; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, I997; Tutor, St. John's College, Annapolis, I997-· DANIEL liARRELL B.A., Vanderbilt University, I989; Ph.D., Emory University, I997; Tutor, St. John's College, Annapolis, I998-. JOSEPH C. MACFARLAND B.A., St. John's College, Annapolis, I987; Fulbright Fellow, visiting the Department COLLEGE} 73 of Medieval History, University of Bologna, I993-94; Ph.D., Committee on Social Thought, University of Chicago, I996; Program Coordinator for Fundamentals: Issues and Texts, University of Chicago, I994-97; Tutor, St. John's College, Annapolis I998-. GARY BORJESSON B.A., Whitman College, I987; M.A., I994· Ph.D., I997, Emory University; Assistant Professor of Philosophy, University of Central Arkansas, I997-I999; Tutor, St. John's College, I999-· JEFFJ. S. BLACK B.A., Trinity College, University of Toronto, I993; Ph.D., Boston College, 2005; Teaching Fellow, Boston College, I998-I999; Tutor, St. John's College, Annapolis, r999-. CHRISTOPHER NATHAN DUGAN B.A., College of William and Mary, I992; Earl Warren Political Theory Fellowship, r992-94; Ph.D. in Political Science, University of California, San Diego, r999; Tutor, St. John's College, Annapolis, r999-. MARKW. SINNEIT B.S., Mathematics, Texas Christian University, r976; M.A., r978, Doctoral Study in Mathematics, r979-8I, The University of Texas at Austin; Lecturer in Mathematics, Concordia Lutheran College, r978-79; U. G. Marshall Fellow in Mathematics, I98r-83, Lecturer in Mathematics, I983-84, Kansas University; B.D. (Hons.), Theology, St. Andrews University, r988; Richard M. Weaver Fellow, r984-85; Lecturer in Mathematics, San Jacinto College, r988-89; Ph.D., Systematic Theology, Cambridge University, r993; Minister of Word and Sacrement, Presbyterian Church (U.S.A.), r993-; Minister, First Presbyterian Church, Stephenville, Texas, r993-98; Visiting Scholar, St. John's College, Cambridge, Summer, r997; Senior Minister, Clemmons Presbyterian Church, Clemmons, North Carolina, r998-2000; Tutor, St. John's College, Annapolis, 2000-. �74 {FACULTY} DYLAN CASEY B.S., Physics, B.A., Political Philosophy, Michigan State University, r991; Ph.D., Ex:perimental Particle Physics, University of Rochester, 1997; Postdoctoral Fellow in Particle Physics, Michigan State University, r997-2001; Tutor, St. John's College, 2oor-. JEFFREY ALLEN SMITH B .A., Philosophy and Political Science, Emory University, 1989; Ph.D., Committee on Social Thought, The University of Chicago, r997; Lecturer in the College, The University of Chicago, r994-1997; Visiting Assistant Professor, Political Science, Colgate Unversity, r998-99; Assistant Professor, Philosophy, Carthage College, l999-2oor; Tutor, St. John's College, 2001. JOHNTOMARCHIO B.A., Columbia College, Columbia University, 1984; M.A., 1993, Ph.D., r996; Lecturer, School of Philosophy, Catholic University of America, r996; National Fulbright Research Fellow, Rome, 1994-95; National Endowment for the Humanities Post-Doctoral Fellow, Core Curriculum Program, Boston University, 1996-98; Assistant Professor, Department of Philosophy, Villanova University, l998-2oor; Tutor, St. John's College, Annapolis, 2oor-. Lorns P'ETIUCH B.A., English, Northwestern University, 1982; M.A., 1986, Ph.D. Candidate, r9861990, Committee on Social Thought, The University of Chicago; Teaching Assistant in History, Philosophy, and Social Studies of Science and Medicine, The University of Chicago, r985-1987; Dramaturg, P..ssistant Director and Actor, Court Theater, The University of Chicago, 1985-89; Fulbright Scholar, Alexandru I. Cuza University, Iasi, Romania, 1990-91; United States Peace Corp Vohrnteer, Masaryk University, Brno, Czechoslovakia, 1992-1993; Reader and Stage Crew, Folger Shakespeare Library and Theater, Washington, D.C., r993-r995; Civic Education Project Fellow, Presov University, Slovakia, r995-r997; CEP Fellow, Alexandru I. Cuza University, Iasi, Romania, r997-r999; CEP Fellow, American University of Kyrgystan, r999-2000; Fulbright Scholar, Kyrgyz State National University and American University of Kyrgyzstan, 2000-2002; Principal Founder, American Studies Resources and Training Center, Bishkek, Kyrgystan, 2oor-02; Tutor, Sc John's College, 2002-. JASON A. TIPTON B.A., University of California, San Diego, r993; M.A. Tulane University, r999; M.S. Tulane University, 2001; Ph.n Tulane University, 2002. Fulbright Scholar, Greece, 2000-or; Associate Member, American School of Classical Studies, Athens, 2000or; Tutor, St. John's College, 2002 -. MATIHEW CASWELL B.A. St. John's College, 1996; Ph.D., Philosophy, Boston University, 2003; DAAD Fellow, Philipps-Universitiit, Marburg, 2002-03; Instructor, Department of Philosophy, Boston University, 2003-05; Tutor. St. John's College, 2005-. GABRIEL PrnAS B.A. St. John's College, A_nnapolis, r993; M.A. r996, NI.Phil. 1997, Medieval Studies, Yale University; Ph.D. Committee on Social Thought, University of Chicago, 2003; Rome Prize, American of Rome, 2oor-02; Assistant Professor, European College of Liberal .A.rts, Berlin, 2003-05; Tutor, St. John's College, 2005-. {ST. JOHN'S B.A., Humanities, Shimmer College, r998; M.A., Philosophy, New School for Social Research, 2002; Ph.D., Philosophy, New School for Social Research, 2005; Teaching Fellow, Eugene Lang College, 2002-2004; Assistant Professor, Ramapo College, 2005-2006, Tutor, St. John's College, A.nnapolis, 2006-. 75 FAWN'ffilGG GREGORY REcco B.A., St. John's College, Annapolis, r988; Ph.D. candidate at the University of Chicago, Committee on Social Thought, 2004-; Faculty, Indiana University Northwest; The School of the Art Institute of Chicago; Tutor, St. John's College, Annapolis, 2006-. B.A., State University of New York at Stony Brook, 1994; Ph.D., Philosophy, Pennsylvania State University, 2002; Graduate Instructor, Pennsylvania State University, r996-2003; Assistant Professor of Philosophy, Skidmore College, 2003-2007. Tutor, St. John's College, Annapolis ,2007-. ALAN PICHA.NICK B.A., St. John's College, Annapolis, 1998; M.A., Committee on Social Thought, University of Chicago, 2002; Ph.D., Committee on Social Thought and Department of Philosophy, University of Chicago, 2005; Junior Fellow, John M. Olin Center, University of Chicago, 1999-2003; Visiting Instructor, Department of Political Science and Core Humanities Program, University of Richmond, 2003-2004; Visiting Instructor, Intellectual Heritage Program, Temple University, 2004-2005; .A.-.ssistant Professor, University Honors Program and Department of Philosophy, The George Washington University, 2005-2006; Tutor, St John's College, 2006-. THOMA§ MEJ'illILL B.A., Fundamentals: Issues and Texts, University of Chicago, r996; M.A., Political Science, Duke University, r999; Ph.D., Political Science, Duke University, 2003; NRI Postdoctoral Fellowship, American Enterprise Institute, 2003-2004; Postdoctoral Fellow, Program on Constitutional Government, Harvard University, 20042005; Tutor, St John's College, 2006-. AMANDA PRINTZ MICHA.EL WEINMAN COLLEGE} B.A., Guilford College, 1999; Ph.D., Philosophy, University of Southern California, 2007; Teaching Assistant, University of Southern California, 2000-2005; Tutor, St. John's College, Annapolis, 2007-. MICHAEL BROGAN B.A., Swarthmore College, r997; Visiting Researcher, Katholieke Universiteit, Leuven, Belgium, 2003-04; Ph.D., Philosophy, Villanova University, 2007; Instructor, Villanova University, 2002-03; 2004-05; Tutor, St. John's College, Annapolis, 2008-. MA'ITHEW §. LINCK B.F.A., Painting, Syracuse University, r992; Ph.D., Philosophy, The New School for Social Research, 2004; Teaching Fellow, Eugene Lang College 2002-04_; Adjunct Professor, Steinhardt School of Education, New York University, Fall 2004; Professor, Pmchase College, SUNY, 200406; Adjunct Professor, Long Island University, 2007; Adjunct Professor, New School for General Studies, 2006-08; Tutor, St. Jolm' s College, Annapolis, 2008-. IVLillcEL Ai<mREW Wmzrnz B.A., Classics, B.A., French, B.A., Philosophy, Southern Illinois University at Carbondale, 1998; M.A., Greek Literatu:re, University of Texas at Austin, 2000; Ph.D., Classics, University of Texas at Austin, 2005; Assistant Instructor, University of Exeter 2002; DA.AD Fellow, Freie Universitat of Berlin, 2002-03; Visiting Instructor, University of Houston, 2004-05; Visiting Assistant Professor, Boston University, 2005-06; Postdoctoral Fellow, Rice University, 2006-08; Tutor, St. John's College, Annapolis, 2008-. �76 {FACULTY} SANTA FE President MIC!IAEL P. PETERS B.S., United States Military Academy at West Point, I968; M.A., University of Washington, I974; Platoon Leader, Executive Officer, and Armored Cavalry Troop Commander, United States Army, I96870~; Assistant Professor of Economics, United States Military Academy, I974-77; Soviet Foreign Area Officer, r977-87; Executive Assistant, Office of the Chairman of the Joint Chiefs of Staff, I987-89; Commander, 96th Civil Affairs Battalion (Airborne), I989-9I; Chief Conventional Arms Negotiations, Ig9I-92; Chief of United States Military Academy, r992-95; Senior Vice President and Chief Operating Officer, r995-2002, Executive Vice President, 2002-2005, Council on Foreign Relations; President, St. John's College, Santa Fe, 2005-. {ST. Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, l97r-72; Tutor, SL John's College, Santa Fe, I972-. DAVID EDWARD STARR B.A., Gordon College, 1962; M.A., 1966, Ph.D., Ig72, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, Santa Fe, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. STEPHEN R. VAN LUCHEJ.'ffi B.A., Arizona State University, 1969; M.A., l97r, Ph.D., r973, University of.Notre Dame; Tutor, St. John's College, Santa Fe, r973-, Director of Admissions, Director of The Grnduate Institute in Liberal Education, 1982-85; Dean, l99r-1996. VICTORIA MORA B.A. in English-Philosophy, University of New Mexico, r985; Yale University Teaching Fellow, r986-88; MA, M. Phil. in Philosophy, Yale Ig90; Ford Foundation Dissertation Fellow, r990-9r; Ph.D. in Yale University, 1992; Philosophy Instructor, Afbuqueniue TV-I Community College, r991-92; Tutor, St. John's College, Santa Fe, I992-; Dean, St. John's College, Santa Fe, 2006-. PHILIP LECUYER B.A., Colorado College, r966; Merton College, Oxford University, 1969; Studies in Biology, University of ·New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, I963-66; Rhodes Scholar, ; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow , 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, DAVID BOLOTIN B.A., Cornell Universicy, r966; Ph.D., New York University, 1974; Lectmer in Classics, Yale University, 1971-73; Tutor, St. John's College, Annapolis, 1974-82; Santa Fe, 1982-; Visiting Professor, Committee on Social Thought, University of Chicago, r986, 1987-88, 2002-03; Carl Friednch von Siemens Fellow, Siemens Institute, Munich, 2006-2007. ELIZABETH S, ENGEL B.A., Pomona College, r967; M Phil., 1971, Ph.D., Philosophy, 1973, Assistant, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, I973-75; Tutor, St" John's College, Santa Fe, 1975-. 0 LYNDA LlMsON MYERS :!LAO, St. John's College, r971; IVLA., University of North Carolina, r975; M.A., JOHN'S 1991, Ph.D., 1996, Catholic University of .A..merica; Tutor, St. John's College, Santa Fe, r977-; Director of the Graduate Institute in Liberal Education, 1985-88. ANrnoNY JAMES CAREY St. John's College, Annapolis, I963-65; B.A., University of North Carolina, I967; 1973, Ph.D. 1998, Graduate Faculty, The New School for Social Research; U.So Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, Ig74-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, Annapolis, 1979-83, Santa Fe, 1984-; Dean, r986-91, 1996-2000; Acting President, 2000; Distinguished Visiting Professor, United States Air Force Academy, 2004-. C.HiLRLOTIE GRAY Miill1J..N B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, r975-78; Visiting Lectmer, Colorado College, 1978-79; .Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, I980-. COLLEGE} 77 EDWARD CARY STICKNEY B.A., St. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St0John's College, Santa Fe, I98o-; Director ofThe Graduate Institute, r994-97. JANET A, DOUGHERTY B.A., Yale College, r974; M.A., Ph.D., Harvard University, I98o; Teaching Fellow in Government at Harvard College, 1976-78, r979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, I982-85; Santa Fe, 1985-0 STEPHEN FREDERICK Housnm BA, St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; Jiil.A., University ofVrrgin.ia, 1989; PhoD., University of Virginia, I990; President's Fellow, University of Virginia, Tutor, St. John's College, Santa Fe, 1983-. FRAN!.<.N, PAGANO A 0 Cornell University, Ig69; PhoD., B., Boston College, r981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, I980-83, Associate Professor of Political 0c1e11n: r981-83, University of New England; Tutor, St. John's College, Santa Fe, 1983-; Director of the Graduate Institute, 2001-2004. PEI'ER I'ESIC A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, r969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, r976-80; Tutor, St. John's College, Santa Fe, 1980-; Musician-in-Residence, Dorr Lecturer, University of North Carolina, 2003. Peano Prize, 2005. Fellow, American Association for the Advancement of Science, 2006-. Fellow, John Simon Guggenheim Memorial Foundation, 2007-08. JORGE H. AIGLA Universidad Nacional Ant6noma de Mexico, :Mexico City, 1971-72; B.S., Saint Mary's College, Califorma, r975; M.D., University of California San Francisco, 1979; American Heart .Association Student Research Associate, r974; Fellow, Cancer Research Institute, University of Cahlo:rnia San Francisco, 1976; Resident, Pathology Department, University of California San Francisco, 1979-80; Omega Medical National Honor Society, 1979; Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, �78 {FACULTY} I980-81; Lecturer in Anatomy, Sonoma State University, California, I98r-82; Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-85; Private translator, 1982; Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-85; Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, SL John's College, Santa Fe, 1985-; Head Karate-Do Instructor, 1986-; American Teachers Association of Martial Arts, Permanent Member, 1993; International Society of Okinawan Karate, 1994; 6th Dan, 2000; Kyoshi, 2006; 7th Dan, 2008; New Mexico Urasenke Japanese Tea Association, President, 2004. JmINF. CORNELL BA, 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, Ig77-80; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant rnJ1essu>:r, History of Science, University of Georgia, 1984-85; Tutor, St. John's College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. LINDA WIENER B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, Ig79; Ph.D., Entomology, University of Wisconsin-Madison, 1981; Post-Doctoral Fellow, Linguistics, Harvard University, r982-85; Entomology Associate, Museum of Comparative Zoology, Harvard University, r982-85; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985-. DAV!DLAWRENCEL~!INE University of Pennsylvania, 1962; A.B. St. John's College, Annapolis, r967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary) 1967-70; University Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris, 1970; Language Study, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, 1980-88; Fellowship Research Grant, Earhart Foundation, r984-85; Tutor, St. John's College, Santa Fe, 1986, 1988-, Assistant Dean, Spring r997, Director of the Graduate Institute in Liberal Education, 1997-2001; Dean, Santa Fe, 2001-2006. TuONlAS §CALLY B.A., St. Mary's College of California, 1967; M.A., Boston College, r970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; A_ssi.stant Professor, St. Mary's College of California, 1971-74; Assistant Professor, California State University at Humboldt, 1975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, 1975-87; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-84; Visiting Tutor, St. John's College, Santa Fe, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. GRANT H, FRANKS B.A., St. John's College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, M.A., 1980; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; Clerk to Judge Cecil E. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, {ST. JOHN'S 1983-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor, St. John's College, Santa Fe, 1988-. WILLJJ.i.M §. KEllR B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois-Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate Fellowship, 1983-87, M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Cambridge University, 198788; Reynolds Fellowship, 1988-89; Instructor in Latin, University of New Mexico-Los Alamos, Summer 1985; Visiting Assistant Professor, University of Colorado-Boulder, Summer 1990; Certificate, Chinese Language Education Program, Providence University, Shalu, Taiwan, 1998; Tutor, St. John's College, Santa Fe, 1989-. KfilSHNAN VENKATESH. B.A., English, Magdalene College, Cambridge University, 1982; M.A., Cantab., 1985; Wissenschaftlicher Mitarbeiter (on Shakespeare), English Department, University of Muenster, West Germany, 1982-86; Academic Exchange, University of New Mexico, Albuquerque, 1985-86; Lecturer in BTitish and American Literature, ESL Curriculum-Developer, Shanxi Uni-versity, Taiyuan, People's Republic of China, 1986-89; Lecturer in Film Analysis, North China Film and Broadcasting Institute, 1989; Tutor, St. John's College, Santa Fe, 1989-; Director of the Graduate Institute, 2004-. BRUCE M. PERRY B.A., Greek, 1973, M.A, Classics, 1975, Ph.D., Classics, 1983, University of Washington; Ph.D. Asian and Middle Eastern Studies, 1995, Umversity of Pennsylvania; Tutor, St. John's College, Santa 1990-. COLLEGE} 79 FRA.NJ( R. HUNT St. John's College, Annapolis, 1971-73; Cornell University, 1973-74; B.A., New York University, 1976; M.A., Ig8o, Ph.D., r985, The Catholic University of America; Editor, Catholic University of America Press, 1980-86; Lectnrer, Marymount University of Virginia, 1985-86; Editor, Princeton University Press, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. CHAP.LES N. FASANARO B.S., Chemistry, Manhattan College, 1965; M.A.R. with Distinction, ILIFF School of Theology, Colorado, 1980; Ph.D., Philosophy of Religion, University of Denver/ILIFF, 1983; Schlessman Scholarship for the Study of Philosophy and Religion, 1980-82; Jonathan M. Daniels Fellow, 1982 Post-doctoral Fellow, Philosophy, University of Colorado, 1983-84; Progran1 Ombudsman and Assistant to the DiTector, Writing Program, University of Colorado, 1986-91; Associate Professor, Center for Philosophy and Religion, Colorado, 1986; Professor, CenteT for Philosophy and Religion, Colorado, 1990; Project Leader (GS-13) for the Mine and Tracker Dog Project, Vietnam, 1969; President, New Subasio Institute, and Prior, New Subasio Monastic Community, 2000; Master Scholar, of Denver, 2003; Tutm, St. John's College, Santa Fe, 1991-; Assistant Dean, 2002-2003. MICHAEL DAVID RA.VIN B.S., Mathematics, Rensselaer ~"",,_,"PC Institute, r974; M.S., Brown University, 1977; Undergraduate Study in Mathematics Education, University of New Orleans, 1979-80; Graduate Study in Mathematics, Clarkson University, 1983-86; Ph.Do, Mathematics, Indian Institute of Technology, Kharagpur, 1991; Instructor, University of New Orleans, 1977-80; Assistant Professor, Institut Superieur Pedagogique de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St. �80 {FACULTY} Lawrence University, 1983-86; Assistant Professor, Manchester College, r988-92; Tutor, St. John's College, r993-. BARRY E. GoLDFARB B.A., Yale University, r975; M.A., University of Chicago, 1978; M.A., University of Cincinnati, r98r; Ph.D., The Johns Hopkllis University, 1986; Visiting Lecturer, University of Southern California, 1986-88; Assistant Professor, The Pennsylvania State University, 1988-92; Language Coordinator and Lecturer, The Johns Hopkins University, 1992-93; Tutor, SL John's College, Santa Fe, r993-. JULIE REAHAruJ B.A., English, Michigan State University, r980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, r98,-;,; Ph.D., Comparative Literature, University of Colorado, Boulder, 1991; Teaching fellow, Department of University of Nevada, Reno, 1981-84; Instructor, Department of English, University of Colorado, Boulder, r987-88; Instructor, College of General Studies, University of Pennsylvania, 1988-89; Graduate Work, Literary Theory, University of Pennsylvama, l988-9r; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, r992-93; Associate Professor, English Department, Providence University, Taiwan, 1996-98; Tutor, St. John's College, Santa Fe, I993-. CLAUDIA A. HONEYWELL B.A., University of Chicago, I986; Account Executive, P...merican Bankcard Services, Woodland Hills, CA, 1987-88; M.A., r991, Ph.D., r993, Classics and Modern Greek Studies, University of Minnesota; Surveyor, Kavousi/Thriphti Archaeological Survey, Crete, I990; Mochlos Archaeological Excavation, Crete, l99r; Visiting Assistant Professor of Classics, Cornell College, 1993-94; Tutor, SL John's College, r99Lf-· CALEB THOMPSON B.A., Philosophy, Clark University, I984; M.A., Philosophy, University of Virginia, 1990; Ph.D., Philosophy, University of Virginia, 1994; Alumni Dissertation Fellow, 1993-94; Postdoctoral Fellow, SUNY at Buffalo, 1994-96; Hourani Lecturer, SUNY at Buffalo, r994-95; Tutor, St. John's College, Santa Fe, 1996-. MICHAEL D. BYBEE B.A., Philosophy, r972, B.A., M.A., English, r972, r975, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, r972-74; M.A., Ph.D., Philosophy, 1976, r98r, Universit'J of Hawaii; Assistant Professor of Philosophy, Idaho State Uµiversity, 1982-84; Instructor of English, 198490,Senior Instructor of English, r990-95, University of Oregon; Adjunct Assistant Professor of Rhetoric, San Diego State University, 1995-96; Tutor, St. John's College, Santa Fe, r996-. JUDITH L ADAM B.A., 1986, M.A., r989, Political Science, University of Alberta; Ph.D., r996, Political Science, Boston College; Tutor, St. John's College, Santa Fe, r996-; Assistant Dean, St. John's College, Santa Fe, 2005-2008. JACQUES ANTOINE Duvmsl'.N B.A., r980, St. John's College, Annapolis; M.A., Ph,D., 1992, The Catholi!: University of America, University of California, Irvine, 1987-91; Knights of Columbus Fellow, r98r-8Lf; Tutor, St. John's College, Santa Fe, r997-. MAITHEW K. DAVIS B.A., St. John's College, Annapolis, 1982; M.A. in Philosophy, Dalhousie University, r984; Ph.D. Candidate in Philosophy and Classics, University of Pittsburgh, 1985Ph.D. in Political Science, Boston College, r995; Killam Fellow, 1983-84; Earhart Fellow, I990-91; Bradley Fellow, r993-96; Bradley Fellow, University of {ST. JOHN'S Toronto, 1996-98; Special Projects Editor, Books in Canada, 1997-98; Tutor, St. John's College, Santa Fe, 1998-; Assistant Professor of Philosophy an Classics, Carthage College, 2002; Assistant Dean, 2003-05; Visiting Scholar, Boston College, 2005-06. MA.rue ROLUNS COLLEGE} 81 EDWARD A. WALPJ.N B.A., Political Science, Middlebury College, 1987; English, Middlebury College (Bread Loaf School of English), 1989; M.A., Political Science, Duke University, 1992; Ph.D., Political Science, Duke University, r998; National Endowment for the Humanities Dissertation Grant, 1993-94.; Exchange Fellow and Instructor, Institut fo.r Politische Wissenschaft, FriedrickAlexander Universitat, Erlangen, Germany, r994-95; Fellow, Instructor, and Project Coordinator, Kenan Ethics Prngram, Duke University, r997-98; Consultant, PBS Frontline, I998-99; Tutor, St. John's College, Santa Fe, r999-. A.B. Princeton University, 1977; M.A., Ph.D. in Philosophy, University of California, Berkeley, 1986, r99r; Teaching Fellow in Philosophy, University of California, Berkeley, 1978-83, and 1987; Teaching Fellow in the Core Harvard University, r984-86, r987, l99r92, and 1995-97; Associate Research Professor, Instituto de Investigaciones Filosoficas, Vl'rAM, Mexico Ciry, l988-9r; Assistant Professor of Philosophy, American University in Bulgaria, 1992-95; Senior Analyst, education and family support policy, Abt Associates, Cambridge, MA, 1997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA., 1998; Tutor, St. John's College, Sa..nta Fe, r998-. B.A., r994, St. John's College, Santa Fe; Dupont Fellowship, 1994-95, President's Fellowship, University of Virginia, I99497; M.A., History of Religions, University of Virginia, 1997; Assistant Director of Admissions, St. John's College, Santa Fe, r997-99; Tutor, St. John's College, Santa Fe, 1999-. GREGORYD. BAYER JAN ARsENAULT B.A., St. John's College, A_nnapolis, 1978; M.A., University of Toronto, 198r; Ph.D, University of Texas at Austin, r995; Visiting Assistant Professor, Southern Methodist University, 1995-96, College ofWilliam and Mary, r996-97, College of Wooster, 199798; NEH Fellow, Institute for Advanced Princeton, r998-99; Tutor, St. John's College, Santa Fe, 1999-. B.A., St. John's College, Santa Fe, r982; M.A., University of Denver Counseling Psychology, r989; Diploma in Psychology, C.G. Jung Institute of Santa Fe, 2006; Tutor, St. John's College, r996-. RICHARD A. MCCOMBS, II B.A., B.S., Fordham University, 1990; Loyola Fellow, Fordham University, r99092; M.A., Fordham University, 1992; Teaching Fellow, Fordham University, 1992-94; Instructor, Marist College, 1995, Tutor, Rose Hill College, r996-98; Instructor, University of South Carolina, r999; Tutor, St. John's College, Santa Fe, r999-; Ph.D., Fordham University, 2000. MICHAELE. WOLFE DAVID CARL Philosophy, Pomona College, Ig90; M.A., Philosophy, Claremont Graduate School, 1991; Ph.D., Comparative Literature, University of California at Davis, 2000; Lecturer in Philosophy, California State University San Bernardino, r99I-93; English Instructor, Wupertal, Germany, r992; Philosophy and Religion Instructor, Diablo Valley College, 1993-95; Poet in Residence, Shakespeare and Company Bookstore, Paris, France, r998; Comparative Literature Instructor, UC Davis, 1995-2000; Tutor, St. John's College, �82 {FACULTY} {ST. JOHN'S COLLEGE} 83 Santa Fe, 2000-; Assistant Dean, St. John's College, Santa Fe, 2008-. MICHAEL GoLLUBER EA, Liberal Arts, Sarah Lawrence College, 1988; MA , Philosophy, State University of New York at Stony Brook, 1991; Ph.D., Philosophy, Tulane University, 1998; Instructor of Philosophy, Southwestern University, 1996-98; Assistant Professor of Philosophy, Xavier University of Louisiana, 1998-2000; Tutor, SL John's College, Santa Fe, 2000-. SUSAN STICKNEY RA., SUNY-Binghamton, 1970; Fulbright Scholar, Freiburg, Germany, 1970-71; M.A., University of Michigan, r972; German teacher, Olney Friends School, 1972-75; Albert-Ludwigs University, Freiburg, Germany, 1975-1980; Ph D., University of Massachusetts, Amherst, 1985; Tutor, SL John's College, Santa Fe, r992-. 0 PATRICIAl'li:. GREER RA., College ofl\fotre Dame of 1966; M.A., Writing Seminars, Johns Hopkins University, 1967; Teaching Fellow, University of Southern California, 1968-69; M.A., St. John's College, Annapolis, 1995; Ph.D., History of Religions, University of Virginia, 2002; Dupont Writing Fellowship, 2000-m; Adjunct Instructor, History of Asian Religions, University of Virginia, 1999; Visting Lecturer, Sanskrit Epics, Sweet Briar College, r999; Tutor, St. John's College, Santa Fe, 2om-. JAYSMJTII B,A., St" John's College, 1977; M.A., Philosophy, Marquette University, 1979; Ph"D" Philosophy, Fordham University, 2002; Environmental Protection Agency, r986-89; Environmental Consultant, 19902000; Tutor, St. John's College, Santa Fe, 2001-. LISE VAN BOXEL B.A. Honors, High Distinction, English Specialist, Political Science Major, Trinity College, The University of Toronto, 1992; M"A., High Distinction, Political Philosophy, Boston College, 1995; Ph.D., Political Philosophy, The University of Toronto, 2006; Tutor, St. John's College, Santa Fe, 2001-. MONJJ(,AI. CASSEL A. B., Comparative Literature, Princeton University, 1992; Ph.D., Comparative Literature, University of Michigan, 2002; Graduate Instructor in German, English, and Comparative Literature, University of Michigan, 1994-2002; Study and Research, Humboldt-Universitat, Berlin, 1996-97; Fellowship, Institute for Research on Women and Gender, University of Michigan, 2om; English Instructor, Desert Academy at Santa Fe, 2002; Tutor, St. John's College, Santa Fe, 2002-, KwiNETHR WOLFE B.A, St. John's College, Santa Fe, 1994; M.A., Latin, University of California at Berkeley, 1996; Ph.D., Classics, University of California at Berkeley, 2000; Visiting Assistant Professor in Classics and Humanities, Reed College, 2000-02; Tutor, St. John's College, Santa Fe, 2002-. PHILIP BARTOK B.S., Physics, University of Connecticut, 1992; Physics Instructor, Denver Institute of Technology, 1995; M"A", Philosophy, University of Notre Dame, 200,;f; Ph,D,, Philosophy, University of Notre Dame, 2004; Tutor, St. John's College, Sante Fe, 2003-. JONATHAN HAND B ,A., Government, Harvard University, l98r; Teacher, Colorado Springs School, 1984-86; Graduate Student, Political Science, Yale University, r987-89; Visiting Student, Ecole des Hautes Etudes en Sciences Sociales, Paris, 1994-95; Ph.D., Committee on Social Thought, University of Chicago, 2002; Lecturer in the College, University of Chicago, 1998-2002; Visiting Assistant Professor, Political Science, Furman University, 2002-03; Tutor, St, John's College, 2003-. Eruc POPPELE University of Chicago, 1979-80; B.A., St. John's College, Santa Fe, 1989; M.S.K, Environmental Engineering, University of Michigan, 1991; Associate Engineer, Montgomery Watson, 1992-93; Environmental Engineer, Hinds Environmental, Inc., 1994-98; licensed Professional Engineer, New Mexico, 1997-; Ph.D., Civil Engineering, University of Minnesota, 2006; St. John's College, Santa Fe, 2003-. J. WALTERSTERUNG!V B.A., St. John's College, Annapolis, 1993; Jacob K. Javitts Fellow, U.S. DepL of Education, 1993-97; M.A. Philosophy, Emory University, 1997; Doctoral Candidate, Philosophy, Emory University, 1997-; Philosophy Instructor, Loyola College in Maryland, 1997-99; Philosophy Instructor, Gwynedd-Mercy College r9992000; Intellectual Heritage Instructor, Temple University, 1999-2000; Adult Learning Instructor, Project RO,M.K, Philadelphia, 2000-03; Tutor, St. John's College, Santa Fe, 2003-. KEru EJLIZAEETH AME:s A.B., University of Chicago, 1993; Century Fellow in Social Thought, University of Chicago, 1993-97; M"A., The Committee on Social Thought, University of Chicago, 1996; Bradley Dissertation Fellow, University of Chicago, r999-2000; Instructor in English, Connecticut College, 2000-m; Comcast Television Tutor on TV Tutors Live, 2001-02; Instructor in the Humanities, University of Chicago, 200203; Ph.D., The Committee on Social Thought, University of Chicago, 2003; Research Associate, Ziirich James Joyce Foundation, 2003-; Lecturer, University College Dublin James Joyce School, 2003; Lecturer in the Humanities, Yale University, 2003-04; Andrew w. Mellon Postdoctoral in the Humanities, Yale University, 2 004 _05 ; Tutor, St. John's College, Santa Fe, 2005 _. LAUREN BRUBAKER B.A. Sociology, Swarthmore College, l9?0; Union and community organizer, political consultant, 1970-80; Entrepreneur, printing and software 1980-91; Ph.D. Committee on Social Thought, University of Chicago, 2002; Visiting Assistant Professor, University of Notre Dame, 200203; Lyons Chair in Professional Ethics, United States Air Force Academy, 2004-05; Tutor, St. John's College, Santa Fe, 2005-. I<.ENN:Ern R. DAVIS B.M. Education, Georgia State University, r973; M.Div. Southwestern Theological Seminary, 1977; M.M. University of Tennessee, r982; D.M.A, Conducting, Eastman School of Music, University of Rochester, Teaching Assistant, 1984; M.A. St. John's College, Santa Fe, 2002; Assistant Professor, Western Kentucky University, 1984-89; Professor, Texas Tech University, Director of Choral Activities, 1989-2000; Director of Humanities, Honors College, 2000-2005; St. John's College, Santa Fe, 2005-. JESSICA JEROME B.A., University of California at Berkeley, 1993; Anthropology, University of Chicago, 1995, Ph,D,, 2003; Visiting Assistant Professor, DePaul University, 2002-2003; Postdoctoral Fellow, MacLean Center for Bioethics, University of Chicago 2003-04; Tutor, St. John's College, Santa Fe, 2005-. T. ANDREW KINGSTON A.B., English, Kenyon College, 1995; Ph"D., Philosophy and Music, The University Professors Program, Boston University, 2003; Lectmer, English, Boston �84 {FACULTY} 85 University, 200I-02; Visiting Instructor, Inte"rated Program in Humane Studies, b Adiunct . Kenyon College, 200I-02; Instructor, Jazz Piano, Kenyon College, 2001-02; Instructor, Writing Program, Boston University, 2002-03; The University Professor's Program Post-Doctoral Fellow, Boston University, 2003-04; Instructor, Core Curriculum, Boston University, 200405; Tutor, St. John's College, Santa Fe, 2005-. FrumEmcKMONSMA B.A., St. John's College, Annapolis, 1982; Ph.D., Philosophy, Boston College, 2003; 'Ihtor, St. John's College, Santa Fe, 2005-. LAURENCE NEE B .A., Political Science, University of Illinois, Urbana, 1992; M.A., I994, Ph.D., 1998, Politics, University of Dallas; J.D., School of Law, Northwestern University, 200 J• 9· Professor of Politics, University of Dallas, 1996-2000; Adjunct Insrmctor of Political Science, University of North Texas, I998-99; Adjru1ct Professm of Law and Political Science, John Cabot University, 2005; Adjunct Professor of Political Science, Anlerican University of Rome, 2005; Tutor, St. John's College, Santa Fe, 2005-. GREOGORY V/, SCHNEIDER B .A., Philosophy, University of Dallas, I9 9 o; M.D., University of Missou~i­ Columbia, I99S; Resident Physicia_n., Family Medicine, University of MissouriV•cc,,,,,,~, r995-98; M.L.A., Liberal Arts, Southern Methodist University, 2005, Assistant Professor of Farnily :Medicine, Medical Ethics, and Literature and Medicine ath the University of Texas Southwestern Medical School, I998-2004; M.F.A. Candidate, Science and Natural History Filmmaking, Montana State University, 2004-; Tutor, St. John's College, Santa Fe, 2005-. MICHAEL EHJ.'lMANTRAUT B.A., Political Theory and International Relations, Michigan State University; Ph.D. Political Science, Boston College, 2oor; Bradley Foundation Post-doctoral Fellowship, Boston College, 2002, Visiting Scholar, Boston College, 2003-2004; Tutor, St. John's College, 2005-. DAVID McDONALD B.A., St. John's College, Santa Fe, 1995; Graduate Research Assistant, Theoretical Biology & Biophysics, Los Alamos National Laboratory, r 995 _9 6; Programmer, Sant_a Fe Institute, Santa Fe, NM, Ig96-98; Applications Developer, PE Informatics, Santa Fe, NM, r 99 3_ 99 ; Manager of Technical Services, Panorama Point Web Development, Santa Fe, NM, I999-2oor; Senior Technician, Theoretical Biology & Biophysics, Los Alamos National Laboratory, 2001-; Tutor, St. John's College, Santa Fe, 2005-. MAI\f ZEITLIN B.A. English University of California, Davis 1979 ; summa cum laude, Phi Beta M.A. English (Creative Writing) University of California, Davis 1985; J.D. University of California, Berkeley Visiting student Hebrew University 198_889; Graduate student in Comparabve Literature, University of California, Berkeley 1990_92 ; Ph.D. Classics University of California Berleley Ig98; Lecturer, Umvers1ty of California, Berkeley, Spring 1999; Visiting Assistant Professor, Emmy University, 1999 _2000 ; Visiting Assistant Professor, Bard College, 2000-0,c;,; St. John's College, 2005-. Modern and Medieval Languages, Cambridge University, U.K.; Graduate tutor, departmental lecturer, Cambridge University, 2004-2006; Tutor, St. John's College, 2006-. EMILY RENA-DOZIER B.A., Reed College, English, 1999; M.A., 2003 & Ph.D., 2006, University of Chicago, English Language and Literature; Core Humanities lecturer and writing instructor, University of Chicago, 2004-2006; Instructor, Harold Washington College, 2005; Tutor, St. John's College, 2006-. MARK SINGLETON Dimpl6me D'Etudes Europeennes IntegTees (Lettres Modernes) Stendhal University, Grenoble, France, r994.; B.A., English and French Combined Honours (First Class), Birmingham University, U.K, 1995; M.Phil in European Literature (Distinction), CamU. K., 1998; Education coordinator, Alice Project, Sarnath, India 1998-2001; Yoga Instructor r997-; Research Assistant, Dharam Hinduja Institute oflndic Research 2003-04; PH.D. Candidate, Divinity, Cambridge University 2002-06; St. John's College, 2007-. JACKV. JR, B.S., Mechanical Engineering, Stanford University, I968; Ranch Hand, 1969-1974.; Graduate Study in Philosophy, University of vVisconsin-Green Bay, 1975-1978; Laboratory Instructor, University of WisconsinGreen Bay, r975-1978; Mathematics Teacher, The TI1acher School, Opi, California, 1978-2006; M.A., St. John's College, Santa 2000; Tutor, St. John's College, Sai-ita Fe, 2007-. ARCELIA RODl:UGUEZ B.A., University of Maryland, College Park, 1996; Graduate School Fellowship, Unive:rsity of Maryland, I997-1998; Instructor of Political Philosophy, University of Maryland, Fall 2002; Teaching Assistant, Fall 2oor - Spring 2003, Introduction to Anlerican Politics, Law & Society, University of Maryland; M.A., University of Maryland, 2005; Ph.D., Government and Politics, University of Maryland, 2006; Tutor, St. John's College 2008-. SEIB BRAVER B.A., Mathematics and Psychology, San Francisco State University, 1999; M.A., Mathematics, University of California at Santa Cruz, 2001; Mathematics InstTuctor, Portland Community College, 2001-2003; Ph.D., Mathematics, University of Montana, 2007; Adjunct Assistant Professor of Mathematics, University of Montana, 20072008; Tutor, St. John's College, 2008-. TOPI 1-lEIKKERO M.Th., Theological Ethics and Philosophy of Religion, 2000, University of Helsinki; Researcher & doctoral candidate, Center for Social Ethics, University of Helsinki, 20022007; Visiting Scholar, Colorado School of Mines, 2003-2004; M.A., Theoretical Philosophy, 2005, University of Helsinki; University Lecturer in Ethics, Department of Systematic Theology, University of Helsinki 2007; Tutor, St. John's College, Santa Fe, 2008-. LLYD EwANVl.ELLS CHJUSTINE CHEN B.A., magna cum laude, Wellesley College, Russian Studies, I999; 199~-1999, Yale Universiry M.A., Harvard Umvers1ty, Regional Studies: Russia, Eastern Europe, Central .A....sia, 2001; Program Coordinator, Institute for Democracy in Eastern Europe, 2001-2002; Ph.D. candidate, Fordham University College at Lincoln Center, 2006-2007; Tutor, St. John's College, Santa Fe, 2007-. RUSSELL WINSLOW B.A., Literary Studies, University of Texas at Dallas, I997; M.A., 2001, and Ph.D., 2006, Philosophy, Graduate Faculty of the New School for Social Research; Teaching Eugene Lang College, New York City, 2001-2005; Post-doctoral fellow at B.A., 11...ncient Near Eastern Studies (Assyriology) and Natural Sciences, The Johns Hopkins University, general and departmental honors, Phi Beta Kappa, r999; M.S. Oceanography, University of Washington, 2001; Graduate Certificate, Astrobiology, University of Washington, 2006; Ph.D, �{ST. JOHN'S 86 Oceanography, University of Washington, 2006; National Merit Scholar, r995-r999; Beneficial-Hodson Trust Scholar, Umm elMarra, Syria, r999; National Science Foundation Graduate Research Fellow (declined, r999); National Defense Science and Engineering Graduate Fellow, r999-2002; National Science Foundation Integrated Graduate Education and Research Trainee, 2002-2005; Scholar in Residence, Center for Northern Studies, Sterling College, VT, 2006-2007; Andrew W Mellon Postdoctoral Fellow in the Humanities, Penn Humanities Forum, University of Pennsylvania, 2007-2008; Visiting Professor, Wagner Free Institute of Science, 2008; Associate, Committee on Space Research (COSPAR), 2008-; Tutor, St. John's College, 2008-. GUILLERMO BLEICHMAR B.A., English Literature, Columbia University, r997; Ph.D., Comparative Literature, Harvard University, 2007; Harvard University Teaching Fellow, 2oor-2005; Tutor, St. John's College, 2009-. HONORARY FELLOWS RAY CAVE B.A., St. John's College, Annapolis, r948. STEPHEN FEINBERG B.B.A., UniversityofTexas, Austin, r967. PRESIDENTS EMERITI Edwin Jules Delattre William M. Dyal, Jr. John Agresto John E. Balkcom TUTORS EMERITI AND COLLEGE} 87 OFFICERS, AssocIATES AND STAFF RETIRED TUTORS ANNAPOLIS SANTA FE Charles G. Bell Thomas King Simpson President Christopher B. Nelson Presldent Michael P. Peters William A. Darkey Edward Grant Sparrow Dean Michael G. Dink Dean Victoria Mora Thomas J. Slakey Elliott Zuckerman Geoffrey Comber Vice Presidentfor Advancement, Annapolis Barbara Goyette Vice Presidentfor Advancement, Santa Fe James W Osterholt Treasurer Bronte D. Jones Treasurer Bryan E. Valentine Director ofthe Graduate Institute Marilyn Douville Higuera Director ofthe Graduate Institute Krishnan Venkatesh Assistant Dean Susan Paalrnan Assistant Dean David Carl Director ofAdmissions John M. Christensen Director ofAdmissions Lawrence H. Clendenin George Doskow Edward Malcolm Wyatt Director ofAlumni Activities Jo Ann Mattson Associate Director ofAlumniActivities Michael Bales Don Cook E. Ray Davis, Jr. Glenn A. Freitas Katherine Boaz Robert Richardson Elliott Skinner Director ofAthletics Leo Pickens Student Activities Director KarenStarz Director ofCareer Services Shahrzad Arasteh Director ofCareer Services Margaret E. Odell DirectorofFinancialAid Paula Abernethy Director ofFinancial Aid Michael Rodriguez Librarian Catherine M. Dixon Library Director Jennifer Sprague Director ofCommunications Rosemary Harty Director ofCommunications Anna Sochock:y Registrar Jon Enriquez Registrar Marline Marquez Scally Director ofStudent Health Nancy Calabrese Family Nurse Practitioner Terri Selvage Curtis A. Wilson Roger S. Peterson Timothy P. Miller R. Thomas Harris, Jr. Robert Williamson Benjamin Milner Chaninah Maschler RobertD. Sacks Laurence Berns Samual S. Kutler Joe Sachs Gisela Berns Jack Steadman Hans von Briesen Georgia E. Knight Stewart Umphrey Kent Taylor HowardJ. Fisher Basia Miller Director ofHuman Resources LoisE. Rael Interim Director ofCollege Information Technology Services Jack McCoy �{ p 88 RO F I LE } FRESHMAN CLASSES ENTERING FALL 2008 AND JANUARY 2009 Annapolis States Represented Santa Fe 35 40 Alabama Alaska Arizona I I I Arkansas Georgia Hawaii 4 2 Illinois Indiana 3 I Kansas Kentucky I Nepal Republic of Georgia I 2 South Korea I I Turkey Vietnam I I I I I7 5 I Michigan 7 2 l\'iinnesota 4 Mis'Souri I I 2 I IO I I I2 6 North Carolina North Dakota 2 2 Ohio 4 Oregon I I I Lf I 2 2I I7 I 2 3 2 I 2 Wyoming I I District of Columbia Guam 4 I Texas Wisconsin ng 22 Men 83 85 Women 73 56 Early Entrance Previously Attended College 2 I8 37 I7-3I I7-34 I 2 IIS 93 38 43 3 5 6I% 77% Verbal Middle50% Math 670-'740 590-680 Veterans Kind of School Attended Public Independent Homeschooled Receiving Financial Aid SAT Ranges"· I2 South Dakota Utah Virginia Washington West Virginia I56 I 9 Tennessee Fall 2007 January 2008 Range of Ages I I Pennsylvania South Carolina 2 Middle50% I Nebraska Nevada New York I Number of Students I New Jersey New Mexico I 2 I 2 New Hampshire I I Maine Montana 4 I Louisiana Maryland Massachusetts I China France Montenegro I2 2 3 4 5 I Bulgaria I 26 2 9 Foreign Countries England I2 Colorado Santa Fe Canada 3 I California Connecticut Florida Annapolis I I .;. Combined entering classes, fall 2008, with 74%Teporting � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 2009-2010 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 88 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 2009-2010 Date A point or period of time associated with an event in the lifecycle of the resource 2009-2010 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 2009-2010 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8f6c113f742190936ad0282632703f0a.pdf c80e1e3c500cab871c3b07a540da0ae7 PDF Text Text S!JOHN'S College A N NA P OLI S · S AN TA FE �College Calendar 2010-2on College Calendar 2010-2on SANTA FE ANNAPOLIS 201:0-20II 20J0-20II August24 Upperclass Registration August24 Freshman Registration August25 Freshman Regisn·ation and Convocation August25 Uppcrclass Registration August26 Classes Begin with Seminars August26 Convocation October 8 - n Long Weekend August26 Undergraduate Classes Begin with Seminars November 23 - 29 Thanksgiving Recess October TS - 18 Long Weekend Decemberr6 End of First Semester November 24-28 Thanksgiving Recess December r6 - January 10 Winter Vacation Decemberr6 End of' First Semeste1 Januaryro Second Semester Begins December 17- January r6 Wimer Vacation February 4 - 7 Long Weekend January r4 January Freshman Registration March 4 - 21 Spring Vacation Marchr2-27 Spring Vacation May13 End of Second Semester Mayr9 End of Second Semester Mayr5 Commencement May21 Commencement SUMMER 20II SUMMER 20IT June 20 May30 January Freshman Second Semester Begins Augustn Graduate Institute Summer Session Ends June r3 Graduate lnstinne Su=er Session Begins August4 January Freshman Sernnd Semester Ends August4 2 Graduate Institute Summer Session Begins Graduate Institute Summer Session Ends 3 �Table of Contents 6 Introduction THE CURRICULUM 8 9 IO 13 17 19 Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Great Books THE ACADEMIC ORDER 24 32 Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree ofBachelor of Arts Graduate Study and Careers after St. John's Graduate Institute in Liberal Education DegTee of Master of Arts in Liberal Arts Degree of Master of Arts in Eastern Classics 3~, Bibliography 35 Board of Visitors and Governors 36 Faculty 53 Officers, Associates, and Staff 5'f Campus Maps 56 Tuition and Fees 25 25 26 27 28 29 29 30 30 5 �Introduction This conversation, however, is unavoidably one sided. The great books can only repeat what they have to say, without furnishing the clarifications that we desire. To remedy this defect is the goal of the St. John's seminar. Here a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. On the other hand, it may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help the students make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John's seeks to restore the true meaning of a liberal arts education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic-the arts oflanguage; and arithmetic, geometry, music, and astronomy-the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use ofwords and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measuring, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experimentation, mathematical demonstration, and musical analysis. Whatever methods are used, they all serve the same end: to invite the students to think freely for themselves. By these means, students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. St. John's College is a community dedicated to liberal education. liberally educated human beings, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John's College is persuaded that a genuine liberal education requires the study of great books - texts of words, symbols, notes, and pictures - because they express most originally and often most perfectly the ideas by which contemporary life is knowingly or unknowingly governed. These books are the most important teachers. They are both timeless and timely; they illuminate the persisting questions of human existence, and they bear directly on the problems we face today. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not of merely academic concern or remote from our true interests. They change our minds, move our hearts, and touch our spirits. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to win knowledge of the world around them and knowledge of themselves in this world and to use that knowledge with wisdom. Under their guidance, men and women can free themselves from the wantonness of prejudice and the narrowness dfbeaten paths. Under their discipline, men and women can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. The aim of the education offered by St. John's College is the liberation of the human intellect. This is an education for all, regardless of a person's race, ethnicity, sex, religious beliefs, country of origin, economic background, age, disability or sexual orientation. By reading great books and struggling together with the fundamental questions that they raise, students and their teachers learn from their differences and discover more deeply their shared humanity. In this and other ways, a diversity of background and experience enriches our community oflearning. Because it offers an education for all, St. John's College has sought and continues to seek to make its program of study known and available to people of diverse backgrounds. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In that sense they converse with each other. They draw the readers to take part, within the limits of their abilities, in a large and continuing conversation. 6 The Introduction The Introduction 7 �The Curriculum THE SEMINAR The heart of the curriculum is the seminar - a discussion of assigned readings from the books of the program. In each seminar seventeen to twenty-one students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, for two hours - or sometimes longer if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around eighty pages of reading, but may be much shorter if the text happens to be particularly difficult. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument - an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn, gradually also, that to some extent tlle procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students' opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices and on humanity's ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading, but bear only indirectly on the text itself in the minds of the participants. In the coffee shop after The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best, the seminar may reach insights far beyond the initial views held by any of its members. Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide the discussion, to keep it moving, to raise objections and to help the students in everywaypossible to understand the author, the issues, and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question "Why?" But the leaders may also take a defmite and positive stand and enter directly into the argument. Ifthey do so, however, they can expect no special consideration. Reason is the 8 There are generally not more than ten students in a preceptorial. Glided by a tutor, they proceed at a pace more leisurely than that permitted by ilie seminar. Usually, the students' work is completed by some form of written work, either a formal paper or a presentation to the class. seminar, students from different groups compare the points made in their discussions. The Curriculum Listed below are some of ilie preceptorial subjects offered on the two campuses in recent years. Heidegger: Being and Time Design and Expression in the Visual Arts Joyce: U/yJ'J'eJ' Saussure: CourJ'ein GeneralLinguisliCJ' only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students' powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore, and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of ilie liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the ammal essay holds a position of special importance: it becomes a major part of the process called enabling (see page 28). Readings in Lao Tsu.and Confucius . ···························· ····································································································· Aristotle: MeraphyJ'ics ······························································· ................................................................... Darwin: Nalllral Selection ·················································r·········· Plato: Republic Marquez: One Hundred YearJ' cfSolitude Galileo: Dialogues on the Two Chief World SyJ'terns ······························································· ································· Shakespeare: Selected Plays Metaphysical Poets Bosch and Bruegel Kant: Critique effudgme1u Hobbes: Leviathan Augustine: City cfGod ·························································· Austen: Selected Novels THE PRECEPTORIAL Faraday: Experimental RerearcheJ' in Elecmcity andMagnetism ................................................................................................................. For about seven to eight weeks at the end of the first semester seminars of ilie junior and senior classes are replaced bypreceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject tlrraugh several books. Students are usually given a choice of twenty-five to thirty preceptorials on books or subjects of particular interest to the tutors who offer iliem. Students may suggest a topic and invite a tutor to study it wiili iliem. Ethical Problems in Medicine ~-i~r::~.~~~:.!.u:'.7%~.o.t.c.~.:.!.~°.~. . . . . . . . . . . . · · · · · · · · · · · · · . . . . Although many preceptorials study one of ilie books of tl1e seminar list, or a ilieme suggested by the program, some preceptorials may deal with books and themes ilie students would not otherwise encounter. The Curriculum 9 �THE TUTORIALS The seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate tl1e habits of methodical and care/Ul study and of persistently precise discussion and Vl~·iting. Other learning experiences must therefore support it; these are the l1ttorials in language, mathematics, and music. For each of four years, a student attends one language and one mathematics tutorial three times a week.. Sophomores also attend a music tutorial. In the tutorials, around a table, about thirteen to sixteen students study and learn together under the direct guidance and instruction of a tutor. The rntorial provides conditions for a small grnup to work together toward a carefo.l analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another m1d with the rntor, but the discussion focuses sharply on assigned tasks. 111ere are opportunities for all students to contribute their measure of instruction and insight to their lellows. Other rntors occasionally attend, seeking to learn about a particular subiect that they may later teach. Writing assig11ments are regularly made in all classes: mathematics, music, and laboratory sections, as well as in language cutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. THE Specialization in higher education has led to a profound neglect oflm1guage skills, ilS country is separated from country by the barrier oflanguage, so profession is separated from profession by technical jargon. Primarily, the language nnorial attempts to remedy this condition by training in the means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grnmmar, rhetoric, and logic. The tutorial seeks to foster an intclhgent and active grasp of the relations m1d between language on the one hm1d and imagination on the other. To do this, it must direct attention to Lhe fundamental ways in which words can be put together; to the modes of signilying things; to the varied connotations md ambiguities of terms; to the role of metaphors, m1alog1eS, and images; ai1d to the logical relations that connect propositions. The study of foreig11 languages (Greek in the first and second years, and French in the third IDd fourth years) provides an effective means to these ends. 10 The Curriculum studying these languages, by translating from iliem into English, and by comparing them with each other and with English, the students lem·n something of the nanrrc oflanguages in general and of their own in particulm·. During the four years, then, they srndy language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermedim7 of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent, and effective - if it is to be adequate md persuasive. In the begim1ing, the emphasis is on the forms of words, the grammatical constructions, m1d the vocabulary of each languag·e being sn1died. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend md development of ilie central idea, is supplemented IDd corrected by a more precise and analytical study, one that is concerned with details m1d shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters tlrnt do not come directly into seminar discussions. The students' concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their nocr,:nu1mng, m1d increases their ability to think A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also srndied in the tutorial, free from the veil translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cmmot md should not aim at mastery of the foreig11 language, but the smdents can reasonably eq1ect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they sntdy. To experience ilie individuality of m1other language is to ex.1:end the boundaries of one's sensibility. 111e choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary, Latin and German might be used without ch~mging the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of me first. The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year be1orins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Then follows examination of the form and content of French prose selections. Discussions of both form m1d content are related to appropriate writing assi1o'11ments, including exercises in translation in which the students attempt to match in their own tongue the excellence of It is equally regTcttable that competem mathematicians m,e their models. In the second semester a play is readRacine's Phedre. ics becomes not only the most readily learnable liberal an but also one that provides ready access to others and significm1t <malogies with them. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire's Les .Fleurs du Jll!af. Its immediate is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a subs1ai1tial basis for discussion of the art of poetry and clat'1fication of the relation of that art to the traditional liberal arts oflanguage. Writing assig11ments include exercises in translation more ambitious than those attempted in tl1e thiTd year. The year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Dylan Thomas, W. B. Yeats, and WaUace Stevens. EMA TICS Mathematics is a vital part of education; that tfos is true or ought to be is suggested by the word itself, for it is derived from a Greek word mcctning "to learn." It is regTettable, tl1e11, that students should come to dislike matl1cmatics or to think of themselves as unmathernatical. often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John's is sn1died as a liberal art, not >fftificially sepcffated from what have come to be called the humanities. When mathematics is taught at m1 unhurried pace, in an atmosphere of reflective inquiry, and from treatises chosen not only for their matter buc also for their elcgm1ce and imagination, as it is at St. John's, mathemat- There m·e two main reasons for srndying mathematics. First, it pervades our modern world, perhaps even defines it. 111ercfore anyone who means to criticize or reform, to resist or cooperate with this world, not only must have some familiarityvvith the maLhematical methods by which it is rnmiaged, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and ilie laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its nan1e implies, a larly close connection with the human learning, its scudy is especially useful in helping studcms to think about what it means to come to know sometlring. To prepm·e themselves for such reflection, sn1dents study artfolly composed mathematical n·eatises, demon- The Curriculum 11 �strate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of. questions, of which the following are examples, are raised during the four years: Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they be_come acquainted with one view of mathematical objects - Its central expression found in the theory ofratios which is buried under the foundations of ~odern matl1ematics. After Euclid, they begin tl1e study of Ptolemy's Almagest, centering tl1eir attention on the problem of "hypotheses" constructed to "save the appearances" in the heavens. That the Uttorial reads Ptolemy indicates the difference between the matl1ematics mtorial at St. John's and tl1e ordinary comse in mathematics. Ptolemy presents a mathematical theory of tl1e heavenly motions, but he gives more than that: his work is both an example of matl1ematics applied to phenomena and a compait.ion to the philosophical, poetic, and religious readings that are talcen tip in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They studv Copernicus' transformation of the Ptolemaic th~ory i1;to heliocentric form. TI1ey neX1: take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they smcly analytic geometry, which presents the conic sections i11 algebraic form. They rim~ gain an understanding of algebra as the "analytic art" in general, its proper beginnings and ends? What is the relation of logic to mathematics? What do "better" and "worse " "ugly" and "·beautiful" signily in mathematics? Do ' mathematical symbols constintte a lanoi.iao-e? Are there " . 0 0 mathemancal objects"? How might the discoverer of a particular theorem have come to see it? By means of such questions, which gTow out of the daily work and which excite the imellect and the imaginanon at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. fl1e students begin with the.£/emenuofEuclid. Using Euclid's organization of the mathematical discoveries of . In the third year, calculus is sUtdied botl1 analytically in Jts modem form m1d geometrically as Newton presented it in his Principia fafarhemarica. In the second semester suidents take up Nevvton's tieannent of astrnnomy in tl;e Pnizcipia, in which he brings heavenly m1d emtluy motions under one law and replaces a purely geometric astronomy11~tl1 a" dynamic'' theory in which orbits are determined by laws of force. TI1e year concludes vvith m1 exmnination of Dedekind's theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. TI1e mathematics U1torial is both m1 i1moduction to physics and a foundation for the suidy of the philosophical outlook of the modern world. 0 In the fourth year, the reading ofLobachevski's approach to non-Euclidem1 geometry invites reflection on the postulates of geometl'y, as well as on the naUffe of the geometric art as a whole. Seniors also study Einstein's special theory of relativity, which challenges our conventional understm1ding of the nanlfe of time and space. THE One of the aims of the St. John's program has been to restore music as part of the liberal m'ts curriculum. The smdy of music at St. John's is not directed toward performm1ce, but toward an understanding of the phenomena of music. The micients accorded music a place among the liberal ffi'ts because they understood it as one of the essential functions of the mind, associated witb the mind's power to grasp number m1d measure. The liberal art of music was based, for them, on the rntios an10ng whole numbers. In pm"licular, the music program at St. John's aims at the undcrstm1ding of music through close study of musical theory and m1alysis of works of musical literature. Tn die freshmmi ycm·, students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the gTeat choral works. In the sophomore year, a mtorial meets three times a week. Besides continuing the singing, the music tutorial reflects rwo different but complementary aspects of music. On the one hand, music is intimately related to language, rhetoric, and poetry. On the other, it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhy1hm in words as well as in notes, a thorough investigation of the diatonic system, a smdy of the ratios of musical intervals, and a consideration of melody, counterpoint, and hm,mony. None of these arc clone .apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the Sr. il1artl1ew Passion of Bach, the operas ofl\fozart, and the instrumental works of Beethoven are the real teachers. In the second semester, at least one major work is analyzed closely. Seminars on great works of music a1'e included as part of the regular seminru' schedule. Instead of reading a teX1:, snidents listen to recordings of a composition ru1d fmniliarize themselves with its score before the seminat' meets. Group discussion of a work of music, as of a book, facilitates and enriches the unclerstm1ding of it. THE LABORATORY Three hundred yem·s ago, algebra and the arts of analytic geometry were intrnduced into European thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in pan determining the other great revolutions in industry, politics, morals, and religion. It has redefined and trm1sfonnccl our whole naniral mid cultural vvorld. ltis a focal point of the St. John's program m1d one that the college takes special care to emphasize. There is scarcely mi item in the curriculum that does not bear upon it. The last two years of"tl1e program exhibit the far-reaching changes that J1ow from it, and tl1ese could not be appreciated without the first two years, which cover the period from Homer to DescmTes. Modem mathematics has made possible the exploration of narural phenomena on an immense scale m1cl has provided the basis for what is known to us as the laboratory. The imellecrnal tools of rhe laboratory are the consequence of the vast project of study conceived by the gTeat thinkers of the seventeenth century. They are based on a mathematical interpretation of tl1e universe, which transforms the universe into a great book ·written in mathematical chm,acters. Liberal lem,ning is concerned with the artifices of the human mind and hmicl that help us to relate our experiences to our understanding. For tl1is purpose, St. John's has set up a three-year laboratory in the naniral sciences, wherein characteristic and related topics of physics, biology, and chemistry are pursued. There is the art of measurement, which involves the analytical study of the instruments of observation and measuremenl; crucial experiments are reproduced; the interplay of hypothesis, theory, ruid fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. 0 }2 The Curriculum The task, however, is not to cover exhaustively the various scientific disciplines, to bring the sti.1dent up to The Curriculum J3 �date in them, or to engage in specialized research. It is rather to make the smdcnt experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The college does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. Different fields of exploration require di ffcrent methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellecmal lik. TOPICS The general topics of study have been chosen from elemcntm·y physical and biological sciences. CT1e sequence of smdy may be outlined as follows: 0 ISTYEAR 12 weeks: Observational biology 20 weeks: Studies of matter and measurement, leading to the atomic theory of chemistry OF THE 1bpics in physics: mechanics, optics, heat, elemicity, magnetism 0 111c laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a foll and free discussion of the instruments and principles involved in it. (::i) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption, and observation. Thus certain integrated wholes of sub1ect maners are to be selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (J) The schedule oflaboratory work should giVe opportunity for leismely but intensive experimentation. The students must have time to satisl)1 themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, an cl on occasion to repeat an entire experiment. Only thus can they come to a mature m1derstanding of the sciences called "exact." A laboratory section consists of fourteen to sixteen students working under the guida11cc of a tutor, with the help of more advanced srndents serving as assistams. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. In most cases, the basis for discussion is a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Huygens, Newton, Lavoisier, lVfaxwell, Thomson, Rutherford, and Bohr arc among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mL1.l:ure of critical discussion and empirical inquiry. 14 The Curriculum 10 weeks: 18weeks: Quantum physics Genetics, evolution, molecu]m· biology FmsT The labora:cory begins with twelve weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, and embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here tl1e swdent confronts orgmlisms as scU~moving entities \\~th properties of wholeness, intimately dependent on, yet clistinct from, tlle surrmmdingworld. The freshman laboratory ne:\..rt tmns to the nonliving in a search for fundamental laws. Archimedes on the lever m1d on hydrostatics is studied, then the laws of equilibrium of gases, temperature, and calorimetry m'e taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compm·es the views of Aristotle and Lavoisier on the nature of substance m1cl substantial change, and goes on to study mid discuss impommt original texts bem·ing on the development of tlle atonlic-molecular tl1eory. Experiments m·e performed to help with the understanding of the texts and the physical [md chemical transformation of which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an exmnination of some consequences of this determination. THE THIRD YEAR TI1e third-year laboratory deals with topics common to a m1mber of the traditional divisions of physics, such as med1m1ics, optics, m1d electrnmag11etism. Throughout the year, e1'.1Jerimentation is accompanied by the reading of importm1t original writings by Galileo, Descartes, Huygens, Nevvton, Leibniz, Cm,not, and Mmnvell. The mathematical tools of physics are to be put to work in the laboratory at the same time that tl1eir rigorous development is pursued in the mathematics tutorials. As the tools of tllc calculus become available, the emphasis shifts from a direct, qualitative descrip- tion of force, acceleration, work, energy, and potential fields to their reformulation in terms of derivative and integral; at the same time, the physical concepts serve to illustrate the mathematical ideas. The concepts of mechm1ics are to be used to formulate alternative theories oflight - corpusculm· and wave - and the success of either theory in accounting for optical phenomena is examined. The fundamental phenomena of electricity and magnetism m·e smdicd observationally m1d experimentally, m1d formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromag11etic theory oflight. The Curriculum 15 �THE FOURTH YEAR ln many ways, the work of the senior year is a rcnun to questions the students first confronted as freshmen. During the first semester, the senior laboratory takes Ltp anew the theory of atom ism - but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quanu1m hypothesis of Bohr and the wave mechanics of de Broglie and Schrodinger. Through a sequence of historic scientific papers <md related experiments, tl1e concepts of panicle and wave, of discreteness and continuity, gain new meaning. The Laboratory program ends as it began - with a srudy ofliving organisms. In the spring of the senior year, students finally confront the evidence and argu- 16 The Curriculum ments for their modern views of evolution and genetics. The semester begins with Darwin and Mendel, proceeds to a synthesis, and theu traces developments in cellular and molecular biology which are thought to undergird this synthesis, as presented in seminal papers by twentieth century biologists. In addition, this work raises questions about whether there is purpose in nature, whether there are natural kinds, what distinquishes living from non-living, whether living things have a wholeness, and if so, what is responsible for it. T E FORMAL LECTURE The eurriCLLlum as described so far calls for srudent participation m every active stage of the work. On evenings, however, a different form or instruction occurs. The formal lecwre is the occasion when the students have an opporwnity to listen steadily and The subiect may be closely connected 11~th seminar, tutorial, or laboratory readings or it may open up a new field of interest and test the srndcnts' rcadinec;s to absorb new information and to follow arguments rn unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers ~ue often visiting scholars, but not infrequently they are members of the St John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecuue. The lecuire is folJowed by a discussion. Here the lecn1rers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition or a subject they may not be familiar with, and it also provides them an oppornmity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom, It is here that they can test the degree or their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the su1dents are confromed with opposing views on a given subject Some of the lectures have immediate repercussions in the seminars and nnorials. The Curriculum 17 �ST. JOHN'S LIST OF GREAT BOOKS LECTURES AND CONCERTS The folJowing list provides some cx8JJ1ples oflccrnres and concerts on one or the other campus in recent years: "InteUecrual Sin: l11rce Case Studies" The list of books that serves as the core of the curricu~ ]um had its beginnings at Columbia College. at the University of Chicago, and at the University of Virginia, Since 1937, it has been under continuous re1~ewat St John's College, The distribution of' the books over the four years is sig11ifica11L More than two thousand years of' intellectual history form the background of the firsr two years; about three hundred years of history form the background for almost twice as mIDy authors in the last two years, "The Spirirnal: A Cbmal Jl,.rt Form" lamesiV01ni '"'Con Buen Hmnbrc No Pan': Should 'llmik Cervames for Allowing Us w Make the p,_cqnaimance of Sancho Panza" Viaon(1 Jl!fom "Freedom and Equali1y in Lincoln's Understanding of' the u rnPn-•on George Rune!! "Lcvinas: E;qKriments at the Limits / Wfdi?'r ,,,/p,·/mff "The Questions of Lem· and Cordelia" Louis Petric/1 "The Muses in Homer ancl Hobbes" Ek11!1e Scany "111e Fall and Rise of the Islamic State'" Noalz Feku11a11 "Revisiting Hegel's Dialectic of Desire ancl Recognition" on Faith and Reason" The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second yem ranges from the Hebrew Bible to the si,neemh century seeds of modernilV; the thil'd year has books of' the seventeenth and eighteenth cennffies, most of which were written in modern languages; the fourth year brings the reading imo the 1lineteemh and twentieth centuries, The chronological order in which the books arc read is primarily a matter of convenience ancl intelligibility; it docs not imply a historical approach to the subject matter, The SL John's curriculum seeks to convey to sllldcnts an understanding of the li.mdamental problems that human beings have to face today and at all times, It invites them to reflect both on their continuities and their discontinuities, The list of' books that constimtc the core of the the Instruction Committee of the faculty, Those listed here m-e read at one or both campuses, alth0l1gh not in their Books read in seminar ~U'e indicated by an asterisk, St John's program is subject to !l1ero!d VPestpha! Peter Pesic Bach Cello Suites Zuzl! Bailey "Leibniz s New "Agonizing Over a Decision: V7hat Can Neuroscience Tell tis About rhc Between and Emotion?" lu!ieFiez ''Dies Irae Chant from the Middle Kad H1iuerbid1/er "Affirmative ancl the Constinnion'" Debomlz J]!/a!mnud to the Present" Race, Class, lmmig1ation, Brendon Lasell Mi1c!ie!!il1i!!er "Monnica' s Tears: Mourning an cl Conversion in Nicolas De ff(11ren and ~/lodern: Out the Sllifls in Meaning" Beethoven Piano Sonatas Andreas ,L/,,pf,''~''" "Preg1mnt Possibilities in A Room Own ., Ker/Ames '·(Gravitons 5 ' Ftc:e11w11 Dvson ''The Political ancl Philosophical Significance of Alfarabi's Political Regime" C/wdesE !Ju11erwo11/1 "ln Defense of Cicero" Vhiltcr Nicgorski 18 Tlic Curriculum The Curriculum 19 �FRESHMAN YEAR *Homer: *Aeschylus: *Sophocles: *Thucydides: *Euripides: *Herodotus: *Aristophanes: *Plato: Aristotle Euclid: •Lucretius: *Plutarch: Nicomachus: Lavoisier: Harvey: Essays by: Iliad, Odyssey Agamemnon, Ltbadon Bearers, Eumemdes, Prometheus Bowzd Oedipus Rex, Oedipus at Co/onus, Antigone, Plziloctetes, Ajax Pe!oponnesia11 %r Hippolytus, Bacclzae Histories Clouds Meno, Corgias, Republic, Apology, Crito, Phaedo, Sympostittn, Pamzenides, Theaetetus, Sophist; Tinzaew, Plzaedrw, Protagoras *Poea'cs, *Physics, *Metaphysics, *Nicomachean Ethier, On Generation and Cormpa'on, *Politics, Parts ofAnimals, Ceneraaon ofAnimals Elements 011 tlze Naatre ofTlzings "Lycurgtts," "Solo11" Arithmeac Elements ofChemisoy Monon ofthe HeartandBfood Archimedes, Falrrenheit, Avogadro, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Gay-Lussac, Spemann, Stears, J.J. TI10mson, Mendeleyev, Bertl10llet,J.L. Proust SOPHOMORE YEAR Aristotle: Apollonius: *Virgil: *Plutarch: •Epictetus: *Tacitus: Ptolemy: *Plotinus: *Augustine: *Maimonides: *Anselm: *Aquinas: *Dante: *Chaucer: •Machiavelli: Copernicus: Kepler *Rabelais: Palestrina: *Montaigne: Viete: *Bacon: Shakespeare: 20 The Curriculum *Hebrew Bible *New Testament *De Aninza, On lntetpretaaon, PnorAnalyau; Categories Co11ics Ae11e1d "Caesar," "Cato the Younger," "A11tony," "BrlllUS" Discourses, Manual Annals Almagesl Tlze E111zeads Confesstons Guidefar the Petplexed Prosfogtittn S1ttnma Theologiae Divine Comedy Camerbwy Tales Tlze Prince, Discourses On the Revoluaons ofthe Spheres Epitome IV Carganata andPantagruel Missa Papae Marcelli Essays lnrroductio11 to the Analyaca!Art Novum Orga11um *Rt"chardII, "Henry Iv, *The Tempest; *As You Like It; "Hamlet, *OtheUo, *Macbeth, "King Lear; and Sonnets Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Monteverdi: Stravinsky: Marvell, Donne, and other 16tl1- and r?rh-centurypoets Geometry, '7Jiscourse on Merhod Ceneraaon ofConic Secaons St. Matthew Passio11, Invendons Quartets Operas Third Symphony Songs L'Otjeo Symphony ofPsalnzs JUNIOR YEAR ....................... •Cervantes: Galileo: *Hobbes: •Descartes: *Milton: La Rochefoucauld: La Fontaine: *Pascal: Huygens: *Eliot *Spinoza: *Locke: Racine: Newton: Leibniz: "Swift: *Hume: *Rousseau: *Moliere •Adam Smith: *Kant: *Mozart: 'Austen: Dedekind: 'Hamilton,Jay and Madison: *Twain: 'Wordsworth: Essays by: Don Quirote Two New Sciences Leviatha11 Meditaaom Rulesfar the Direcaon oft!te Mind Paradise Lost Maximes Fables Pewees Treatise 011 Liglzt, On dze Movement ofBodies by Impaa Middlemarclz Theofogico-Poliacal Jh:atise Seco11d Treatise ofCovemment Plzedre Principia Mathemaaca •Mo11adology, '7Jiscourse 011 Metaphysics, Essay 011 D]mamics, *PhilosophicalEssays; *Principles ofNaatre and Grace GuUiversTravels Treatise ofHuman Nature Social Comract; The Origi11 of!11equaliiy Le Misamluvpe TJ!eafrh ofNaaoru Cndque ofPure Reaso1~ Fowzdaiions oft!ze Metaphysics ofMorals Don Ciova1111i Pride a11dPrejudice Essays 011 the Theory ofNwnbers •Arades ofCo11federaaon, *Declaradon oflndepende11ce, *Constituao11 ofthe U11ited States ofAmmca The Federalist The Adve11atres ofHuckleberry Fi11n The Two Part Prelude of1799 Young, Taylor, Euler, D. Bernoulli, Orsted, Ampere, Faraday, Maxwell The Curriculum 21 �SENIOR YEAR 'Goethe: Darwin: 'Hegel: Lobachevsky: •Tocqueville: *Lincoln: •Frederick Douglass •Kierkegaard: *Wagner: 'Marx: • Dostoevski: *Tolstoy: *Melville: 'O'Connor: *William James: *Nietzsche: *Freud: Baudelaire *Booker T. Washington: *DuBois: *Husserl: *Heidegger: Einstein: *Conrad: Faulkner: Flaubert *Woolf: Poems by: Essays by: CLASSIFICATION OF AUTHORS, ACCORDING TO CONVENTIONAL SUBJECT MATTER, THROUGH THE FouR YEARS .. Supreme Court Opinions Fawr Origin ofSpecies Phenomenology ofMind, 'Logic" (from the Encyclopedia) Theory ofParallels Democracy in America Selected speeches Selected speeches Plzi!osophicalFragmem;s, Fear and Tremblillg Trisran andIsolde Capital Political andEconomic Manuscripts of1844, The Ge1man Ideology Bmtlzers Karamazov TTar andPeace Benito Cereno Selected stories Psychology, Briefer Course Beyond Good andEvil Introductory Lectures on Psychoanalysis Les Flew;r du Mal Selected writings TheSouLsofBlackFofk Crisis ofrhe European Sciences Basic Wtzaizgs Selected papers Hean ofDarkness Co Down Moses Un CoeurSimple Mr:s. Dalloway Yeats, T. S. Eliot, Wallace Stevens, Valery, Rimbaud Faraday, J. J. Thomson, Millikan, Minkowski, Rutherford, Davisson, Schrodinger, Bohr, de Broglie, Heisenberg, Mendel, Boveri, Suuon, Morgan, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, Hardy •These aur/101;s or works are read 1i1 seminar. The orhe1;s are dismbuted am01zg rhe turoriaLs and laboraro1y Philosophy Historyand and Theology Social Science Mathematics and Natural Science Freshman Homer Year Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Pascal Fahrenheit Avogadro Marione Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Driesch Sophomore Dante Year Chaucer Rabelais Shakespeare Donne Marvell Virgil Epictetus Plotinus The Bible Augustine Anselm Aquinas Lnther Montaigne Bacon Maimonides Aristotle Tacitus Machiavelli Plutarch Apollonius Copernicus Descartes Pascal Viete Kepler Ptolemy Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Monteverdi Literature Junior Year Cervantes Milton Swift Racine La Fontaine I.Austen LaRochefoucanld G.Eliot Moliere Wordsworth Twain Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Locke Rousseau Adam Smith Hamilton, Jay, Madison Documents from American political history Galileo Young Enler Taylor Newton Leibniz Huygens Dedekind D. Bemonlli Faraday Maxwell 0rsted Ampere Mozart Senior Year Tolstoy Dostoevsk:i Baudelaire Rimbaud Valery Yeats Hegel Kierkegaard Nietzsche W.James Heidegger Plato Husserl Hegel Marx Documents from American political history Tocqueville Lincoh1 Supreme Court opinions F. Douglas B. Washington DuBois Hamilton, Jay. Madison Faraday Lobachevsk:i Rutherford Minkowsk:i Davisson de Broglie Beadle Tamm Boveri Sunon Morgan Sussman Hardy Mendel J.J. Thomson Bohr Wagner Kafka W. Stevens T. S. Eliot Conrad V. Woolf O'Connor Melville Fanlkner Goethe Flaubert 22 The Curriculum Mnsic Millikan Schriidinger Darwin Freud Einstein Heisenberg Watson & Crick Jacob & Monod The Curriculum 23 �The THE INSTRUCTION COMMITTEE THE TUTORS The Instruction Committee is a committee of tutors for advising the deans on all matters of on appointinstruction. It also advises che rnuJts to the faculty. The commin:ec consists of the tutors on (b.uis aml nvclvc tutors, six elected sit with the each campus of the the lm;uuction Committee ex officio The deans preside over the ,instruction Co1m111ttee on their own ccrmpus. rhc members ofrhe comrnmee on each campus constitute the Instruction Commiuec for rhat campus The foll comthe two at campuses . and the dean at lhc host campus those c1:11nrt::1J At St. John's, the teaching members of the faculty are called tutors. The title professor is avoided to signify that it is not the chief role of the nttors to expound doctTines in tl1eir field of expertise. Instead, learning is a cooperative enterprise carried out in small groups Vl~th persons at different stages oflearningworking together. All participants in a class are expected to prepare for their discussion by sntdying the tein: that is the principal teacher of the class - it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. \:\1Jia1 then is the role of the reading and talking teachers, the nitors? First of all, they should be good questioners, able to raise important issues that will engage chc intellectual and imaginative powers of their students. Nen, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions The tutors should be reaclyto supply helpful and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the cuwrs is to question, to listen, ancl to help. The help might take the form of translation, experimentation, demonstration, or explanation, but first of all the rutor will call on the srudems to try to help themselves. In order that conversations at St. John's will nm be limited to what fits neatly inside a single discipline, it is essential that St. John's tutors re-educate themselves to acquire increase cl understanding in chose pans of the program that are outside their field of post-graduate training. For example, tutors 11~th advm1ced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for swdents is that they are under the guidance of active learners who will not parry their far-rangi_ng with the these matters are handled in another department. There are no departments! '!11C advantage of this for tutors is that they are involved with of works of such richness that are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John's program. This preparation is necessarily demanding because no full-time nnor is confined to a single part of the 24 The J\caclcmjc Order progran1. They are, mid have to be, teaching members of a seminar and of either two nuorials or of one nuorial and a laboratory section, and they are continually tG1ching their colleagues and learning from them. It is important that tutors have time w probe more deeply into the foundations and wider contexts of what is studied at St. John's than the preparntion for classes usually allows. In order to avoid staleness and the cverprcsent clanger of succumbing to routine performance, they arc granted sabbatical leaves to allow for leisure and serious study. Bccween sabbatical leaves, faculty study groups arc set up. Leaders of such groups me sometimes relieved of part of their ordinary reaching duties. The groups engage in a thorough study and exploration of a sub1cct chosen by themselves or the Instruction Committee of the faculty. Scholars from other instinitions may join the group for cenain periods. Although the subJeCt under swcly may not be directly I elated to the Sr. John's curriculum, the work oi' the snidy groups opens new perspectives for teaching and learning at Sc. John's. THE LIEB.ARY program as sources and adclit1ona.l vcfomes rcprcsenUl(l\'t \Vork_s in the fidds o{ learning. l1Lmmcs on the two carnpuscs have a 1.0tal collecm various d.nd :1x1::rny divcJsc ,.,.,,,,.,,,,,"' ~Jl the ~~cj~nccs and htnnc~_nitics. 'fhc and ne\vspapers,, c1udlovisLLal night essays. and 101irnal articles Mm·yland Hall of Records. Comfortably sirnated sntdy spaces with subtle natural light are available for reading and contemplation. The music library is housed apart in the Mellon building, and offers smmd recordings and printed scores, all available for loan. The Faith and John Meem Librm·y opened in Santa Fe in r990. lt offers a vm·iety of study m·eas dcsig11cd to accommodate up to hall' of the student body at a given time, including two 24-hour study rooms, and a music room with listening carrels and a collection of compact discs, records, and DVDs. Both libraries hold interesting special collections, including several hundred early or first editions of works read in the Progrmn. Most of the materials included in the Greenfield Library archival ancl special collections, such as St. John's College photographs, a coilecrion of fine art slides, college publications and records, m1cl instruction manuals used by the nttors throughout the years, are available in the librm-y. Some oflhc notable special collections available in the Greenfield Library are the collected papers and correspomJence of Jacob K.lein an cl the collected papers and correspondence of Stringfellow Barr. Jn addition, the Greenfield Library has retained several of the original books from the Collection, elating from r696 and lmown <is the" first public lilmu-y in America," and possesses the Prettymm1 Collection of Sig11ed and Inscribed Books, some 800 titles or first editions sig11cd by the anrhors. Some of the pre-1930 materials arc housed at the Maryland State Archives. The 'Witter Bynner Collection and the Edgar Allen Poe Collection In Santa Fe contain first ednions of each poet, as well as other belles lertcrs. In addition, the Santa Fe library contains a faculty and alumni publications collenion ancl the Holtzman Music Coilection. fode.L. and rhc Thesaurus These, and orher, databases can be i-n the libra1ies, dorrns-, er by any con-1puter d-rn.1: c0Tn1ects Lo the St. John"~-; nerwork The Academic Order 25 �A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS HOUR 9:00 - 10:ro A.M. MONDAY TUESDAY Language WEDNESDAY Language Mathematics io:20- rr:30 A.M. r:oo - J40 P.M. Laboratory 8:00- 10:00 P.M. THURSDAY Language Mathematics Laboratory Seminar FRIDAY Mathematics Chorus Seminar Formal Lecnrre WEDNESDAY THURSDAY FRIDAY Maihematics Mathematics A SAMPLE FRESHMAN SCHEDULE, SANTA FE HOUR 9:00 - 10:30 A.M. MONDAY TUESDAY Mathematics Language 10:30 A.M. - !2:00 P.M. Language Laboratory Language Laboratory Chorus T30-9:30 P.M. Seminar ESSAYS AND EXAMINATIONS Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. SCHEDULES Perhaps the most distinctive mark of St. John's College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book ofEuclid's Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common ground for conversation. 26 The Academic Order ORAL EXAMINATIONS Except for the preceptorials in the junior and senior years, and certain periods oflaboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for threeand- one-half hours to four-and-one-half hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Each week there are two evening seminars, lasting two hours or more. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two semesters of sixteen weeks each. Toward the end of each semester, oral examinations are held. These are conducted by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. Seminar Formal Lecnrre THE ALGEBRA EXAMINATION Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered. THE FINAL ESSAY AND ORAL EXAMINATION In the senior year, the student is required to present to the faculty a final essay related to some aspect of the four years' work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined about it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student's learning. The Academic Order 27 �In the junior year, conferences replace some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student's work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college. The normal probationary period is one semester. LETTER GRADES ACADEMIC STANDING Because St. John's classes are small and intimate, and because students participate actively, tutors are aware of their students' progress from day to day. The tutors' appraisals of a student are based on the student's total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John's is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John's, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. THE DoN RAG Within the college, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores, and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students' work during the semester; the students are then invited to respond to their tutors' reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. 28 The Academic Order Students are encouraged not to work for grades, but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor's comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, Dor F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college. SOPHOMORE ENABLING Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student's learning during the two years spent in the college. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student writing an acceptable senior essay. THE ST. JOHN'S DEGREE, BACHELOR OF ARTS The student who completes tlle four-year curriculum satisfactorily is awarded the degree ofBachelor of Arts. Students who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, complete a four-year curriculum. On the transcript, St. John's seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is tlle equivalent of approximately one hundred thirty-four semester hours. GRADUATE STUDY AND CAREERS AFTER ST. JOHN'S In a world in which careers and work environments are changing rapidly, a rigorous, broadly based liberal arts education is recognized increasingly as perhaps tlle best long-term career preparation. Research studies in business and the professions and recent national commission reports have reaffirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John's alumni, for example, have demonstrated an unusual ability to master complex and unfanilliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John's graduates follow a wide variety of career patl1s. Surveys of alumni have yielded tlle following statistics: • 6.6% work in social services, including counseling, psychology, social work, and the ministry. • 9-4% choose other fields, including urban planning, skilled craftsmanship, foreigu service/Peace Corps, government service, veterinary medicine, homemaking, farming, armed forces, and conservation/ ecology. Approximately 70% of our alumni pursue formal education beyond the baccalaureate level, with around 15% of each graduating class entering graduate and professional programs directly after St. Johns. Doctoral degrees earned by St. John's alumni split about evenly between humanities and science/mathematics. Our students consistently score above the national average on the Graduate Record Exam (GRE) and Law School Admissions Test (LSAT). The Career Services Office on each campus assists students in planning for advanced study and in preparing tlleir applications. THE ST. JOHN'S DEGREE, MASTER OF ARTS Tutors who have completed two years of teaching at St. John's may receive a master's degree in liberal arts. They must petition tlle Instruction Committee for permission to present themselves as candidates for the degree. They must then submit a thesis on a topic approved by tlle Instruction Committee and stand for an oral examination upon it. The topic must have some bearing on the understanding and practice of the liberal arts. • 2r.9% are in teaching or educational administration; about two-thirds of these work in colleges or universities; • r8.8% are in communications or the arts; • I?-3% are in business or business-related occupations; • 9. ?'Yo work in the field oflaw, with most in private practice or the judiciary; • 9-4% work in computers/sciences/ mathematics; • 6.9% work in tlle health professions, mainly as physicians; The Academic Order 29 �THE LIBERAL ARTS CURRICULUM'' Litcrat11m: SEMINAR Horner: !liar!, Odynq I\eschylus: Aga1J1em1w11. Clweplmroe, E1m1erlidc-J Sophocles: Oedipus Rc.l; OecbiNuat Co/onus, Anrip;one Euripides: HtiJpo(1lu~_·, 13acdme. Elee1ra Aristophanes: Frogs Mathemafrcs and Natara! Science SEMINAR SEMINAR Plato: Trinaell-l I"ucrctius: On rlze J\1arure q/Thtit/:}iJ Aristotle: Pl1}:ric1·" Ptolemy: Almap,e.11'' Galileo: Dialogue 0111/ic J;j}() C!ue/f·V!Jdd Heroclows: J-Jiuwin ~ Thucydides: Peloponne.rian f,Jl(1r':· Livy: _Em(v J-liflwTr!f'Nome~­ Polybius: _f//srorie-s" Plutarch: "Caesar "'and 'Y.{1!0 d1e _}(;wlger'· Tacitus: Am1a!J ~ Tocqueville: Tlze Old Regime a11d rlze Fi-enrh Rerol111ion ~, TUTORIAL Chaucer: Camohm:r Tct!e.J' in A1rddle £11(!.lish ~ ShakcspeRre: Kri1g LC'ar Aristotle: Poericr SelecLed English lyric poetry TUTORIAL TUTORIAL Euclid: EfcmenL-r'" Lobachevski: The T/1eo1y of Pam!!di '' PRECEPTOJUAL (EXA,IPLF.S) Cervantes: Don Quiwre U6 '.f.reJ Virgil: Jlenad Eliot: .+!iddkmard1 Dostocvski: T/1e liro1hcrrl(unHuazoc .I oyce: THE GRADUATE I.NSTITUTE IN LIBERAL EDUCATION The Graduate Institute at St. John's College offers a Master of Arts in Liberal Ans on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campLLs. These programs, inspired by that of the undergraduate college, have two distinctive feauircs: the curriculum consists exclLLsively of classic or "great" books used as tex1s, and all classes arc conducted as small groLLp discussions. Applications are encouraged from college graduates with diverse educational and cultural backgrounds and v1ith varied interests and prolessions. question about the assig11cd reading. In the tutorial, a slightly smaller group of students (twelve to six-i:een) focuses more intensively on smaller assignments, either mathematical proofs, shon literary leJcts, or dense <Lrguments of philosophy or political theory. The preceptorial, with an even smaller number of students (eight to twelve), engages in the suidy ofa single book or topic and requires that srndents write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecuiring in their field or expertise. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS The aim o!'the program is to help sntdems formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are organized into five segments: Literature, Politics and Society, Philosophy and Theology, Mathematics and Natural Science, and History. Suidents must complete frmr of' these five segments to earn the Master of Arts in Liberal Ans degree (thirty-six semester credit hours). These segments taken together constitute a closely integrated program of study. Classes arc small and based on discussion of classic texts, but dilkr in significant ways. The heart of the curriculum is the seminar in which fourteen to nineteen smdents engage in a discussion initiated by a tutor's 30 The Graduate InsLitute eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet twice as often. Schedules vary somewhat between the two campuses. StLtclents may matriculate in any of the three terms, and take segments in any order compatible with the sequence of offerings. An optional master's essay may be wTittcn by slllderns who have completed at least two terms. In recent years, approximately siJny to ninet~y smclents have been enrolled on each campus during each session. I ,avoisier: .£'/emerus qfC/1emisay Maxwell: T/1co1yofffea1 Bawn and !lie /-'rincip/eyr!.f'l\.ia1111a! P/11/orop/1) Galileo: Jlco /\lew Scienrc.~ Politics ancl SEMINAR Plutarch: "LJU!!f!,U.J ·and "Solon Plato: Rep11Mt( Aristotle: Polirics'i· IVJachiavelli: Tiu~ Pni2ce Locke: Seamd lh:aris-e cfC'iNl Gocemmenr Rousseau: 011 !It<' 01~~1J1 and Fo11ndarionr r!f /11cqua!t~1 Marx: T/1e Eronomic and Plulosop/11C11famnaip1J qfJ!j'44 ~Tocqueville: Democracy1i1 America., At least two segments arc of'fered in the sixteen-week fall and spring terms, <tnd usually four are oflerecl in the Hltjgcns_ rmd SEMINAR Cenni-J E1odm Job J1iarrlu:11' Rom aw Ang1isti11e: CO!?Je-uions'' Thomas Aquinas: Swnma Tlzeologica~ Kant: Gmund1codc tif'd1e Jllerap!tJ :sicr r!f 11/om/, Kierkegaard: P/11'fo.iop/11(xd Fraf!,fllt>llf.j Augustine: T/1e Ct<yqfCod~­ Vico: T/1e J\lnD Science~· Kant: Idea qfa Unice!J'a! Hi1101yllerdcr: ideas Jimwd the Pl11!010plw oft!1e _ffirr0t:J · c:/lJfankind'. Hegel: P/11!owph]·o/His101y'· Man: Tl1c Gennrm _Ideology Nietzsche: UJesand Au111e1 o/lfillo1J'.for D/c Dilthey: fn1rod11ction 10tl1c1---!uman Science-s · Co!li_ngvvood: Tl1e idea r!fHirtOl~)''iStrausE1: Po!i1ica! Plulrno_p/1y and f!isto1J · PRECEPTOKIAL (EXAMPLES) Tolstoy: f,f/(1rand Peace l\fachi<wclli: 7!1c Florrnrinr: Hisro1ie-s \Vebcr: Tlze Pmterta1ll lflzi( and !lie ,Sp1i-/r of C'ap1LaliJ1n Arendt: Tl1e Origtils qflbraltfaria11i1m TUTORIAL J\_ristotlc: iVicomac/1er111 _Ellu'cr>!Thoma.i;; Aquinas: Trea1is-e Oil lalt' ., Hobbes: Le1cia!lwn · Declarwion r!f'!ndependozce Al[icles qfC01!ft:deration U.,S Con.rti1wio11 I larnilton, ]av, and Madison: 7Y1e Fedem!isr'' Selt'Cted U.S Sl1pre111e Co11rr Dffirioni TUTORIAL PRECEPTORIAL (EXAMPLES) PRECEPTORIAL (Ex,"ll'LEs) _Montesquieu: Tlze Spti1f qj't/1e Lan'J Slrnkespem·c: The !1i1101J p!ap Smith: Tiu! WCalr/1 qfJVOrions Rousstau: Eauk Hegel: T/1e Phi!ompl1;·0/R1{i1t Ari.siotle: 011 t!1eS011/ Heidegger: Selected n10tk_r Spinow: EthicJ Wittgcnsteln: Plu!moplui:al !tn'ert~"q,all(Jm Nietzsche: Tlw.r Spake Zantr!nurra Plato: 3ieno Aristotle: A/eraph_nin '" Dcsca_rtcs: JlfechialionJ Hume: An Enq11iJ~yConrenui1gH11man Underrrm2dti1g Kant: Prolrgomaw roA1~yFu111re Jlferap/J_ yricJ Nietzsche: 1Jqo11d Good 011d Em! Readti1gs !llC~Y d_l//('r-rliµ/11(y /Je1wee11 lite two tampuses S"'e!ecn'oru The program leading to the Master of Arts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges ancl Secondary Schools. The Graduate Tnstitule 31 �DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS The aim of the Eastern Classics program is to help students seek a deeper understanding of the fundamental and enduring questions that have been raised by thoughtful human beings in the rich traditions of the East. Its course of study consists of thirty-four semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered only on the Santa Fe campus. The program includes a series of seminars, preceptorials, and a language tutorial in either Sanskrit or classical Chinese. In the seminar, fourteen to eighteen students discuss assigned readings from a wide range of Indian, Chinese, and Japanese texts. In the tutorial, twelve to fifteen students study either Sanskrit or classical Chinese. The goal is not mastery, but rather sufficient familiarity with the elements of the languages to gain some insight into their structure and to translate selected short passages from classical texts. In the preceptorial, eight to twelve students study a single work or theme for an eight-week period. Each student is required to write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive nature of the program, full-time work is not encouraged. THE EASTERN CLASSICS CURRICULUM ........................................................................................................................................................................................................................................................................................ Fall Semester Spring Semester CHINESE TUTORIAL CHINESE TUTORIAL SEMINAR Naiying Yuan, Haitao Tang, James .Geiss, Claooica{ Cllinese: A Barie Reader Mathews; C/1inese-Engw/1Dicdonary Tang Poetry MengZi SANSKRIT TUTORIAL Bhagavadgira • Nagarjuna The TaleofrheHeike Lams Sll1ra FourHuts: hian l+'l-irings on rhe Simple Life The Pillow Book Dogen, S!wbogenzo Kellko, Essay• in Idleness Basho, The Narrow Road ro rlze Deep Norrh Chw!lingura Killingley, Beginning S=kril: apracdcal couroe bared on graded reading and exceri.re.s SEMINAR Sima Qian, The Grand Scribe J- RecordJ Confucius, Lwz-Yu .MoZi XwzZi HanFeiZi MengZi ZlmangZi LaoZi RigVt?da Upanirhads Taava-Kaumudi Yoga Sl117W ofParanjali PRECEPTORIAL (EXAMPLES) ZhuangZi MengZi Sima Qian, The Grand Scdbe sRecordr SANSKRIT TUTORIAL SEMINAR TlzeLaWJ"ofManu The Bhagavadgira Kalidasa,Kwnaraoamblzava Kalidasa, .Meglzaduta Kalidasa, Shakwuala Abhinavagupta, Dhvanyaloka Digha Nikaya .Mqjllima Nikaya Nagarjuna, .Mulamadlzyama- kakarika Vunalakird Sll1ra Lankavarara Swra Gaudapada, The Grear Karika on rlze .Mandulcya Upanirhad Shankara, Commenrary on rlze Brhadaranyaka Upanislzad DiamondSll1ra Hearl SlllTa Hui Neng, Cornmenraqon rhe DiamondSll1ra The Sll1ra ofHm"Neng C!linere Poel7J' Zhu Xi Summer Semester PRECEPTORIAL Mwu.sakiShikibu, TaleofGen;i PRECEPTORIAL (EXAMPLES) Vasirrha J- Yoga Bhagavadgira Nagarjuna, .Mulamadlzyamakakarika Dogen 32 The Graduate Institute The Graduate Institute 33 'I �BIBLIOGRAPHY Board of Visitors and Governors Boo KS ''M Browne!! Al1derso11 (HMF Washington,D.C. LIBERAL EDUCATION Adler, Mortimer J., and Charles van Doren: How to Read a Book, Simon and Schuster, 1972. Goldwi.n, Robert A. (editor): HiglzerEducation and Modem Democracy; Rand McN ally and Co., 1967. Adler, Mortimer J., and Milton Mayer: Tlze Revolution 1/1 Education, University of Chicago Press, 1958. Grant, Gerald and David Riesman: Tlze Perpetual Dream: Reform and Expeninent ziz the Amerzcan College, University of Chicago Press, 1978. Barzun, Jacques: Tlze American University, Harper and Row, 1970. TeaclzenizAmelica, Little, Brown and Co., 1945· Bell, Daniel: Tlze Refomzing ofGeneral Education, Columbia University Press, 1966. Harvard Committee Report: CeneralEducatio11 zi1 a Free Society, The University, Cambridge, Massachusetts, 1945· Bloom, Allan: Clos1izg ofllze Amencan Jl1incl Simon and Schuster, 1987- Hutchins, Robert M.: Tlze Conflzd i11 Educazio11 i11 a DemocraacSociety, Harper and Brothers, 1953· EducarionforFreedom, Louisiana State University Press, 19~'3· Tlze Higlzer Leami11g zi1Amenca, Yale University Press, 1936. Tlze Learmi1gSociety, Praeger, 1968. No Friend6/ Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953· Brann, Eva TH.: Paradoxes ofEducation in a Republic, University of Chicago Press, 1979· Lewis, C.S.: TheAboliao11 ojMan, Macmillan Publishing Co., Inc., I947- Bruner, Jerome S.: The Process ofEducation, Harvard University Press, 1960. Maritain, Jacques: Educatzon at dze Crossroads, Yale University Press, 1943· Buchanan, Scott: Embers ofllze World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbarn, California, 1970. Meiklejolm, Alexander: Educaao11 Between Two Worlcli, Harper and Brothers, 1942. Bestor, Arthur E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953· Tlze Restoration ofLeam1/1g, Knopf, r955. Darkey, William (editor et al): Tlzree Dialogues on LzberalEducation, St. John's College Press, 1979· Smith, J. Winfree: A Search for tlze Libera! College; Tlze Begzluung ofrhe Sr. fo/111 sPmgram, St. John's College Press, 1983. Erskine, John: Jlfy Life as a Teacher; J.B Lippincott Co , 1948. Van Doren, Mark: LzberalEducaaon, Henry Holt and Co.,1944. Joe/Ard Bainbridge Island, Washington S/1et!o Bobb.sA.Jmsonng Santa Fe, New Mexico RoberrBienenjdd Long Beach, California George F B1i1glw111 Santa Fe, New Mexico S/wran Bi.s/10p Reston, Virginia Sreven Bo/1bi1 Santa Fe, New Mexico Jana lfowmd Carey Annapolis, Maryland Pamela S Caner Tulsa, Oklahoma Ray Cave New York, New York BradDavidson Annapolis, Maryland Jl!ftd1efe Farqulwr Washington, D.C. Scephe11 Fe1i1berg Santa Fe, New Mexico Ronald Ftdding Rochester, New York S1eplie11 J Forman Sm1 Marino, California Bibliography Erwz/1 L. Gree11berg Reisterstown, Maryland Srewarr Greenfield Westport, Connecticnt Riclwrd Cmenendyke Santa Fe, New Mexico * Vterona Mora, Ex Officio, Dean - Santa Fe Sm1ta Fe, New Mexico Joanne L. JV!t.umy Murrysville, Pennsylvania * C/1ades Nelson (VE),. Annapolis, Maryland Lti1da Sc!wefer Belmont, California Pa1ricza lane So!!Ol:s Fort Collins, Colorado Wan'Cn Spector New York, New York Ralp/1 Stengren Santa Fe, New Mexico *CluisropherNelson" "Allan Hojfinan (HM)* Lawrence, New York ./olm]effrie.s Charlonesville, Virginia Jlfarrlza B. Jordan Col. Bosque de Chapultepec, Mexico Leslie ]ump-Tr/rt!Jeer Washington, D. C. Ex Officio, ''"Steven D Thomas, President - Annapolis Annapolis, Mm·yland Ex Officio, New York, New York *Martti1 0 'Jl1al!eJ' Ex Officio, RichmdE T/10mpson Washington, D.C. Governor of MD Annapolis, Mm·yland ./t.l! C Udall Smlta Fe, New Mexico *Mic/we! Pere1:s, Ex Officio, President - Smlta Fe Santa Fe, New Mexico *Pamela Kra11J; 'Thomas Carnes (HM),. Sm1 Francisco, California R. Tr/esron Do11e/10wer Burlington, Vermont 34 'Alma Greenberg (HM)" Annapolis, Marylm1d Ex Officio Annapolis, Mm·ylm1d T/1oma.s Krause Ojai, California PenJ'Lemer Philadelphia, Pennsylvania Au.sn/1 Ligon Mm1akin Sabot, Virginia Jlfarlc Lzi1dfey Annapolis, Mm·yland J11iclwe! MacDonald New York, New York Doug!asilfayer New York, New York Mic/1ael G. 1vfi!!e1· Annapolis, Maryland Scort Jlfomaday Sm1ta Fe, New Mexico Smyoy Poovadan Taos, New Mexico *f17ill1am Ric/1mdson, Ex Officio, Governor of NM Sm1ta Fe. New Mexico T/1eodore C Roge1:s New York, New York SF01dRowan Annapolis, Marylm1d illzlcael Salovaara Benm-dsville, New Jersey kliclzael Uremovich Virginia Beach, Virginia DC111ie/Va11Dom1 White Plains, New York 'Hcuriet IT0nm (VE) ,. Athlllta, Georgia ·:ruua Tfli!kimon (VE)* Austin, Texas *Wl'.urenP Tfllma1lc.Jlci (VE)* Napa, Cali!i:Jrnia Delores Wolf Washington, D.C. LeeZlotojf Malibu, California Bmce C Sanbom Mahtomedi, Minnesota Pamela Saunde1;s Albi11 Sm1ta Fe, New Mexico })Ederica K Saxon Baltimore, Mm·yland *HM~J-Ionornry Member; VE=Visitor Emeriu1s Board of Visitors and Governors 35 �The Faculty ANNAPOLIS Prerident CHRISTOPHER B. NELSON B.A., St. John's College, Santa Fe, 1970, St. John's College, Annapolis, 1966-69; J.D., University of Utah College of Law, 1973; Associate, 1973-78 and Partner, 1979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, 1979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St. John's College, 1991-; Former Member, Executive Committee, National Association of College and University Association; Past Chair, Annapolis Group (nation's liberal arts colleges); Past Chair, AFS-USA Inter-cultural Exchange Program; Past Chair, Maryland Independent College & University Association; Chair, Shimer College Board of Trustees; Treasurer, Historic Annapolis Foundation. Dean ofthe College inAnnapokr PAMELA KRAUS M.A., 1973; Ph.D., 1980, The Catholic University of America; ND EA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of America, 1975-80; Assistant Professor of Philosophy, The Catholic University of America, 1980-85; American Fellowships Program Panel, American Association of University Women, 1985; Tutor, St. John's College, 1985-; Dean 2010-. Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-96; Dean, St. John's College, Annapolis, 1990-97; Doctor of Humane Letters, Whitman College, 1995; Doctor of Letters, Middlebury College, 1999; Wilbur Cross Medal of the Yale Graduate School Alumni Association, 2006; Honorary Doctorate, Iona College, 2006; Distinguished Alumna Award, Brooklyn College, 2007JOSEPH P. COHEN B.A., St. John's College,Annapolis,1956;J.D., University of Maryland Law School, 1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; University ofVienna Summer School, 1957; United States Army, 1957-59; Lecturer in the liberal Arts, University College, University of Chicago, 1960-62; Tutor, St. John's College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72; Summer Fellow, Council for Philosophical Studies, 1977; NEH Summer Fellow1978, 1984; Visiting Scholar, Oxford University, 1978-79. BRANN B.A., Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; 36 The Faculty ROBERT P. DRUECKER B.A., St. John's College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John's College, Annapolis, 1971-. B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; M.A., Counseling, Loyola College, 1996; Tutor, St. John's College, Annapolis, 1977-; Counselor and Therapist, 1996-. HOWARD ZEIDERMAN Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-n Annapolis, 1978-. DEBORAH SCHWARTZ RENAUT B.A., St. John's College,Annapolis,1968; M.A., The Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John's College, Annapolis, 1974-. MERAJ. FLAUMENHAFT B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor ofEnglish, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. . DAVID L. TOWNSEND PETER KAil<AVAGE NICHOLAS MA!STREWS B.S., Bates College, 1962; Department of History of Science, 1962-67, Teaching Assistant, 1962-66, University Fellow, 1966-67, UniversityofWisconsin; Tutor, St. John's College, Annapolis, 1967-. B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturer in liberal Arts, University of Chicago, 1965-66; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John's College, Annapolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, 1981; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, Department of Educational Studies, University of Delaware, 1989; Lynde and Harry Bradley Foundation Grant, 1992-94; Dean, St. John's College, Annapolis, 1997-2005. A N, Jesuit Honor Society1967-; B.A. Loyola College, 1969; Fellow, Harvard, 1969-1974; M.A. Harvard, 1970; Teacher, Cambridge Free School, 19701972; Diplome, Universite de Paris, 1973; Ph.D. Harvard, 1976; J.D. Yale Law School, 1981; Tutor, St. John's College Santa Fe 1974-, Annapolis 1984-; Federal Executive Institute, Visiting Faculty l99g-; Senior Advisor for Seminars, Aspen Institute 2000-; Co-ordinator, AIDS Task Force, Corporate Council on Africa 2001-2002; Moderator, Weidenfeld Scholars Program, Oxford University 2008-. B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John's College, Annapolis, 1979-. MICHAEL COMENETZ DAVID HANFORD STEPHENSON B.A., Columbia College, 1958; Columbia University, 1960; Ph.D., University of Maryland, 1988; Tutor, St. John's College, Annapolis, 1963-. HARVEY FLAUMENHAFT EVA T.H. JOHN F. WHITE THOMAS MAY B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John's College, Annapolis, 1975-. B.A., Loyola College, 1971; M.A., Fordham University, 1975; Assistant Professor, Loyola College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-; Director, Graduate Institute in liberal Education, Annapolis, 1986-89, 1995-1998. JOHN VERDI B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Cognitive Psychology, University of California, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-85; Annapolis, 1985-; Assistant Dean, 1988-91; Director, Graduate Institute in liberal Education, 1992--95; N.E.H. Chair in Modern Thought, 1997-99. B.A., 1973. M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College, Annapolis, 1977-. MARILYN DOUVILLE HIGUERA JONATHAN S. TUCK B.A., Columbia University, 1969; B. Phil., Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fellow in the Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant and Associate, Department of English, Berkeley, 1973-78; Tutor, St. John's College, Annapolis, 1979-; Assistant Dean, 1991-94. The Faculty 37 �NAl'!CY DUNNING BUCHENAUER CHESTER BURKE B.A., History, 1967, M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown University, 1980; Ford Foundation Fellow, 1966-68; University Fellow in Classics, Brown University, 1969-70; Tutor, St. John's College, Sama Fe, i980-96; Annapolis, 1997-; Director of the Graduate Institute, Santa Fe, 1991-94. B.A., St. John's College, Annapolis, i974; Master of Music, University of Michigan, 1979; Tutor, St. John's College, Annapolis, 1984-. JAMES HOWARD BEALL Active duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975, & Ph.D., Physics, 1979, University of Maryland; ASlTophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D. C., 1978-79; Project Scientist, BKD, Arlington, Virginia, 1979-81; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E. 0. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D. C., 1981-83; Senior Consultant, E.O. Hulburt Center for Research, Naval Research Laboratory, Washington, D.C., 1983-; Tutor, St. John's College, Annapolis, 1982-; Member of the Science and Engineering Advisory Board, High Frontier, )Hlingcon., Virginia, 1991-. HENRY H. l-IIGUERA B.A., Cornell University, 1974; MA, 1976, Ph.D., 1983, Unjversity of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John's College, Annapolis, 1982-. WALTER STERLING BA, St. John's College, i965; M.A., Pennsylvania State Uruversity, 1966; Insffuctor, Pennsylvania State University 1966-68; Ph.D. Candidate, The Catholic University of America, 1970-74; Editor of St. Jolm's Review and Tutor, St. John's College 1983-. MICHAEL BLAUSTEIN B.A., St. John's College, J-1...nnapolis, 1974; Ph.D., Harvard University, T984; Tutor, St. John's College, Annapolis, 1984-. 38 1l1e Faculty MICHAEL G. DINK Harvard Unjversity, 1970-72; B.A., St. John's College, Annapolis, 1975; M.A., 1978, Ph.D., 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. Jolm's College, Santa Fe, 1980-8;,, A1mapolis, r984-. Director, Graduate Institme in Liberal Education, Annapolis, 1998-2001; Dean, 2005-2oro. ANITA L. KRONSBERC B.A., St. John's College, 1980; Tutor, St. Jolm's College, 1984-; Assistant Dean, 1998-2002; 2006-. PATRJC!A M. LOCKE B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, 1984; Teaching Fellow, Boston College, 1978-82; Instructor, Assumption College, 1981; Tutor, St. John's Annapolis., 1984-. AJnerican Fellowship of University Women, 2006-2007; Marclmtz School of fut, 2008-2009; Board of Directors, International Merleau-Ponty Circle, 2009-; Board of Directors, Marchutz School of Art, 2008-. NICHOLAS A CAPOZZOLI, M.D. B. S., Manhanan College, 1964; M.D., New York University, 1968; M.A., St. John's College Graduate Institute, 1981; Neurologjcal Residency Trllining, Mt. Sinlli Hospital, 1973; Board Certification from the American Board of Psyclliatry and Neurology, r976; Member, American Academy of Neurology, Aime Arundel County Medical Society; Anending :Neurologist, A.Jme Arundel Medical Center, 1974-; Anending Neurologist/Assistant Professor ofNeurology, Johns Hopkins Hospital, 1976-; Chairman, Professional Advisory Comminee of the National Multiple Sclerosis Society, r986-94; Medical Director of the Hospice ProgTam, .Anne &undel Medical Center, 1980-87; Tutor, St. John's College, 1985-; Chairman, Medical Ethics Comminee, Anne Arundel Medical Center, 1985-94. WILLIAM PASTILLE B.A., Music, Brown University, 1976; M.A., Musicology, Cornell University, 1979; Ph.D., Musicology, Cornell Unjversity, 1985; Visiting Faculty, School of Music, University of Wisconsin at Madison (1985-86); Tutor, St. John's College of Annapolis, 1986-; Assistant Dean, St. John's College of Annapolis, 1993-95; Director, Graduate Institute, St. John's College of Annapolis, 2001-2003. CATHERINE R. HA!GNEY B.A., 1981, M.A., 1983, Ph.D. in English Language and Literature, 1989, University of Virginia; Echols Scholar, Phelan Fellowship, Governor's Fellowship, University of Virginia; Lecturer in English, Vanderbilt University, 1985-87; Adjunct Faculty, Goucher College, 1987-88; Tutor, St. John's College, Annapolis, 1989-. ADAlvl SCHULMAN B.A., Chemisn-y, UnivcrsityofCllicago, 1980; B.A., Physics and Philosophy, Oxford U1liversity, 1982; M.A., History of Science, Harvard Universit-y, 1985; Ph.D., History of Science, Harv,1rd University, 1989; Tutor, St. John's College, 1989-. JUDITH L.A. SEEGER B.A., Harvard University, 1966; Cornell University, 1967-68; M.A. in Romance Languages and Literatmcs, 1970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Pormguese, 1984-88; Research Associate of the Folklore Instinite, Indiana University, 1984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St Jolm's College, Annapolis, 1989-; Assistant Dean, St. John's College, Annapolis, 2002-2006; Tutor, St. John's College, Sama Fe, 2007-2008. JOANE. SILVER B.A., State University ofNcw York, College at Old Westbury, 1971:, M.A., St. John's College, Annapolis, 1976; Ph.D., Graduate Theological U1lion, in Theology and The ilits, 1993; Tutor, St. John's College, Annapolis, 1974-77; Tutor, St. Mary's College, Integral Program, 1977-79; Tutor, The Graduate lnstin1te in Liberal Education, St. John's College, Sarna Fe, Summer 1985, 1986, 1987, 1988; Tutor, St. John's College, Santa Fe, 1989-96; Annapolis, 1997-. CORDELL D. K. YEE B.A., English, Pomona College, 1977; M.J. Journalism, University of California, Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University of Wisconsin-Madison, 1989; Associate Researcher, History ofCartognphy Project, Depaitment of Geography, University of Wisconsin-Madison, 1988-89; Tutor, St. Jolm's College, Annapolis, 1989-; Visiting Assistant Scientist, History of Cartography Project, Department of Geography, . University of Wisconsin-Madison, Summers of 1990 and l99I. AJ'ID RE BARB ERA B.A. in Music, Wesleyan University, 1974; Resident Fellow, Newberry Library, Chicago, 1978; Ph.D. in Musicology, University of North Carolina, 1980; Visiting Assistant Professor of Music, Cornell University, 1979-82; Assistant Professor of Music, University of Non'e Danie, 1982-89; Visiting Assistant Professor of Music, St. Mary's College, Notre Dame, 1989-90; Tutor, St. John's College, Annapolis, 1990-. KATI-ILEEN C. Burs B.A., Mount Holyoke College, 1968; Graduate Study, New School for Social Research, i970-72; M.S., 1985, Ph.D., 1989, University of Delaware; Tutor, St. John's College, Annapolis, 1990-. MARGARET ANNE KIRBY B.A., University of King's College, 1977; M.A., Department of Classics, Dalhousie University, 1979; Commonwealth Scholar, Hertford College, Oxford University, 1980-82; M.Litt., Faculty of Modem Languages, Oxford University, 1982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, 1982; Junior Fellow, Massey College, University ofTororno, 1983-85; Ph.D., Department of Germanic Languages and Literatures, U1liversity of Toronto, 1988; Fellow and Tutor, University of King's College, 1987-89; Tutor, St. John's College, Santa Fe, 1990-96, Annapolis, 1997-. ERJKSAGENG BA, University of Alaska, 1983; M.A., 1985, Ph.D., 1989, Princeton U1liversity; National Science Foundation Felluw, 1983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, 1987-88; Rockefeller Fellow, U1liversity of Oklahoma, 1989-90; Tutor, St. John's College, Annapolis, 1990-. The Faculty 39 �ERIC M. SALEM EMILY H. BROOKER LANGSTON B.A., St. John's College, 1977; M.A., University of Dallas, 1979; University of Heidelberg, 1980-81; Ph.D., University of Dallas, 1990; Fulbright Fellow, 1980-81; Assistant Professor, Whitney Young College, Kenrucky State University, 1983-90; Tutor, St. John's College, Annapolis, 1990-. B.A., Emory University, 1987; M.A., University of Chicago, 1988; Jacob K. Javitz Fellow, 1989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, 1993; Ph.D. Candidate, Emory University, 1992-; Tutor, St. John's College, Annapolis, 1995-. RADOSLAV DATCHEV Degree in Philosophy, University of Sofia, 1982; Assistant Professor of Philosophy, University of Sofia, 1982-83; Tutor, St. John's College, Annapolis,1992-. CARL PAGE B.A., University of Auckland, New Zealand, 1980; MA (Hons), University of Auckland, 1982; Ph.D., Pennsylvania State University, 1987; Assistant Professor of Philosophy, Emory University, 1987-94; Tutor, St. John's College, Annapolis, 1994-. WILLIAM T. BRAITHWAITE B.A., Virginia Military Instirute, 1961; J.D., Washington & Lee University, 1964; U.S. Army, 1968-70; Associate, Partner, Mayer, Brown & Platt, Chicago, 1973-80; Associate Professor of Law, Loyola University, Chicago, 1980-95; Tutor, St. John's College, Annapolis, 1995-. GEORGE A. RUSSELL B.A., St. Francis College, 1973; M.A., The Catholic University of America, 1983; Ph.D., The Catholic University of America, 1994. Dean of Students, St. Patrick's Academy, 1981-86; Teacher, Hamden Hall, 1986-91; Adjunct Lecturer, Albertus Magnus, 1986-91; Assistant Professor of Philosophy, Xavier University, 1991-95; Tutor, St. John's College, Annapolis, 1995-. JONATHANN. BADGER B.S., Mathematics, University of South Carolina, 1987; M.A., Liberal Studies, North Carolina State University, 1991; Graduate Student, Music Composition, Duke University, 1990-91; Earhart Fellow, 1995; Ph.D., Political Philosophy, Fordham University, 1996; Tutor, St. John's College, Annapolis, 1996-. LUUNGU St. John's College, Annapolis, 1977-79; B.A., Harvard College, 1981; M.A., 1983, Ph.D., 1990, University of Toronto; Adjunct Lecturer in Political Science, University of Toronto, 1989-90; Visiting Assistant Professor of Political Science, Kenyon College, 1990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, 1994-95; Tutor, St. John's College, Annapolis, 1995-. B.A., History, Beijing University, China, 1980-84; Researcher, The Institute oflnternationalAffairs, Ministry of Foreign Affairs, China, 1984-87; M.A., International Affairs, the George Washington University, 1987-89; Ph.D., Political Theory, The George Washington University, 1989-95; Adjunct Professor, Department of Political Science, The George Washington University, 1995; Tutor, St. John's College, Annapolis, 1996-. KATHERINE HEINES ERIC B. STOLTZFUS B.A., St. John's College, Santa Fe, 1982; M.A., 1986; Ph.D., 1997, The Catholic University of America; Lecturer, The Catholic University of America, 1987-88; Instructor, Marquette University, 1988-89; Tutor, St. John's College, Annapolis, 1995-. B.A., Music, Goshen College, 1981; M.A., Musicology, and M.S., Library Science, The Catholic University of America, 1991: Music Librarian, St. John's College, Annapolis, 1991-; Tutor, St. John's College, Annapolis, 1996-. ROBERT GoLDBERG MICHAEL W. GRENKE B.A., University of Chicago, 1988; Ph.D., Boston College, 1994; Lecturer,University of New Hampshi[e, 1993; Postdoctoral fellow, Boston College, !993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, 1995; Tutor, St. John's College, Annapolis, 1997-. PAUL W. LUDWIG B.A., University of Tennessee, Chattanooga, 1987; M.A., Oxford University, 1995; M.A., University of Chicago, 1995; Ph.D., University of Chicago, 1997; Lecturer in the College, University of Chicago, 1996; Tutor, St. John's College, Annapolis, 1997-. BRENDON LAsELL B.S., California Institute of Technology, 1990; M.S., 1991, Ph.D. 1994, University of Chicago; Lecturer in Mathematics, University of Chicago, 1992-93; Member, Institute for Advanced Study, 1994-95; Instructor in Mathematics, Princeton University, 1995-97; Tutor, St. John's College, Santa Fe, 1997-2008;Annapolis, 2009-. SUSAN R. PAALMAN B.A., Rice University, 1990; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, 1997; Tutor, St. John's College, Annapolis, 1997-. DANIEL HARRELL B.A., Vanderbilt University, 1989; Ph.D., Emory University, 1997; Tutor, St. John's College, Annapolis, 1998-. JOSEPH C. MACFARLAND B.A., St. John's College, Annapolis, 1987; Fulbright Fellow, visiting the Department of Medieval History, University ofBologna, 1993-94; Ph.D., Committee on Social Thought, University of Chicago, 1996; Program Coordinator for Fundamentals: Issues and Texts, University of Chicago, 1994-97; Tutor, St. John's College, Annapolis 1998-. GARY BORJESSON B.A., Whitman College, 1987; M.A., 1994, Ph.D., 1997, Emory University; Assistant Professor of Philosophy, University of Central Arkansas, 1997-1999; Tutor, St. John's College, 1999-. 40 The Faculty JEFF J. S. BLACK B.A., Trinity College, University of Toronto, 1993; Ph.D., Boston College, 2005; Teaching Fellow, Boston College, 1998-1999; Tutor, St. John's College, Annapolis, 1999-. CHRISTOPHER NATHAN DUGAN B.A., College ofWilliam and Mary, 1992; Earl Warren Political Theory Fellowship, 1992-94; Ph.D. in Political Science, University of California, San Diego, 1999; Tutor, St. John's College, Annapolis, 1999-. MARK W. SINNETT B.S., Mathematics, Texas Christian University, 1976; M.A., 1978, Doctoral Study in Mathematics, 1979-81, The University of Texas at Austin; Lecturer in Mathematics, Concordia Lutheran College, 1978-79; U.G. Marshall Fellow in Mathematics, 1981-83, Lecturer in Mathematics, 1983-84, Kansas University; B.D. (Hons.), Theology, St. Andrews University, 1988; Richard M. Weaver Fellow, 1984-85; Lecturer in Mathematics, San Jacinto College, 1988-89; Ph.D., Systematic Theology, Cambridge University, 1993; Minister of Word and Sacrement, Presbyterian Church (U.S.A.), 1993-; Minister, First Presbyterian Church, Stephenville, Texas, 1993-98; Visiting Scholar, St. John's College, Cambridge, Summer, 1997; Senior Minister, Clemmons Presbyterian Church, Clemmons, North Carolina, 1998-2000; Tutor, St. John's College, Annapolis, 2000-. DYLAN CASEY B.S., Physics, B.A., Political Philosophy, Michigan State University, 1991; Ph.D., Experimental Particle Physics, University of Rochester, 1997; Postdoctoral Fellow in Particle Physics, Michigan State University, 1997-2001; Tutor, St. John's College, 2001-. JEFFREY ALLEN SMITH B.A., Philosophy and Political Science, Emory University, 1989; Ph.D., Committee on Social Thought, The University of Chicago, 1997; Lecturer in the College, The University of Chicago, 1994-1997; Visiting Assistant Professor, Political Science, Colgate Unversity, 1998-99; Assistant Professor, Philosophy, Carthage College, 1999-2001; Tutor, St. John's College, 2001. The Faculty 41 �Jmrn TOMARCHIO GABRIEL PU-IAS MICHAEL BROGAN B.A., Columbia College, M.A., 1993, Ph.D., Lecturer, School of'Philosophy, Catholic of America, National Fulbright Research Fellow, Rome, 1994-95; National Endowment for the Humanities Post-Docwral Fellow, Core Curriculun1 Program, Boston Assistant Professor, Department Villanova University, 1998-2001; Tutor, St John's College, Aimapolis, 2001-. SANT A FE B.A. St. John's 1993; M.A. M.Phil. 1997, Medieval Studies, Yale Comminee on Social 2003; Rome Prize, American 02; Assistant Pro lessor, l:\Licro1;)C2Lll Arts, Berlin. 2003-05; Tuwr, B.A., Swanhmore College, 1997; Visiting Researcher, Kacholieke Universitcit, Leuvcn, Belgium, 2003-04; Ph.D., Philosophy, Villanova University, 2007; Instructor, Villanova University, 2002-03; 2004-05; Tutor, St. John's College, Aimapolis, 2008-. MICHAEL P. PETERS MATTHEWS. LINCK MICHAEL \J:/EINMAN B.A., Humanities, Shirn1ner LOUIS PETRICH B.A, English, Northwestern i986, Ph.D. Candidate, Rlc)b-J:oCJ·o. Social Thought, The Assistant in 1987; Dramatmg, Assistam DJrector and Actor, Conn Theater, T11e lasi, Romama, 1990-91:. United States Peace Volunteer. University, Brno, Czechoslovakia, 1992-1993. Reader and Stage Crew, mid Theater, WashingTon. D.C., 1993-1995; Civic Educc'.tton Project Fellow, Presov Slovakia, 1995-1997 las1, CEP Fellow, Alexandrn L Cuza Romania, 1997-1999; CEP Fellow. American ofKyrgystan, 1999-:2000; Scholar, and American State National 2000-2002; Principal Founder, American Center, Bishkek, Studies Resources and KyTgirstan, 2001-o:Jo; Tutor, St. John's 2002JASON A TlPTON BA, University of' California, San FAWNTR!GC NRI fostdocwnil tme, 2003-2004· Postdoctoral Fellow, Constitutional Ccivernment, Harv8.rd uuu "'·' " ' " , 2000-. " B.A., English and Studio Art, University of Notre PJIILIP LECUYER Dame, 2000; M.A., English, Stanford University, 2003; Ph.D., English, Stanford University, 2007; Tutor, St. John's College, Annapolis (2009-). B.A., Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, Universir-y of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities lnstinne, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John's CoJJege, Santa Fe, 1972-. THOMi'5 Mc:m{lLL B.JL, Fundmncntals: x~~sues 2nd Text=s, Ill.A 1999, PhD , Polit[rn.l Science, Duke PJv!Jl.NDAPmNTZ 1999; Ph.D., California, :200T, cif Southern California, 2000John's , 2007-. Gr:EGOHY RECCO B.A St. John's College, Ph.D ... Pldosophy, Boston 2003, DA_AD Fellow. Philipps-Univcrsit ·at. 2002-03; Insuuctor, Department of Philosophy, Boston 20032005-. 05; Tutor. St. John's 42 B.S., United States Military Academy at West Point, 1968; M.A., Universit-y of Washington, I974; Platoon Leader, Executive Officer, and Al'mored Cavalry Troop Commander, United States Army, I968-72; Assistant Professor of Economics, United States Military Academy, 1974-77; Soviet Foreign Area Officer, 197787; Executive Assistant, Office of the Chairman of the Joint Chiefs of Staff, 1987-89; Commander, 96th Civil Affairs Banalion (Airborne), i989-91; Chief Conventional Arms Negotiations, 1991-92; Chief of Staff, United States Military Academy, 1992-95; Senior Vice President and Chief Operating Officer, 1995-2002, R>cecntive Vice President, 2002-2005, Council on Foreign Relations; President, St. John's College, Santa Fe,2005-. l\fo.RCEL ANDREW Wmz1sz B.A., Classics, B.A., French, B.A., Philosophy, Southern lllinois University at Carbondale, 1998; M.A., Greek Literature, University of' Texas at Austin, 2000; Ph.D., Classics, University of Texas at Austin, 2005; Assistant Instructor, University of Exeter 2002; DAAD Fellow, Freie Universitat of'Bcrlin, 2002-03; Visiting Insnuctor, University of Houston, 2004-05; Visiting Assistant Professor, Boswn University, 2005-06; Postdoctoral Fellow, Rice University, 2006-08; Tutor, St. John's College, Annapolis, 2008-. Tulane Ph.D. Tulane 2002 Greece, 2000-01:. Associate Member American School of Classical Studies, Athens, 2000-01; Tuwr., St. John's ColJegc, 2002 -. JViATTHEW CASWELL B.F.A., Painting, Syracuse University, 1992; Ph.D., Philosophy, The New School for Social Research, 2004; Teaching Fellow, Eugene Lang College 2002-04; Adjunct Professor, Steinhardt School of Education, New York University, Fall 2004; Adjunct Professor, Purchase College, SUNY, 2004-06; Adjunct Professor, Long Island University, 2007; Adjunct Professor, New School for General Smdies, 2006-08; Tutor, St. John's College, A..nnapolis, 2008-. Presidem _Bj\., State 1994; Ph.D., Dean ofthe College 1i1 Sama Fe VICTORIA MORA B.A. in English-Philosophy, of New Mexico, r985; Yale University Teaching Fellow, 1986-88; M.A., M. Phil. in Philosophy, Yale University, 1990; Ford Foundation Dissertation Fellow, 1990-91; Ph.D. in Philosophy, Yale University, I992; Philosophy Instructor, Albuquerque TV-I Community College, i991-92; Tutor, St. John's College, Santa Fe. 1992-; Dean, St. John's College, Santa Fe, 2006-2011. FELICIA MJ\RTINEZ 2003-2007 Tutor, Sc John's ,2007- The Faculty The Faculty 43 �DAVID EDWARD STARR B.A., Gordon College, 196'1; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College ofBasic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, Santa Fe, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. STEPHEN R. VAN LUCHENE B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Tutor, St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85; Dean, 1991-1996. DAVID BOLOTIN B.A., Cornell University, 1966; Ph.D., New York University, 1974; Lecturer in Classics, Yale University, 1971-73; Tutor, St. John's College, Annapolis, 1974-82; Santa Fe, 1982-; Visiting Professor, Committee on Social Thought, University of Chicago, 1986, 1987-88, 2002-03; Carl Friedrich von Siemens Fellow, Siemens Institute, Munich, 2006-2007. EUZABETH S. ENGEL B.A., Pomona College, 1967; M. Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John's College, Santa Fe, 1975-. LYNDA LAMSON MYERS B.A., St. John's College, 1971; M.A., University of North Carolina, 1975; M.A., 1991, Ph.D., 1996, Catholic University of America; Tutor, St. John's College, Santa Fe, 1977-; Director of the Graduate Institute in Liberal Education, 1985-88. ANTHONY JAMES CAREY St. John's College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; M.A., 1973, Ph.D. 1998, Graduate Faculty, The New School for Social Research; U.S. Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John's College, 44 The Faculty Annapolis, 1979-83, Santa Fe, 1984-; Dean, 1986-91, 1996-2000; Acting President, 2000; Distinguished Visiting Professor, United States Air Force Academy, 2004-2007; 2009-2on. CHARLOTTE GRAY MARTIN B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University ofFreiburg, 1972-n Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-. . PETERPESIC A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John's College, Santa Fe, 1980-; ,Musician-in-Residence, 1984-; Dorr Lecturer, University of North Carolina, 2003. Peano Prize, 2005. Fellow, American Association for the Advancement of Science, 2006-. Fellow, John Simon Guggenheim Memorial Foundation, 2007-08; Ronald James Alexander Memorial Lecturer on Musicology, Stanford University, 2008; Paul Leonard Lecturer in Philosophy, University of Nevada at Reno, 2009. EDWARD CARY STICKNEY B.A., St. John's College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John's College, Santa Fe, 1980-; Director of The Graduate Institute, 1994-97. JANET A. DOUGHERTY B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Goverillilent at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's College, Annapolis, 1982-85; Santa Fe, 1985-. STEPHEN FREDERICK HOUSER B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; M.A., University of Virginia, 1989; Ph.D., University of Virginia, 1990; President's Fellow, University ofVrrginia, 1987-90; Tutor, St. John's College, Santa Fe, 1983-. FRANKN. PAGANO A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University ofNew England; Tutor, St. John's College, Santa Fe, 1983-; Director of the Graduate Institute, 2001-2004. JORGE H. AIGLA Universidad Nacional Aut6noma de Mexico, Mexico City, 1971-72; B.S., Saint Mary's College, California, 1975; M.D., University of California San Francisco, 1979; American Heart Association Student Research Associate, 1974; Fellow, Cancer Research Institute, University of California San Francisco, 1976; Resident, Pathology Department, University of California San Francisco, 1979-80; Alpha Omega Alpha Medical National Honor Society, 1979; Assistant Medical Examiner, Coroner's Office, City and County of San Francisco, 1980-81; Lecturer in Anatomy, Sonoma State University, California, 1981-82; Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-85; Private translator, 1982; Lecturer, Collegiate Seminar, Saint Mary's College, California, 1982-85; Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John's College, Santa Fe, 1985-; Head Karate-Do Instructor, 1986-; American Teachers Association of Martial Arts, Permanent Member, 1993; International Society of Okinawan Karate, 1994; 6th Dan, 2000; Kyoshi, 2006; 7th Dan, 2008; New Mexico Urasenke Japanese Tea Association, President, 2004-2008; 2009-2013. JOHN F. CORNELL B.A., 1975, M.A., 1977. McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-80; Searle Fellow, 198081; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-85; Tutor, St. John's College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. LINDA WIENER B.S., Biology, UniversityofMiami, l9n M.S., Entomology, Colorado State University, 1979; Co-founder, Foundation for the Rediscovery and Protection of Trilobites, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; Post-Doctoral Fellow, Linguistics, Harvard University, 1982-85; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-85; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John's College, Santa Fe, 1985-. DAVID LAWRENCE LEVINE University of Pennsylvania, 1962; A.B. St. John's College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; ND EA Fellow (Honorary) 1967-70; University Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris, 1970; Language Study, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, l98o-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John's College, Santa Fe, 1986, 1988-, Assistant Dean, Spring 1997' Director of the Graduate Institute in Liberal Education, 1997-2001; Dean, Santa Fe, 20012006. THOMAS SCALLY B.A., St. Mary's College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary's College of California, 1971-74; Assistant Professor, California State University at Humboldt, 1975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, 1975-87; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-84; Visiting Tutor, St. John's College, Santa Fe, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. The Faculty 45 �GRANT H. FRANKS B.A., St. John's College, Annapolis, l977;J.D., Harvard Law School, Cambridge, M.A., 1980; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; Clerk to Judge Cecil E. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor, St. John's College, Santa Fe, 1988-. WILLIAMS. KERR B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University oflllinois-Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate Fellowship, 1983-87, M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, 1987-88; Reynolds Fellowship, 1988-89; Instructor in Latin, University of New Mexico-Los Alamos, Summer 1985; Visiting Assistant Professor, University of Colorado-Boulder, Summer 1990; Certificate, Chinese Language Education Program, Providence University, Shalu, Taiwan, 1998; Tutor, St. John's College, Santa Fe, 1989-. MICHAEL DAVID RAWN CALEB THOMPSON B.S., Mathematics, Rensselaer Polytechnic Institute, 1974; M.S., Mathematics, Brown University, 1977; Undergraduate Study in Mathematics Education, University of New Orleans, 1979-80; Graduate Study in · Mathematics, Clarkson University, 1983-86; Ph.D., Mathematics, Indian Institute of Technology, Kharagpur, 1991; Instructor, University of New Orleans, 1977-80; Assistant Professor, lnstitut Superieur Pedagogique de Bnkavu, Zaire, 1980-82; Visiting Assistant Professor, St. Lawrence University, 1983-86; Assistant Professor, Manchester College, 1988-92; Tutor, St. John's College, 1993-. B.A., Philosophy, Clark University, 1985; M.A., Philosophy, University ofVirginia, 1990; Ph.D., Philosophy, University of Virginia, 1994; Alumni Dissertation Fellow, 1993-94; Postdoctoral Fellow, SUNY at Buffalo, 1994-96; Hourani Lecturer, SUNY at Buffalo, 1994-95; Tutor, St. John's College, Santa Fe, 1996-. BARRY E. GoLDFARB B.A., Yale University, 1975; M.A., University of Chicago, 1978; M.A., University of Cincinnati, 1981; Ph.D., The Johns Hopkins University, 1986; Visiting Lecturer, University of Southern California, 1986-88; Assistant Professor, The Pennsylvania State University, 1988-92; Language Coordinator and Lecturer, The Johns Hopkins University, 1992-93; Tutor, St. John's College, Santa Fe, 1993-. JULIE REAHARD KRISHNAN VENKATESH B.A., English Literature, Magdalene College, Cambridge University, 1982; Wissenschafflicher Mitarbeiter (on Shakespeare editions), University of Muenster, West Germany, 1982-86; Lecturer in British and American Literature, Shanxi University, Taiyuan, People's Republic of China, 1986-89; Guest Lecturer in Film Analysis, North China Film and Broadcasting Institute, 1989; Tutor, St. John's College, Santa Fe, 1989- ; Graduate Institute Director, 2004-2009. BRUCE M. PERRY B.A., Greek, 1973> M.A, Classics, 1975, Ph.D., Classics, 1983, University ofWashington; Ph.D. Asian and Middle Eastern Studies, 1995, University of Pennsylvania; Tutor, St. John's College, Santa Fe, 1990-. FRANK R. HUNT St. John's College, Annapolis, 1971-73; Cornell University, 1973-'74; B.A., New York University, 1976; M.A., 1980, Ph.D., 1985, The Catholic University of America; Editor, Catholic University of America Press, 1980-86; Lecturer, Marymount University of Virginia, 1985-86; Editor, Princeton University Press, 1987-89; Tutor, St. John's College, Santa Fe, 1990-. 5 The Faculty B.A., English, Michigan State University, 1980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, 1984; Ph.D., Comparative Literature, University of Colorado, Boulder, 1991; Teaching fellow, Department of English, University of Nevada, Reno, 1981-84; Instructor, Department ofEnglish, University of Colorado, Boulder, 1987-88; Instructor, College of General Studies, University of Pennsylvania, 1988-89; Graduate Work, Literary Theory, University of Pennsylvania, 1988-91; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, 1992-93; Associate Professor, English Department, Providence University, Shalu, Taiwan, 1996-98; Tutor, St. John's College, Santa Fe, 1993-. CLAUDIA HONEYWELL B.A., University of Chicago, 1986; Account Executive, American Bankcard Services, Woodland Hills, CA, 1987-88; M.A., 1991, Ph.D., 1993, Classics and Modern Greek Studies, University of Minnesota; Surveyor, Kavousi/ThriphtiArchaeological Survey, Crete, 1990; Mochlos Archaeological Excavation, Crete, 1991; Visiting Assistant Professor of Classics, Cornell College, . 1993-94; Tutor, St. John's College, 1994-; United States Air Force Academy, 2004-2007; 2009-2on .. M!CHAELD. BYBEE B.A., Philosophy, 1972, B.A., M.A., English, 1972, 1975, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idal10, 1972-74; M.A., Ph.D., Philosophy, 1976, 1981, University of Hawaii; Assistant Professor of Philosophy, Idaho State University, 1982-84; Instructor of English, 1984-90,Senior Instructor ofEnglish, 1990-95, University of Oregon; Adjunct Assistant Professor of Rhetoric, San Diego State University, 1995-96; Tutor, St. John's College, Santa Fe, 1996-. JUDITH I. ADAM B.A., 1986, M.A., 1989, Political Science, University of Alberta; Ph.D., 1996, Political Science, Boston College; Tutor, St. John's College, Santa Fe, 1996-; Assistant Dean, St. John's College, Santa Fe, 2005-2008. JACQUES ANTOINE DUVOISIN B.A., 1980, St. John's College, Annapolis; M.A., 1984, Ph.D., 1992, The Catholic University of America; Knights of Columbus Fellow, 1981-84; Visiting Fellow, University of London, School for Advanced Studies, Institute of Philosophy, Fall 2009; Tutor, St. John's College, Santa Fe, 1997-present. MATTHEW K. DAVlS B.A., St. John's College, Annapolis, 1982; M.A. in Philosophy, Dalhousie University, 1984; Ph.D. Candidate in Philosophy and Classics, University of Pittsburgh, 198587; Ph.D. in Political Science, Boston College, 1995; Killam Fellow, 1983-84; Earhart Fellow, 1990-gr; Bradley Fellow, r993-g6; Bradley Fellow, University of Toronto, r996-g8; Special Projects Editor, Books in Canada, 199798; Tutor, St. John's College, Santa Fe, 1998-; Assistant Professor of Philosophy and Classics, Carthage College, 2002; Assistant Dean, 2003-05; Visiting Scholar, Boston College, 2005-06; Director of the Graduate Institnte, St. John's College, Santa Fe, 2009-. MARK ROLLINS A.B. Princeton University, 1977; M.A., Ph.D. in Philosophy, University of California, Berkeley, 1986, 1991; Teaching Fellow in Philosophy, University of California, Berkeley, 1978-83, and 1987; Teaching Fellow in the Core Curriculum, Harvard University, 1984-86, 1987, 1991-92, and 1995-97; Associate Research Professor, lnstituto de Investigaciones Filosoficas, UNAM, Mexico City, 1988-91; Assistant Professor of Philosophy, American University in Bulgaria, 1992-95; Senior Analyst, education and family support policy, Abt Associates, Cambridge, MA, 1997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA., 1998; Tutor, St. John's College, Santa Fe, 1998-. GREGORY D. BAYER B.A., St. John's College, Annapolis, 1978; M.A., University of Toronto, 1981; Ph.D., University of Texas at Austin, 1995; Visiting Assistant Professor, Southern Methodist University, 1995-96, College ofWilliam and Mary, r996-n College ofWooster, 1997-98; NEH Fellow, Institute for Advanced Study, Princeton, r99899; Tutor, St. John's College, Santa Fe, r999-. RICHARD A. MCCOMBS, II B.A., B.S., Fordham University, r990; Loyola Fellow, Fordham University, 1990-92; M.A., Fordham University, 1992; Teaching Fellow, Fordham University, 1992-94; Instructor, Marist College, r995, Tutor, Rose Hill College, 1996-98; Instructor, University of South Carolina, 1999; Tutor, St. John's College, Santa Fe, 1999-; Ph.D., Fordl1am University, 2000. EowARDA. WALPIN B.A., Political Science, Middlebury College, 1987; M.A., English, Middlebury College (Bread Loaf School ofEnglish), 1989; M.A., Political Science, Dnke University, 1992; Ph.D., Political Science, Dnke University, 1998; National Endowment for the Humanities Dissertation Grant, 1993-94; Exchange Fellow and Instructor, Institut fur Politische Wissenschaft, Friedrick-Alexander Universitlit, Erlangen, Germany, 1994-95; Fellow, Instructor, and Project Coordinator, Kenan Ethics Program, Duke University, 1997-98; Consultant, PBS Frontline, 1998-99; Tutor, St. John's College, Santa Fe, 1999-. Assistant Dean, St. John's College, Santa Fe, 2010-. The Faculty 47 �MICHAEL K WOLFE PATPJCIA M. GREER JONATHAN llAi'lD LAUREN BRUBAKER B.A., 1994, St. John's College, Santa Fe; Dupont Fellowship, 1994-95, President's Fellowship, University of Virginia, 1994-97; M.A., History of Religions, University ofVirgi11ia, r997; Assistant Director of Admissions, St. John's College, Santa Fe, 1997-99; Tutor, St. John's College, Santa Fe, 1999-. BA, College ofNone Dame of Maryland, 1966; MA, Writing Seminars, Jolms Hopkins University, 1967; Teaching Fellow, University of Southern California, 1968-69; M.A., SL John's College, Annapolis, 1995; Ph.D., History of Religions, University of Virginia, 2002; Dupont Writing Fellowship, 2000-01; Adjunct Instructor, History of Asian Religions, University of 1999; Vistir1g Lecturer, Sanskrit Epics, Sweet Briar College, 1999; Tutor, St. John's College, Santa Fe, 2001-. B.A, Government, Harvard University, 1981; Teacher, Colorado Springs School, 1984-86; Graduate Student, Political Science, Yale University, 1987-89; Visiting Student, Ecole des Hames Erndes en Sciences Social es, Paris, 1994-95; Ph.D., Committee on Social Thought, University of Chicago, 2002; Lecturer in tl1e College, University of Chicago, 1998-2002; Visiting Assistant Professor, Political Science, Furman University, 200203; Tutor, St. John's College, 2003-. 13.A. Sociology, Swarthmore College, 1970; Union and commrmity organizer, political consultant, 1970-80; Entrepreneur, printing and software r980-9r; Ph.D. Committee on Social Thought, University of Chicago, 2002; Visiting Assistant Professor, University of Notre Dame, 2002-03; Lyons Chair in Professional Ethics, United States Air Force Academy, 2004-05; Tutor, St. John's College, Santa Fe, 2005-. JAN ARSENAULT B.A., St. John's College, Santa Fe, 1982; MA, University of Denver Counseling Psychology, i989; Diploma ii1 Analytical Psychology, C. G. Jung Instirnte of Santa Fe, 2006; Tutor, SL John's College, 1996-. JAY SMITH BA, St. John's College, 19n MA, Philosophy, DAVID CARL BA, Philosophy, Pomona College, 1990; M.A., Philosophy, Claremont Graduate School, 1991; Ph.D., Comparative Literature, University of California at Davis, :woo; Lecturer in Philosophy, California State University San Bernardino, 1991-93; English Instructor, Germany, 1992; Philosophy and Religion Instructor, Diablo Valley College, 1993-95; Poet in Residence, Shakespeare and '"''"""·"v ~vv'c'"v' Paris, France, 1998; Comparative LiteranITe Instructor, UC Davis, 1995-2000; Tutor, Sc John's Santa Fe, :woo-; ,Assistant Dean, St. John's Fe, 2008-2010. MICHAEL GOLLUBER RA , Liberal Arts, Sarah Lavrrence College., 1988; M.A. , Philosophy, State of:New York at Brook, 1991; Ph.D., Philosophy, Tulane University, 1998; Instructor of Philosophy, Somhwestem Univerltssistam Professor Xavier University of Louisiana, 1998-2000; Tutor, St. John's Santa Fe, 2000-. SUSAN STICKNEY BA., 1970; Fulbright Scholar, Freiburg, Germany, 1970-71; IvLA., gan, 1972; Gennan teacher, School, 1972-75; Albert-Ludwigs University, Freiburg, Ph.D., University of Massachusetts, imiherst, 1985; Tutor, St. John's College, Santa Fe, 1992-. 48 The Faculty 1979; Ph.D., Philosophy, Fordham University, 2002; Environmental Protection 1986-89; Environmental Consultant, 19902000; Tutor, St. John's ColJege, Santa Fe, 2001-. LISE VAN BOXEL JESSICA)EROME Erne POPPELE University of Chicago, 1979-80; BA, St. John's College, Santa Fe, i989; l\tS.K, Environmental Engineering, University of Michigan, 1991; Associate Engineer, Montgomery Watson, 1992-93; Environmental Engineer, Hinds Environmental, Inc, licensed Professional Engineer, New Mexico, 1997-; Ph.D", Civil Engineering, University of Minnesota, 2006; Tutor, St. John's College, Santa Fe, 2003-. BA Honors, High Distinction, English Specialist, Political Science Major, Trinity College, The University of Toronto, 1992; MA, High Distinction, Political Philosophy, Boston College, 1995; Ph.D., Political Philosophy, The University of Toronto, 2006; Tator, St. John's Santa Fe, 2001-. KENNETH R WOLFE B.A., SL John's College, Santa Fe, 1994; M.A., Latin, inn'""''"'" Of California at Berkeley, Ph.D., Clas- sics, University of C2Jifornia at Berkeley, 2000; Visiting Assistant Professor in Classics and Humanities, Reed College, 2000-02; Tutor, St. John's College, Santa Fe, 2002-. P!-IILIP 13ARTOK B.S., Physics, of Connecticut, 1992; Instructor, Denver Institute ofTechnoloi:,ry, 1995; M.A., Philosophy, University of Notre Dame, 2004; Ph.D., Philosophy, of Notre Dame, 2004; Tutor, St. Joh_n's College, Sante Fe, 2003-. l WALTER STERLING IV BA, St. John's College, Annapolis, 1993; Jacob K Javins Fellow, U.S. Dept. ofEducation, 1993-97; M.A. Philosophy, Emory 1997; Doctoral Candidate, Philosophy, 1997-; Philosophy lnsuuctor, Loyola College in Maryland, 1997-99; Philosophy Instructor, Gwynedd-!viercy College 19992000; lntellecrnal Heritage Instructor, Temple 1999-2000; Adult Learning Instructor, Philadelphia, 2000-03; Tutor, St. John's College, Santa Fe, 2003- BA, University of California at Berkeley, 1993; Anthropology, University of Chicago, M.A., 1995, Ph.D., 2003; Visiting Assistant Professor, DePaul University, 2002-2003; Postdoctoral Fellow, MacLean Center for Bioethics, University of Chicago Hospitals, 2003-04; Tutor, St. John's College, Santa Fe, 2005-. T ANDREW KlNCSTON A.B, English, Kenyon College, 1995; Ph.D., Philosophy and Music, The University Professors Program, Boston University, 2003; Lecnrrer, English, Boston University, 2001-02; Visiting lnsuuctor, Integrated Program in Humane Studies, College, 200102; Adjm1ct Insuuctor, Jazz Piano, 2001-02; Instructor, Writing Program, Boston University, 2002-03; The University Professor's Program Post-Doctoral Fellow, Boston University, 2003-04, Instructor, Core Curriculum, Boston University, 200405; Tutor, St. John's College, Santa Fe, 2005-. LAURENCE NEE BA, Political Science, KERl ELIZABETH AMES A.B , of Chicago, 1993; Cernmy Fellow in Social Thought, University of Chicago, 1993-97; M.A., The Committee on Social Thought, University of Chicago, Bradley Dissertation Fellow, University 1999-2000; Instructor in English., Connecticut College, 2000-01; Comcast Television Tutor on TV Tutors Live, 2001-02; Instructor in the Humanities, University of Chicago, 2002-03; Ph.D., The Committee on Social Tho light, University of Chicago, 2003; Research .Associate, Zurich James Joyce Foundation, 2003-; Lecturer, College Dublin James Joyce Summer School, 2003; Lecmrer in the Humanities, Yale University, 2003-04; Andrew W. !Ylellon Postdoctoral Fellow in the Humanities, Yale University, 2004-05; Tutor, St. John's College, Santa Fe,2005-. of Illinois, Urbana, 1992; M.A., 1994, Ph.D., Politics, Dallas; lD., School of Law, Northwestern 2003; Adjunct Professor of Politics, Dallas, i996-2000; Adjunct lnstructor of Political Science, University of North Texas, 1998-99, Professor of Law and Political Science, John Cabot 2005; AdJunct Professor of Political Science, A_Jnerican of Rome, 2005; Tutor, St. John's College, Santa Fe, 2005-. The Faculty 49 �GREOGORY W. SCHNEIDER CHRJSTINE CHEN TOPI HEIKKERO B.A., Philosophy, University of Dallas, 1990; M.D ., University of Missouri-Columbia, 1995; Resident Physician, Family Medicine, University ofMissouriColumbia, 1995-98; M.L.A., liberal Arts, Southern Methodist University, 2005, Assistant Professor of Family Medicine, Medical Ethics, and literature and Medicine ath the University of Texas Southwestern Medical School, 1998-2004; M.F.A. Candidate, Science and Natural History Filrnmaking, Montana State University, 2004-; Tutor, St. John's College, Santa Fe, 2005-. B.A., magna cum laude, Wellesley College, Russian Studies, 1999; l998-199g, Yale University M.A., Harvard University, Regional Studies: Russia, Eastern Europe, Central Asia, 2001; Program Coordinator, Institute for Democracy in Eastern Europe, 2001-2002; Ph.D: candidate, Modern and Medieval Languages, Cambridge University, U.K.; Graduate tutor, departmental lecturer, Cambridge University, 2004-2006; Tutor, St. John's College, 2006-. M. Th., Theological Ethics and Philosophy ofReligion, University of Helsinki, 2000; M.A., Theoretical Philosophy, University of Helsinki, 2005; Ph.D., Social Ethics, University of Helsinki, 2009; Researcher, Center for Social Ethics, University of Helsinki, 20022007; Visiting Scholar, Colorado School of Mines, 2003-2004; University Lecturer in Ethics, Department of Systematic Theology, University of Helsinki 2007; Tutor, St. John's College, Santa Fe, 2008-. MARK SINGLETON Dimplome D'Etudes Europeennes Integrees (Lettres Modernes) Stendhal University, Grenoble, France, 1994; B.A., English and French Combined Honours (First Class), Birmingham University, U.K., 1995; M.Phil in European Literature (Distinction), Cambridge University, U.K., 1998; Education coordinator, Alice Project, Sarnath, India 1998-2001; Yoga Instructor 1997-; Research Assistant, Dharam Hinduja Institute oflndic Research 2003-04; PH.D. Candidate, Divinity, Cambridge University 2002-06; Tutor, St. John's College, 2007-. LLYD EwANWEUs MICHAEL EHRMANTRAUT B.A., Political Theory and International Relations, Michigan State University; Ph.D. Political Science, Boston College, 2001; Bradley Foundation Post-doctoral Fellowship, Boston College, 2002, Visiting Scholar, Boston College, 2003-2004; Tutor, St. John's College, 2005-. DAVID McDONALD B.A., St. John's College, Santa Fe, 1995; Graduate Research Assistant, Theoretical Biology & Biophysics, Los Alamos National Laboratory, 1995-96; Programmer, Santa Fe Institute, Santa Fe, NM, 1996-98; Applications Developer, PE Informatics, Santa Fe, NM, 1998-99; Manager of Technical Services, Panorama Point Web Development, Santa Fe, NM, 1999-2001; Senior Technician, Theoretical Biology & Biophysics, Los Alamos National Laboratory, 2001-2007; Tutor, St. John's College, Santa Fe, 2005-. ALAN ZEITLIN B.A. English University of California, Davis 1979; sumrna cum laude, Phi Beta Kappa M.A. English (Creative Writing) University of California, Davis 1985; J.D. University of California, Berkeley 1987; Visiting student Hebrew University 1988-89; Graduate student in Comparative literature, University of California, Berkeley 1990-92; Ph.D. Classics University of California Berleley 1998; Lecturer, University of California, Berkeley, Spring 1999; Visiting Assistant Professor, Emory University, 1999-2000; Visiting Assistant Professor, Bard College, 2000-04; St. John's College, 2005-. 50 The Faculty JACKY. WALES, JR. B.S., Mechanical Engineering, Stanford University, 1968; Ranch Hand, 1969-1974; Graduate Study in Philos- ophy, University ofWisconsin-Green Bay, 1975-1978; Laboratory Instructor, University ofWisconsin-Green Bay, 1975-1978; Mathematics Teacher, The Thacher School, Ojai, California, 1978-2006; M.A., St. John's College, Santa Fe, 2000; Tutor, St. John's College, Santa Fe, 2007-. RUSSELL WINSLOW B.A., Literary Studies, University of Texas at Dallas, 1997; M.A., 2001, and Ph.D., 2006, Philosophy, Graduate Faculty of the New School for Social Research; Teaching fellow, Eugene Lang College, New York City, 2001-2005; Post-doctoral fellow at Fordham University College at Lincoln Center, 2006-2007; Tutor, St. John's College, Santa Fe, 2007-. B.A., Near Eastern Studies (Assyriology) and Natural Sciences, The Johns Hopkins University, general and departmental honors, Phi Beta Kappa, 1999; M.S. Oceanography, University ofWashington, 2001; Graduate Certificate, Astrobiology, and Ph.D., Oceanography, University of Washington, 2006; Beneficial-Hodson Trust Scholar, Urnm el-Marra, Syria, 1999; National Defense Science and Engineering Graduate Fellow, 1999-2002; National Science Foundation Integrated Graduate Education and Research Trainee, 2002-2005; Scholar in Residence, Center for Northern Studies, Sterling College, VT, 2006-2007; Andrew W. Mellon Postdoctoral Fellow in the Humanities, University of Pennsylvania, 2007-2008; Visiting Faculty, Wagner Free Institute of Science, 2008; Associate, Colillilittee on Space Research (COSPAR), 2008-; Tutor, St. John's College, 2008-. GUILLERMO BLEICHMAR B.A., English literature, Columbia University, 1997; Ph.D., Comparative Literature, Harvard University, 2007; Harvard University Teaching Fellow, 2001-2005; Tutor, St. John's College, 2009-. ERIKA TROSETH MARTINEZ B.A., English, Colby College in 1995; M.A., Philosophy (linguistics), 2005, and Ph.D., linguistics, 2009, The Graduate Center, City University of New York; Tutor, St. John's College 2010 - . ARCELIA RODRIGUEZ B.A., University of Maryland, College Park, 1996; Ph.D., Goverl.1lilent and Politics, University of Maryland, 2006; Tutor, St. John's College 2008-. The Facult)' 51 �HONORARY FELLOWS ....................................................................................................................................................................................................................................................................................... OFFICERS, ASSOCIATES & STAFF ANNAPOLIS SANTA FE Presidenr Christopher B. Nelson President Michael P. Peters Dean Pamela Kraus Dean Victoria Mora flee Preszdenr.for Advancemelll, Annapolis Barbara Goyette flee President.for Advancemenr, Santa Ee James W. Osterholt Treasurer Bronte D. Jones Treasurer Bryan E. Valentine B.A., St. John's College, Annapolis, 1952 Direcrorofrhe Craduare Inslilule Marilyn Douville Higuera Director ofthe Graduate Jnsneure Krishnan Venkatesh PRESIDENTS EMERITI AssisrantDean Susan Paahnan AssistantDean Edward A. Walpin Director ofAdmissions John M. Christensen Director ofAdmissions Lawrence H. Clendenin Direcror ofAlumniAcnvities Jo Ann Mattson Direcror ofAlumniAcrivities Nanci Wingo Direcror ofArhlenes Leo Pickens StudentAcnvities Director KarenStarz Direcror ofCareer Services Jaime Dunn Direcror ofCareer Services Margaret E. Odell Director ofFinancia!Azd Dana Kennedy DirectorofFinancia!Azd Michael Rodriguez Librarian Catherine M. Dixon Library Director Jennifer Sprague Direcror ofCommunicanons Rosemary Harty Direcror ofCommunicanons Anna Sochocky Registrar Daniel Crowe Registrar Marline Marquez Scally Director ofSnzdenr Health Nancy Calabrese Family Nurse Practitioner Terri Selvage SHARON BISHOP B.A., St. John's College, Annapolis, 1965 R.AYCAVE B.A., St. John's College, Annapolis, 1948. STEPHEN FEINBERG B.B.A., University of Texas, Austin, 1967. RONALD FIELDING B.A., St. John's College, Annapolis, 1970 WARREN WINIARSKI John Agresto John E. Balkcom Edwin Jules Delattre William M. Dyal, Jr. FACULTY EMERITI Curtis A. Wilson Thomas King Simpson Edward Grant Sparrow Thomas J. Slakey Elliott Zuckerman Geoffrey Comber Roger S. Peterson R. Thomas Harris, Jr. Robert Williamson Chaninah Maschler RobertD. Sacks Laurence Berns Samual S. Kutler George Doskow Edward Malcohn Wyatt Don Cook 52 Faculty E. Ray Davis, Jr. GlennA. Freitas Katherine Boaz Robert Richardson Elliott Skinner Joe Sachs Gisela Berns Hans von Briesen GeorgiaS. Knight Stewart Umphrey Kent Taylor Howard}. Fisher Basia Miller Jon Lenkowski Charles Fasanaro Director ofHuman Resources LoisE. Rael Officers, Associates & Staff 53 �Fe Map SOCCER FIELD Lower TENNIS COURTS STUDENT ACTIVITIES CENTER 54 Site Plan Site Plan 55 �2010-n STUDENT BunGET ............................................................................................ Tuition -··---·--···-·-·-·Room & Board 1 $41,792 ··-·- ·----- 9,984 ................. .......................... Books 280 Activities Fee 400 .................. ............ ,............ . ..................................................................... 750 Personal fa.'Penses ......... ············· ······ Transportation 1 2 ............... roo, 350, 600 2 Fees are subject to chm1ge without notice. The alJowance for o-ansportation vari es wid1 the distance betwee n the student's home and the co llege. For detailed information about fees and financial aid, visit www.stjohnscollege.edu ANNAPOLIS Financial Aid Office St. John's College P. 0. Box 2800 Annapolis, MD 21404 410-626-2502 Fax:410-626-2885 finaid@sjca.edu SANTA FE Financial Aid Office St. John's College n6o Camino Cruz Blanca Santa Fe, NM 87505 505-984-6058 Fax: 505-984-6164 finaid@sjcsf.edu 56 TuiLion and Fees � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 2010-2011 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 56 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 2010-2011 Date A point or period of time associated with an event in the lifecycle of the resource 2010-2011 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Description An account of the resource College catalog for the years 2010-2011. Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3d89c26974591859229151b9ff0d066c.pdf f7f46e85d41a235fb903fc9558e89aed PDF Text Text of the St. s Program 2012-2013 T 1 ANNAPC.LIS Founded as PR chartered as St. William's is accredited ~SANTA the Niiddle States A~sociation of uvuu""~ PA 19104; 215-662-5606; is accredited North Central Association of 60602; Suite 2400, OO<O-Cll2,.-7 affiliation. St. regard to sex, age, accessible to persons vvi.th and lL11,o;uJ11, or national or ethnic origin, ·without or sexual oriemation. Academic facilities and most residence halls are disabilities The College reserves the to modify the programs herein stated without notice. 1 �College Calendar 2012-2013 ANN AP SANTA FE LIS 2012-2013 August 21 August 21 Classes Begin with Seminars October 5-8 August22 Uppcrclass Registration August 23 Convocation August23 and Convocation 22 Freshman Registration Undergraduate Classes Begin with Seminar's November 21 -25 Thanksgiving Recess October 12 - r5 Long Weekend December 14 End of First Semester November 21 - 25 Thanksgi1~11g Recess December 14 - January 6 'Winter Vacation December P,) End ofFirs1 Semester Second Semester December 14 - January 13 Winter Vacation Januaryn January Freshmar1 Registration Spring Vacation Jarmary 14 Second Semester Begins TO End of Second Semester March9-24 Spring Vacation 12 Con1n1encc1nent 7 I - c:j March J- r7 r6 End of Second Semester 18 Commencement Graduate Institute Summer Session 3 Graduate lnstinue Summer Session Ends January Freshmarr Second Semester Begins June ro Augustr Jam1ary Freshman Second Semester Ends Augustr 2 Graduate Institute Summer Session Begins Graduate Institute Summer Session Ends 3 �Table of Contents 6 Introduction THE CURRICULUM 8 9 rn 13 17 19 Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John's List of Great Books THE ACADEMIC ORDER 28 29 29 30 30 32 Tutors Instruction Comminee Library Schedules Essays and Examinations Academic Standing Degree ofBachelor of Arts Graduate Study and Careers after St. John's Graduate Institute in Liberal Education Degree of Master of Arts in Liberal Arts Degree of Master of Arts in Eastern Classics 34 Bibliography 35 Board of Visitors and Governors 36 Faculty 53 Officers, Associates, and Staff 54 Campus Maps 56 Admissions, Fees and Financial Aid 24 25 25 26 27 5 �Introduction This conversation, however, is unavoidably one sided. The books can only repeat what they have to say, without furnishing the clarifications that we desire. To overcome this limitation is the goal of the St. John's seminar. Here a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, anempt to discuss it reasonably. It is presupposed tliat the students are willing to submit their opinions to one another's questions. The demands of the individual and those of the group are in continuous interplay, sening limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. It may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are - to help students gain understanding and make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the program that tlle habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John's takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John's seeks to restore the true meaning ofliberal education. The primary function of me liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic the arts oflanguage; and arithmetic, geometry, music, and astronomy- the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measuring, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experimentation, mathematical demonstration, and musical analysis. They all serve the same end: to invite the students to think freely and critically for themselves. By these means, students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned iliem throughout their lives. St. John's College is a community dedicated to liberal education. Liberally educated persons, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John's College is persuaded that a genuine liberal education requires the study of great books - texts of words, symbols, notes, and pictures - because they are both timeless and timely. These books are the most important teachers. They illuminate the persisting questions of human existence, and they bear directly on the problems we face today. They express most originally and often most perfectly the ideas by which contemporary life is knowingly or unknowingly governed. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not of merely academic concern, nor is it remote from our true interests. They change our minds, move our hearts, and touch our spirits. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to know the world around them and to know themselves in this world, and to use that knowledge with wisdom. Under their guidance, men and women can free themselves from the constraint of prejudice and the narrowness of beaten paths. Under their discipline, men and women can acquire the habit oflistening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. The aim of the education offered by St. John's College is the liberation of the human intellect. This is an education for all, regardless of a person's race, ethnicity, sex, religious beliefs, country of origin, economic background, age, disability or sexual orientation. By reading great books and struggling together with the fundanlental questions that they raise, students and their teachers learn from their differences and discover more deeply their shared humanity. In this and other ways, a diversity of background and experience enriches our community oflearning. Because it offers an education for all, St. John's College has sought and continues to seek to make its program of study known and available to people of diverse backgrounds. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject maner is scientific, historical, or philosophical. They are also linked together, for each of them is introduced, supported, or criticized by the others. In that sense they converse with each other, and they draw the readers to take part, within the limits of their abilities, in a large and continuing conversation. 6 The Introduction The Introduction 7 �The Curriculurn THE SEMINAR The heart of the cmriculun1 is tl1e seminar - a discusS!Oil readings from the books of the program. In each seminar seventeen to twenty-one students work with two members of the faculty who serve as leaders. The group meets twice a week, on for two hours - or sometimes if the topic under discussion has aroused a sustained The assig11ment for each semi mu amounts, on the average, to around eighty pages shorter ifthe Except for the of common courtesy, there are only two rules: first, all opinions must be heard md however sharply they may clash; second, every opinion must be supported by argument - an does nm count. In a freshman seminar the students may tend to express their for their relevance to the with liule or their relation to the of others. in their interplay with one another, the students learn to proceed with care, keeping to the and uncover the meanings of the terms they use. that to some extent the procedure of the seminm varies with the kind of reading under study; poeLry is and it can a different Such progTess iri learning together crowned by sudden on the part of a few of the seminar members, occasions when the seminar as a whole achieves illumination. The a asked by one of the leaders. Thereafter the seminar consists of student discussion. Students talk with one another, not the leaders. do not raise their hands for perm1:;s1Luu to be heard, but enter the discussion or withdraw from ii: at will The is teinpen:o by the use of formal modes of address. almosr cenain to ehcit a discussion of war and aggressmn and to the surface the sn1dems' and fears about the wisdom or error of narional Hollier and Dante on human virtues :md vices and on--~~--~-) seminm will dev01.e all its time to an m,,,,.,~j"p·''"' the 111e course of the discussion Cillmot be fixed in .. advance; it is determined the necessity of"folcrucial issues, or of a train of reasoning 111<: argument does to the answer to a More often than not the remains open bu l with certain alternatives outlined. The progress of the seminar is noc parsmomh; the sometimes branch itself in irrelevant difficulties. rigor of an argument emerge Vlithin the sequence arid other rn''''n"'''u devices the discussion is alive. A seminar may also into rather empty talk, without <Jble for some time to L\.1:ricate itself from such a couxse. At ns best, the seminar may reach far the initial views lmy of its members. Under these ci.rcmnsW..l1ces, the pri..mmy role of the leaders is nm to give information, nor is it to produce tl1e or interpretation. lt is to guide the disto raise ob3cctions and to """" ""''"i•llP to understand the awJ1or, the issues, and rhemselves. The most useful instrument for this pu.rpose is the perhaps the most useful device of all is the But the a definite stand and the argument. ff they do so, however, consideration. Reason is the 8 There arc generally not more than ten students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminm·. Usually, the students' work is completed by some form of written work, either a formal paper or a presentation to the class_ seminar, students from different groups compare the made in their discussions - The Curriculum Listed below are some of the preceptorial subjects offered on the two campuses in recent years. Heidegger: Be1i1g and Time Consequently, all opinions must be defended witl1 reason, and any single opinion can prevail TI1e aim is always to develop the students' powers ofreason mid w1derstanding and to help theimirrive ofu'leir own_ sopn1:imcor1e, and junior submits ai1 essay on some theme SL1ggested by the seminar readings. submitted each semester; in In Santa Fe, an F;..rmapons, each year. TI1e essay is not a research paper wid1 extensive foornotes a.nd a bibliogTaphy, but ratl1er an auempt on the part of the students to set out in as as tl1ey can, their own tl1ougfas on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinathe annual essay holds a position importance it becomes a major pan of the process called enabling (see page 28) Aristotle: Jl1eraplzysics Darwin: JVamra! Selection Hobbes: Leviarlwn Austen: Selected Novels THE PRECEPTORIAL For about seven to eight weeks atthe encl of the first semester seminars of the junior and senior classes are by These are small grnups of sru<lents engaged in The study of one book, or in eX"ploration of one subject th.rnugh several books. Students a choice to r,,,,,.n,nolc on books or subjects of particular interest to the tutors who offer them. Students may suggest and invite a tutor to it with them. Ethical Problems in :Medicine one of the books of the seminar list, or a theme suggested by the program, some may deal with books and thern.es the students would not orhcrwise encounter. The Curriculum 9 �THE TUTORIALS The seminar cannot suffice as the only setting for liberal education. its very natme, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful and of persistently precise discussion and writing. Other learning experiences must therefore support it; these are the tutorials in language, mathematics, ai1d music. For each of four years, a student attends one language and one mathematics tutorial three times a week. Sophomores also attend a music tutorial. In the tutorials, seated around a table, about thirteen to sixteen students study and learn together under the direct guidance and insu-uction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration., of an important work As in the semin:u, smdents talk freely witl1 one another and with the tutor, but the discussion focuses sharply on assigned tasks There are opportunities for all students to contribute their measme of instruction a_nd insight to one another. Other tutors occasionally attend, seeking to learn about a particular that they may later teach. is assigm:d regularly in all classes. mathematics, music, and sections, as well as in languag,e tutori81s The students are thus called upon continually to 8Hiculate and their thinking in both the written and forms. T1-rn TUTORIAL Specialization in higher education has led to a profound neglect oflangr1_ag·e sldlls. As country is from barrier oflanguage, so studying these languag,es, by translating from them into English, and by comparing tlmn vvith each other and with English, the smdems lessn something of the natme oflangnages in general and of their own in particular. During the four years., then, they su1dy language as tl1e discourse of reason, as the articulation of experience, and both and as the medium of the art and indirectly, through the intermediary of foreig11 tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent, and eflective - if it is to be adequate and persuasive. In the beginning, the is on the forms of words, the constructions, and the vocabuof each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to trend and of and a the central idea, is more precise and analylical one that is concerned with particular details and shades and with the structure <md rhetorical pattern of a work. Those are matters that do not come directly into seminar discussions. The students' concern with tutorial improves all their them in the for whaiever immediate end, and enriches their LO think of the tuLOrial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the w the semmaT turn, can then become more common in seminar. condirion by in the means communication. In a broad sense, it may be rnes<:m-miv restoration of the uaditional studies of grammar, rhetoric, and The tutorial seeks to foster an intelligent and active grasp of the relations on the one hand and and between 'll>frfi"'O"""' on the other. To do this, it must direct attention w fundamental ways in which words can be ~ to~ The (Greek in Ihe first and second years, and French in the third and founh an eilective means to these ends, 10 The Curriculum The language Httorial cannot and should not aim at mastery of the foreign language, but the sn1dcnts can obtain of grammatical ofthe "'-"i0 cw.;0 ~o the seminar Latin and German might be used pattern and aims of the rntorial. The however, goes well with the freshman seminar and mathematics n.rtorial., and the continuance of Greek into the advances the work of the first. The second year ends with and discussion of works Donne, and other poels. The French of the third year begins with a brief, intensive of French grammar followed by the reading of a French text. The aim here is economical progress toward fa.cility in the reading of simple French Then follows examination of the form and coment of French prose selections. Discussions of both form and contem arc related to appropriate writing assignments, in translation in which the students attempc to match in their own tongue the excellence of their models. In the second semester a play is read - often unaware which mathematical equations and formulas are based. Mathematics at St. John's is studied as a liberal an, not elegance and i,mag1nation, as it is at St. John's., mathematliberal an Racine'sPlzedJ<?. The principal of the fourth vear is the reading and poetry, including a number of poems from Baudelairc'sLesF/ew:r duil1af. Its immediis the and enjoymern of each poem in its parts and as a whole. h also provides a subsrnrnial basis for discussion of the art of poetry and clarification of lhe relation of that art to the traditional liberal arts oflanguage. \Vriling assig11ments include exercises in translation more ambitious than those "'"'~"""·-..u in the third year. The year ends with analysis and discussion of modern Brilish and American poets, such as T. S. Eliot, Robert Frost, W. B. Yeats, and ~fa]J_ace Stevens. Mathematics is a vital part of education; that this is true be is suggested by the word itself, for it is derived from a Greek word meaning "to learn." his then, that sn1dents should come to dislike mathematics or to think of themselves as unmathematical. The Curriculum ll �strate propositions at the blackboard, and solve problems. doing this over four years, they learn a good of deal of mathematics and they gain noticeably in thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: and how do mathematical proofs carry snch conviction? What is a mathematical system and what are his predecessors, the students gain a notion of deductive science :md of a mathematical system in general; they become acquainted with one view of mathematical objects - its central found in d1e theory of ratios which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy's centering their attention on the problem of consu·ucted to "save the appearances" in the heavens. That the Uttorial reads Ptolemy indicates the difference between the mathematics tutorial at St. Jolm's and the ordinary cmirse in mathematics. a mathematical theory of the heavenly motions, but he more than that: his work is both an example of mathematics phenomena and a companion to the and religious readings thaL are taken up in the lirst and second years. In the second year, the Sll.lClcnts continue the wich emphasis upon those difficulties and Lvm'·""'~"''' of the geocentric system that ai:-e brilliantly the revolution. They transformation of the Ptolemaic them~y into next take up the Conics of heliocentric form. ApoUonius to learn a very whose analytical treatment by Descanes m:rrks the beginning of modern mathematics. After this geometry, which presents the conic form. They thus gain an underthe "analytic an·' in general. transformed In the third year, students analytically in its modern form, originally in Leibniz's work, and as il1a1/1emaa(a. In the second semester, students take up Newton's treatment of aslrnnomy m whicl1 he a laws its proper beginnings crnd ends? \\7hat is rhe relation of logic to mathematics? What do "better" and "worse," '\1gly" and "beautiful" signify in mathematics? Do mathematical constitute a Axe there '"mathematical objects"? How might the discoverer of a particular theorem have come to see it? means of such questions, which grow out of the clc1ily work and which excite the i_ntdlect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is and often carried over into the larger sphere of the seminar. The students begin with theE!ernenuofEuclid. Euclid's organization of the mathematical discoveries of 12 numbers, the endeavor to aridunetical frnmdation for the calculus. The mathematics tutorial is both an imrnduction to and a foundauon for the philosophical outlook of the modern world. 1n the fourth year, The reading ofLobachevski's to non-Eudidean reflection THE One ohhe aims of the St. John's progrnm has been to restore music as part of the liberal ans cwTiculum. 111e of'mLtsic at St. John's is not directed toward performance, but toward an undcrstcrnding of the phenomena of music. The ancients accorded music a among the liberal arts because they understood it as one of the essential functions of the mine!, associated with the mind's power to grasp number and rneasme. The liberal art of music was based, for them, on the rntios among whole numbers. In pcffticular, the music program at St. John's aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, students meet once a week to the ftmdarnentals of melody mid its notation. Demonstration rnkcs place primarily by singing, the second semester the students perform some of the great choral works. In the sophomore year, a tutorial meets three times a week. Besides c~ntinuing the singing, the music tutorial reflects two different bm aspects of music. On the one hand, music is intimatdy related lo language, rhetoric, and poetry. On the other, it is a unique and sclrsufficiem art, which has its roots deep in natme. The work of the mtorial includes an investigation of in words as well as in notes, a thorough investiof the diatonic system, a study of the ratios of musical intervals, and a consideration ofmclocly, counand harmo11y None of these <tre done apart from the reality of good music. The inventions ofBach, the songs ol Schubert, the masses of Palestrina, the Sr. JJ1anl1ew PaJS1011 orBach, the operas of Mozart, and the instrumental works ofEeethov~n are the real teachers. ln the second semester, at least one major work is analyzed closely. Scmin:rr·s of music are included as part of the regular seminar schedule. Instead ofreadi1w a 0 tex1, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and emiches the understanding of it. THE LABORATORY Three hundTed yeaxs ago, algebra and the arts of analytic geometry were introduced into Emopean thought, mainly by Rene Descartes. This was one of the great intellectual revolutions in recorded history, paxalleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. Jolm' s program and one that the college talces special care to emphasize. There is scarcely an item in the curriculum that does not bear of the program c;dlibit the upon it. The far-reaching changes that now from it, and these could not be appreciated without the first two years, which cover the period from Homer w Descartes. Modern mathematics has made possible the ration of na111ral phenomena on an immense scale and has provided the basis for what is known to us as the laborarnry. The intellectual tools of the laboratory <ffe the consequence of the vast project of su1dy conc~ivcd by the great thinkers of the seventeenth cemury. based on a mathematical interpretation of the universe, which transforms the universe imo a great book wriuen in mathematical characters. St. John's has setup a tl1rce-year laboratory in the natural sciences. ln the students lJnrsue 1 characteristic and related in physics, and chemistry. The art of measurement involves the analytical study of the instruments of observation ai1d measurement; in p:ractica, sntdents reproduce crucial e::q)erimcnts; ai1d, drroughout, the interplay of hypothesis, theory, and fact has to be scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. '!be task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand The Curriculum The Curriculum 13 �the siimi ficance of science as a human enterprise involvo ing fundamental assumptions and a variety of skills. The college does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains oflearning. Different fields ofeqJloration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. The general topics of smdy have been chosen from elementary physical and biological sciences. The sequence of sntdy may be outlined as follows: IST YEAR 12 20 OF THE The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (r) The formally scheduled experimental work must be combined with a foll and free discnssion of the instruments and principles involved in ic. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption., and observation. Thus certain integrated wholes of subject matters are selected as problems in which the roles of theory and experimentation can be distinguished through critiml study. (3) The schedule of laboratory work should give opporrnnity for leisurely but intensive The students must have time to satisfy Themselves as to the degree ofaccuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion co repeat an entire experiment. Only thus can come to a mature understanding of the sciences caHed "exact" "'""""'~n""" section consists of founeen to sixteen students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections n-1cct rwc or three ti1nes a week. session may be used for and discussion of theory, for exi:ierirnentation, or for both, as the progress of the. work requires. ln most cases, the basis for discussion is a classic paper or other text directly related to the topic at hand; writings ofA_,ristorle, Galen, New1on, Lavoisier, l\hucvvell, Thomson, Rutherford, and Bohr arc among those regularly used rn this way In all the work of the laboratory and in the laboratory manuals vVTittcn at the college, the purpose is to achiev~ an intimate mixture of critical discussion and empirical inquiry J4 The Curriculum weeks: Observational biology weeks: Studies of rnat1er ancl measurement, leading to the atomic theory of chemistry Topics in physics: mechanics, optics, heat, electricity, rnag11etism 10 weeks: 18 weeks: THE Quantum physics Genetics, evolution, molecular biology YEAR The laboratory begins with twelve weeks devoted to topics in observational biology: classification of types, m1atomical strucrnrc, cells and their aggTegation and differentiation, and embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading importm1t works of biological scientists. Here the snxlcnt confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet chstinct from, the surroundi:ngworld. The freshman laboratory nen turns to the nonliving in a seat"Ch for Ji.mdarncntal laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature, m1d calorimell'Y at'e taken up, experimentally and in discussion of the relevant theories. These topics lead into m1 examination of the phenomena, hrgely chemical, and the arguments that arc involved in the theorythatmaner is composed of discrete particles. The stud~nt compares the views of Aristotle and Lavoisier on the nature of subst<mce m1d substantial chm1ge, wcl goes on Lo study and discuss importm1t original tens beat"ing on the development of the atomic-molecular" theory. RYperimems at"e performed to help wirh the understanding of the tens m1d the physical m1d chemical transformation of which they ~p~ak. The yem"' s work culmirntcs in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. The third-year laboracory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, m1d electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original Wfitings by 0Jlileo, Descartes, Huygens, Newton, Leibniz, Carnot, ancl lVlaxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics rutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative clescrip- tion of force, acceleration, work, energy, and potential fields to their reformulation in terms of derivative wd integral; at the same time, the physical concepts serve to illustrate the mathematical ideas. The concepts of mechanics are to be used to formulate alternative theories oflight - corpuscular m1d wave - and the success of either theory in accounting for optical phenomena is cxmnined. The fondmnental phenomena of electricity and map1etism arc studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell's derivation of an electromag11etic theory oflight. The Curriculum JS �THE FOURTH YEAR In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first semester, the senior laboratory takes up anew the theory of atomism - but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quantum hypothesis ofBoht and the wave mechanics of de Broglie and Schtodinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. The Laboratory program ends as it began - with a study ofliving organisms. In the spring of the senior year, students finally confront the evidence and argu- 16 The Curriculum ments for their modern views of evolution and genetics. The semester begins with Darwin and Mendel, proceeds to a synthesis, and then traces developments in cellular and molecular biology which are thought to undergird this synthesis, as presented in seminal papers by twentieth century biologists. In addition, this work raises questions about whether there is purpose in nature, whether there are natural kinds, what distinquishes living from non-living, whether living things have a wholeness, and if so, what is responsible for it. THE FORMAL LECTURE The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar, tutorial, or laboratory readings or it may open up a new field of interest and test the students' readiness to absorb new information and to follow arguments in unfamiliar fields: in anthtopologyor space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John's faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. The Curriculum 17 �LEcTu.~Es...AN.I?. q.o.~9~.R_T.8, ...................... . The following list provides some examples oflectures and concerts given on one or the other campus in recent years: "Reading, Writing, Listening, Talking" Eva Brann "Quantum Phenomena" Mark Rollins "Honor, Glory and Friendship in Homer's lb.ad and Aristotle's Ethics" MichaefDink "Normal and Abnormal Neuronal Migration ... or Why Your Brain is Wrinkled" ]ohnReeJ' "Wealth, Virtue and Corruption: Adam Smith's Moral Philosophy" LaurenBmbaker BiU Char/np Jazz Trio Works byThelonius Monk Ca/Haines Tnbute Trio "Wordsworth and Keats" Ronald.Sharp "Why Was Spinoza Exco=unicated?" Steven Nadler "On Readingthe U.S. Constitution as a Great Book" WiUiam Brairlzwai.le "Descartes, Newton and the Mathematical Character ofNatural Philosophy" Mary Domski "T.S. Eliot's Othello" Christopher Ricks "Does Beauty Have a Place in Liberal Education?" Danie/Harrell "Tonal Music and the Mozart Operas" Elfioa Zuckerman "The Tocquevillean Moment" Wi!fredMcC/ay "Re-thinking Difference" DanielDahlstrom "The Metaphysics ofDante's Co=edia" Chrisaan Moevs "Music, Meaning and Gods in Greek Tragedy" Mark Grjffirh ST. JOHN'S LIST OF GREAT BOOKS The list ofbooks that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since 1937, it has been under continuous review at St. John's College. The distribution of the books over the four years is significant. More than two thousand years of intellectual history form the background of the first two years; about three hundred years of history form the background for almost twice as many authors in the last two years. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year ranges from the Hebrew Bible to the sixteenth century seeds of modernity; the third year has books of the seventeenth and eighteenth centuries, most of which were wrinen in modern languages; the fourth year brings the reading into the nineteenth and twentieth centuries. The chronological order in which the books are read is primarily a maner of convenience and intelligibility; it does not imply a historical approach to the subject maner. The St. John's curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The list of books that constitute the core of the St. John's program is subjectto yearly review by the Instruction Comminee of the faculty. Those listed here are read at one or both campuses, although not always in their entirety. Books read in seminar are indicated by an asterisk. "After the Beautiful: Hegel and the Philosophy of Pictorial Modernism" RobertPippin "Michel de Montaigne's Singular Essays: the Man, the Book, the Legacy" Colin Dickson "Conatus and the Pre-Scientific Basis of Spinoza's Ethics" Richard Vel.kley "Cicero and the Creation of Roman Philosophy" Wlzlter Engl.en "Fields and Particles and Being" Dylan Casey "Invisible Beauty: Euler's Astounding Formula" GrantFranks "Dialectic, Virtue and Recollection in Plato's Meno" Laurence Berm '"Lucky the One': Kierkegaard's Search for Morality in the Stories We Tell" PlulHopkins Music of Liszt, Schuman and Chopin AwadaginPraa J8 The Curriculum The Curriculum J9 �''Homer: Iliad, Agamemnon Libation BearerJ, l,'umenides, Promerlzew Bound Oedipus at Colonw, AJUigone, PlzilocteteJ; Pe!opomzesian War Hippo6rtUJ; Baldwe Histories Clouds Jlrfeno, CorgiUJ; Republic, Apo!Of2.)/, Criro, Plzaedo, Synzposiwn PmmenideJ; Tlzeaereau; Sophis~ liinaew, Phaednts *Poetzcs; *Nzcomaclzean Etlzics, On Generation and Co1mption, *Politics, Parts of.AminaiJ; Generation ofAmina!s ElememJ On 'Sophocles: ''Thucydides: *Herodon1s: *Plato: Aristotle Euclid: '·'Lucretius: *Plutarch: Descartes: rascal: Bach: Mozart: Beethoven: Schubert: lVfonteverdi: '~ CervaHtes: Galileo: Almagest IJmtise on rhe Equ1!1bnimz a/Liquids Andzmeric Pascal: Nicomachus: Lavoisier: ~Hobbes: "·Descartes: ''Milwn: La Rochefoucauk! La Fontaine: ~-rascal: Benhollet,J.L Proust YEAR Aristotle· ., Plutarch. *Tacirus· *Hebrew Bible ''New Testament *·De AJ11ina, Conics Aeneid "Caesar," "'Cwo tlze Younger," DiscouueJ; Jlfanua! Annals Ehot ':-Locke: Racine: l"'k\Vton: Leibniz: ''Mairnorndc:s: ''Jrnsdm '"Dante· 'Chaucer ''Machiavelli: The E1zrzeads Eady .flisto1x ofRome L'01feo Symplzony ofPsalrm Don Tiuo New Sciences Leuiatlzan Jl1edita1ions; Rulesfar tlze Dzi-ecrion Paradise Lost fvlanines }ables Paisees iv!tdd!emardz Jlzeo!ogico-Poulzca! Treaa:se Phedre Gu!liue/s Ttrmeis -"·Y~an.t: Don Giovanni * PiJ.:sTen: Hawthorne Dedekind· Pros!ogzum Summa T/zeologzae Dzv1!ze Comedy Canterbwy Tcdes The Pnizce, Discourses On rlze Reuo!uaons oftlze Splzeres Tlzird Symphon)r 'Hume· *Rousseau: 'Moliere 'Adam Smith: 'l-lfozar:: '· Plotinus: *Richardll, 'The Tempesl; Yfamler, 'Othello, *!Wacbetlz, ](ingLem; and Sonners Marvell, Donne, and other 16th- and 17th-cenniTy poets Ceomeoy, 'Discow;ye on Jl1erlzod Cenercaion ofConic Sections St. Jlrfaahew Pm:sion, !nvemions and Madison: ":·Twain 'eWordsv..rorth: Tlze Sccaiefl Letter Tlze Federalist Maxwell Palestri_na V1ete· ",.BacoD: 20 The Curriculum The Cuniculum 21 �OF Aun-10Rs, AccoRDING TO THROUGH THE FOUR YEARS YEAR ''Goethe: Darwin: '·Hegel: Lobachevsky: ''Kalka: *Plato: ''Tocqueville: Hamilton, Jay and Madison *Lincoln: ''F Douglass: ''Kierkegaard: *Wag11er: ''Marx: ''Tolstoy: ''Melville: ''O'Connor: ''William James: ''Nietzsche: ,_Freud: Baudelaire: ''BookerT *Du Bois: *Supreme Court Opinions Fawt Origin ojSpecier Phenomeno!ogyojll!fti1cL 'Logic"' (from the Encyclopedia) Tlzeory ofPara!!ets Tlze Jl1elamo1phosis Plzaedms Democracy in America Docume1wjinm American Histo1y T/1e Federalist Selected speeches Selected speeches Plzi!osoplzica! Fragmenis; Fear and Jl-emb!ing JhJtan and Isolde CapiraL Po!1rica! andEconornil JVfanwcripu ofi844, Tlze Cemzan fdeofogy Brorher:sKaramazov War midPeace Benilo Cereno Selected stories PJycho!ogy, Beyond Good andE1Ji! Mmi( FFeshnnan Year Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodorus Timcydides Plutarch Euclid Nicomachlls Ptolemy Lavoisier Dalton Archimedes Pascal Fahrenheit Avogadro Virchow 5,i;plvm:1m_·e Virgil Dante Chaucer Sha,\espeare Dmme Marvell 1\sistotle Epictetus Plotinus Hebrew Bible New Testament Augustine Anselm Aquinas Luther Montaig11e Bacon Maimonides Plm:rrch Tacirus Ptolemy Palestrina Apollonius Copernicus Descartes Pascal Viete Kepler Bach Cerva_ntes Milton Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Locke Rousseau Arlam Srnitl1 Hamilton, Jay, Madison Documents fromAmericm1 political history Year LesE!eur:s du Mal Llvy Machiavelli M:rriotte Gay-Lussac Pro list Cmmizz:rro Berthollet Mendeleyev J_ J_ Thomson Harvey Driesch Spemann Mozart Beethoven Schubert Stravinsky Haydn Des Prez Monteverdi Tl1e Souls of-Black Folk *Husserl: *Heidegger: Einstein: J1mim· Y<eru Sv·,1Jft Racine La Fontaine I.Austen La Rochefoucauld G.Eliot Moliere Wordsworth Twain ''Conrad ''Faulkner: FJauben: *Woolf: Mathemaries and Namra!Sdenee Literntillxe Co Dowil Moses Un Coeur S1/np!e fl!fn. To Yeats, TS. Eliot, Wallace Stevens, Rimbaud J.1110mson, Millik.an, Minkowski, Rutherford, Davisson, Bohr, de Mendel, Boveri, Sutton, Beadle & Tarum, Sussman, Warson & Crick, Jacob & Mo nod, Sen1or Tolstoy Dostoevsky 'T/zeJe awhor;s or w01ks are read in Jeminm: Baudelaire Rimbaud Valery Yeats Kalka W. Stevens TS. Eliot Conrad v·woolf O'Connor Melville Faulkner Kam Hegel Kierkegaard Nietzsche WJames Heidegger Plato Husserl Hegel Marx Documents from Americai-i political history Tocqueville Lincoln Supreme Court opinions F Douglass B. Washington DuBois Hamilton, Jay, Madison Galj]eo Young Euler Taylor Newton Leibniz Huygens Faraday Lobachevsky Rutherford Minkowsk:i Davisson de Broglie Beadle & Tatum Boveri Sutton Morgan Sussman Hardy Dedekind D. Bernoulli Faraday Mozmt MaA'well 0rsted t-ill1pere Mendel Jl TI10mson Bohr Millikan &hrodiuger Dai-vvin Freud Einstein Heisenberg Watson & Cridc Jamb & Monod Goethe Flaubert 22 The Curriculum The Cun-iculum �THE INSTRUCTION COMMITTEE The Instruction Committee is a committee of tutors The Maryland Hall of Records, spaces with subtle natural and contemplation, The music library is housed apart in the Mellon building, and offers sound and printed scores, all available for loan, THE TUTORS for advising the cleans on all matters of insffuction, It also advises the presidents on appoint- At St. John's, the called tutors, The title is avoided to signify that it is not the chief role of the tutors to docffines in their field ments to the faculty The COID_l_Trittee consists of t_he deans and twelve tutors, SLY elected by the ttltors on each campus of the college; the presidents sit with the Insffuction Committee ex officio, The dcm1s preside prepare for their discussion the teacher of the class - it might be Plato or :Newton or Jane Austen or one of tl1e other authors who wrote from the of their over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Insnuction Committee for that campus and meet regularly throughout the yem', The foll committee meets annually, alternating between the two campuses, and the dean at the host campus at those annual meetings, part of the program, are, and have to ~,,~v~'" of a seminar and of either two lol1mo1r1n section, and "''~~'""U' The rntors should be c'"''"'I' " ' ' and tO CTIC0lifage StltdtntS tO n111pr;u1ucms of their first aneuJ.pts at nnrJPrCc,.t»,01'°/rJUH'fr In smmmrry, the rnle of the i:utors is to ''""''''"····to lislen, and to bur first of all the mtor villi call on the thcrnsdves, swdcnts to try to In order that conversations at SL John's will nor be limited to-what fits inside a H 1s essential that SL John's llltors re-educate themselves to increased in those pans of the prog1am that cue ontsid<: their !ield tutors with advanced tr[(i_then1atics 1,,vould prepare themselves to tutori~1Js frorn uvpuv~,'~" rooms, and a music room with listening cmTels and a collection discs, records, and DVDs, viLu""llN-'c' Both libraries hold interesting special collections, including several hundred works read in the included in the Greenfield collections, such as Sc John's collecnon of fine an slides, THE LIBRARY his additional volumes The libraries on the two campuses have a total calleenon of over r3o.,ooo items, mvanous the m form of trar1slaion, For th2-t rntors have time to more into the foundaxions lli'ld wider contexts of what is sn1died at Sc John's than the classes time, including two 24-hour records, and insnuction manuals throughout m'e available in the Some of the notable Greenfield '~vuLa"""L'' and learn- able to determine the difficulties ofilieir studems and to Ihe~u1 to reformulate their observmions and TI1e Faith and John Meem Library in Santa Fe in 1990, It offers a variety of study areas clesig11ed to accommodate up to half of the studem body at a given """''""'·~''and 1nany diverse groups cre set up_ Leaders so1netim_es relieved of their duties, The groups engage i11 ofa Instruction Committee of the centrat~_on in the sciences a:ad huu1ani-ries. TI1e services enable current students, and staff to request books and Journal articles that He llOl ]Xfft of the collection from librm·ies possesses the and lnscribed Books, some 800 titles of first editions by the authors. Some of the pre-1930 materials are housed at the State Archives, The Witter Collection and the Poe Collection in Santa Fe contain first editions of each poet, as well as other "belles !erte;:s," In addition, the Smirn Fe contains and alumni and the Holtzman Music Collection. collection the country, In all its activities, the library part1<:ipme in the program of the and ol education, terminals for eiectronie resources, and the ktemeL The libraries subscribe to several clec- are nr1dcr are involved with OCLC are contirn1sffive for greater of tht::o1. Some ilitors do find tin1c to w-rit·~ articles 8cnd books, but their first is to prepare themselves to teach SL John's progTarn, TIIis ts necesno full-time tutor is confined 24 The Academic Order c.cccssed in the libraries, dorms, s_ny computer tha: connects to the St, John's network is housed in a The Academic Order 25 �A ANNAPOLIS FRESHMAN MONDAY HOUR 9:00-w:roA.M. TUESDAY Language 1:00 ~ J40 p .ii'!. MONDAY 9:00- ro:30 A.M. 10:30 A.M. - 12'.00 P.M. Seminar T30 - 9:30 P.M. Language Semi mu- ESSAYS AND EXAMINATIONS An.rmally in Annapolis and each semester in Sa.ntaFe, alJ freshmen, sophomores, a.nd 1uniors submit essays to thei.r sern.inar leaders on some aspect of the liberal arts. These essays are based directly upon books in the program. EXAMINATIONS 26 The Academic Order imnPrrl~""'""" may choose their own time, the schedule is The same for all smdems. The •m-•,;uar;•c, mathematics, and music tutorials each meet for threeand- one-hillhours to four-a.nd-onc-halfhours up to six hours Each week there are two hours or more. A formal teen hours year is divided into two semesters of siA'teen weeks each. Toward the end of each semester, oral examinations are conducted for each student by the seminar leaders. The students aTe questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of d1cir study in relation to each other and to problems that may not have been n·eated in any of their classes. For freshmen., the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preCCJ)Wrrn.ts begin. WEDNESDAY THURSDAY Mathematics Laboratorv r:30~1.r3or.M. Formal Lecnire ..................... TUESDAY Mathematics Music Mathematics Chorus FRESHMAN HOUR the most distinctive mark of St. John's is the fact that all the students of the same year are reading the same books at the same time with the same immediate This may be the week whrn all freshmen arc Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid's Elements; or the whenstutime of' the first dents and seminar leaders are about the for liberty in Pericles' funeral oration. Thus all students, having a common program of study, have a common grow1d for conversation. Mathematics Seminar A FRIDAY Language Laboratory Laboratory 8:00- 10'.00 l'.M. THURSDAY Language Mathematics 10:20 - n:30 A.M. SCHEDULES WEDNESDAY Mathematics Language FRIDAY Language Laboratory Seminar Formal Lecture EXAMINATION Before the second semester of their sophomore year, students must pass an examination in el!crn?nrnrv algebra and trigonometry. Review sessions are offered. THE FINAL ESSAY AND EXAMINATION In the senior year, the student is required to present to the faculty a final essay related to some aspect of the four years' work. It is not intended to be of specialized research, but rather a sustained mance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. lfthe final essay is approved by the facuhy col11lllinee to which it has been for reading, the student is exa1nined about it by the committee in an examination. No degTee is awarded unless both the essay and the oral examination are The senim essay is regarded as a culmination of d1e su1dent' s learning. 111e Academic Order 27 �conferences some of the don students report on their own work, THE ST. JOHN'S DEGREE, BACHELOR OF ARTS ' 6,63 work in social services, social work, and the Th~ ff a student's work as a whole frills below a tionary period is one semester. GRADUATE STUDY AND CAREERS AFTER ST. JOHN'S AC AD E Iv1 I C S TAN D U.f G Because St. John's classes are small and intimate, and because students tutors are aware of their studems' progress from The nrtors' of a stud em are based on the studem' s iota] pcrtcH'n1ar1ce as a member of Lhe tutorials and semims, It is assumed that each smdem has the rnpacn1es to pLirs11e this course until_ there it1 dear evidence to the comrary, 111e curriculum is varied and r]ch for great of jn1erest,, :mancc and aehieven1cnt, and the"re is roon1 V1'jthin it for a -wide range (l)r individual choice and Moreover, SL John's is free from the pressures of' conventional cxarninat]ons 2nd tion for Because smdent is cst~cntial to the ·way ataU A recmd of absences is considen1tlon whenever 1hcrc ]s ocGts)on to deH.~rroine aca<lcrnic Tr-rn Within the the mosr cant lorrn of evaluati(m is the -:::lon r;:_g Once a sen1ester., Elect with their tutors in the don rag, The rc1tors report to one of the semina» lc8ders on rhc students' work the scn1tster, the ~;tudents aJe 1hen invited to lo their t!Xlors' reoor ls and comment on thcif own work. Advice difficulties n1ay be aired~ or disrnssed. 28 The Academic Order student who completes the four-year cmriculum is awarded the ofBachelor of Arts, Srnclents who enter in the January session graduate in three and one-half years, but they spend their first summer in completing their freshman year, so that they, too, a four-year curriculum, On the transcript, St. Jolrn's seminars, tutorials, and laboratories axe translated into terms of conventional subjects, The curriculum is the equivalcm of approximately one hundred chirty-fom semester hours, necessary [or srndents who wish 10 enter v><~cc•cv•cc«·" schooL or to i:ransfer lo another it becomes e.~dent -i"hat a student IS noi F'vh' L·oo•up; the sn1dent is EN AB UNG d1e Insrrnction Committee, -.,1~th the advice of all the rntors !n a world in which careers and work environments are a rigorous, broadly based liberal arts education is recognized increasingly as perhaps the best long-term career preparation, Research studies i11 business and and recent national commission reports have rcatfo,med the value of the liberal ans iii inculcating broadly applicable skills, such as analytical and problem solving abilities, >11·iuen and oral cornumniadapt to diverse and cations skills, and the changing cirCLunstances, St John's alrnnni, for have demonstrated an unusual ability to master complex and unfarniiiar tasks and bodies orlmowledge, and to creative and satisfying careers, government service, meclicii1e, homemaking, farming, armed forces, and eonservaiion/ ecology Approximately 703 of our alumni pm,suc formal education the baccalaureate level, with a.round ""'"U'u"-'-" and professional programs degrees earned by Sc John's alumni between humanities and science/mathematics, Our students score above the nation81 average on the Graduate Record E,,arn (CRE) and Law School Admissions Test (LSAT), The Career Services Office on each campus assists students for advanced and in preparing their applications. St fohn's graduates follow a wide variety of career of alumni have yielded the following statistic.s: are in teaching or educational administration; about two-thirds of these work in colleges or universities; 0 18,8% are in cornrnunications or the arts; • 9 73 work in the field oflavv, with most in private or the judiciary·, " 9,<,3 work in computers/ sciences/ mathematics; • 6,93 work in the health professions, mainly as The Academic Order 29 �THE LIBERAL ARTS CURRICULUM** Liternnn:e SEMINAR Homer: J/,(l(/, Ody:ssey Aeschylus: Agamem!loll, Ltbarion Beara:s. Ewnemde.J Sophocles: Oedipu.y Rc1, Oedipus ar Colonw; A111igone Euripides: Hippo!yru.r. Bacdwe, Elecrra Aristophanes: Frogs Jllfathci:m1tics and N"nmu Science SEMINAR SEMINAR Plato: ninaeus'·' l,ucretlus: On the l\imareofT/1ings Aristotle: Phys1(cs' Ptolemy: AlmageJr·'iGalilco: D1olog11e 011 the liL'o CYiief W<!dd !)~y;stem-S',_ Darwin: Tlze On"g1it r!f'SjJecie-S"' TUTORIAL Chaucer: Canterbwy Taler in A1idd!e EngliJ/z '·' Freud: Sekctecl Works TUTORIAL Shakespeare: King Larr Aristolle: Poetics Selected English lyric poetry PRECEPTORL\L (LXA'1PLES) THE GRADUATE INSTITUTE IN LIBERAL EDUCATION The Graduate Institute at St. John's College offers a Master of Arts in Liberal A_sts on both campuses and a Master of Arts in Eastern Classics on the Sama Fe campus. These programs, inspired by that of the undergraduate college, have twu distinctive features: the curriculum consists exclusively of classic or "grcar" books used as texts, and all classes a.re conducted as small group discussions. Applications are encouraged from colJege graduates with diverse educational and cultural backgrounds artd with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS The aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are organized into five segments: Literature, Politics and Society, Philosophy and 'I11eology, Mathematics and Natural Science, and History. Students must complete four of these five segments to earn the Master of Ans in Liberal Arts degree (thirty-Si}( semester credit hours). These segments taken together constitute a closely imegrated program of study. Classes aJe small and based on discussion of classic texts, but differ in sig11ificant ways. The heart of the curriculum is the seminar in which fourteen to nineteen students engage in a discussion initiated by a tutor's 30 The Cradua1e Tnslitute gueslion about the assigned reading. In the tutorial, a slightly smaller group of students (twelve to sixteen) focuses more intensively on smaller assig11ments, either mathematical proofs, short literary to.1:s, or dense arguments of philosophy or political theory. The preccptorial, with an even smaller number of students (eight to twelve), engages in the study of a single book or topic and requires that studems write a substamial paper. Facttlly members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments arc ofkrcd in the SL'necn-wcek fall and spring terms, and usually two to four arc offered in the eight-week summer term. ln the fall and spring terms, classes meet a week, in the late afternoons and evenings, making it possible for students who work to p<trticipate. During the summer, classes meet five days a wceek and start earlier in the clay. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take seg1nents in any order compatible with the sequence of offerings. An optional master's essay may be written by students who have completed at least two terms. ln recent years, approximately sixty to ninety students have been enrolled on each campus during each session. TUTORIAL PRECEPTOIUAL (EXMtPLES) Cervanles: Don Qw:nue Joyce: Ulynes Virgil: Aeneid Eliot Jl11ddle111md1 Dostoevski: T/1e JJrorlzer:sJCaramazm: Euclid: -6lemenrs" Lobachevski: Tlie Tlieo!J'o/Para!Ms' and Lavoisier: l!}er11enu r!fCl1e1niJ!IJ' MrL;:well: JY1eo1y· of!leat Bacon and r/1e Pni1c1iJ/e-s qfl\iOnual Pl11losopl1; Galileo: noo 1V""ew ScienceJ SEMINAR Pluwrch: 'Lycurgns -and 'Solon.., Plato: Rep11bft( _!\ristotle: Poliricr" Machiavelli: T/1e Prince Locke: Second Tt-eatise efC'ivt! Conernmenr Rousseau: On rl1e Origin and Foundadoru oj l11equa!t(y l\1m'.\.: Tlte Economic and Plulwop/n(· 11/mw-soipu 0/1844" Tocqueville: Democracy in America"· Herodotus: fft:srorie.s 'r Thucydides: Pdoponne-sian J1{r1,., I,ivy: lcady Hiffmy ofliome' Polyhius: HirtonCs" PluLarch: "'Caesar" and '·Calo r/1e Younger_ Tacitus: A1uwls* Tocqueville: Tl1e Ofcf Regij11ea11d 1/1c Frend1 Revo!arion 'i- SEMINAR Cenes/s E1od11s !oh ilfattheir Augustine: T/1e CiiyofCocl" Vieu: T/1e]Vf:wScience'' Kant: idea (!la Univcnal Hi-J101y Herder: ideas Jbwwd rlze P/11/osopliy oji!1e HisrwyoJMank1i1d'·' Hegel: Phdosoplixofliisrory·" Mar": J11e Cemwn ldc,ofogy Nietzsche: Uses rmdAbwes offlisroryjiJr life Dilthey: lntroduca011 to t!1c llumml Sc1C11rns"" Collingwood: The Idea ofHi1101y" Strauss: Political Plu!o-Sop!tyandl-iisto1y',._ PRECEPTORIAL (EXAMPLES) Tolstoy: rflarand Peace Machiavelli: T/1e }lorerwize flirtorie~ \\lebcr: T/1e PmreJ!ant Erllic and rhe .Sptifr of C'apiralirm Arendt: Tlte On{!,inr r!fTora!itarianiJ1n Romanr Augw;;tinc: Cotfe-J:sioru"" 111om:l.':i Aquinas: Summa l/1eu!of!.,ica ~ Kant: Cm1111chcodroft!1e Metaplip1(s of iliomfJ Kierkegaard: Plul0-mp/u(.'af Fragmenf-S TUTORIAL Aristotle: j\/icomad1ea11 Ethics"· 111omas A<iuJnas: Trearire on .Law 'iHobbes: Leviathan Declmarion o/!ndepn1dence .1h-rideJoj'Co1.7/i:deration US Consrimrion Hamilton, Jay. and IVladison: Tlze ft-dem/is(" Sekcred US. !:J-.upreme C'oun Dedsion-J TUTORIAL Plato: /11eno Aristotle: 1lfetapl1ycsics '·' Descartes: AfediraLion-s Hume: An Enqm~J ·COnlet1ui1gE-liuna11 UJ1der;1randti1g Kam: Pm!egvmena toAJzyFi1rwc- !llcrapf1J :rti::r Nietzsche: Be_yond Good and Elifl"' PRECEPTORIAL (EXAMPLES) PRECEPTORIAL (EXAMPLES) Montesquieu: Tlze Sp1iirqftlze Lmci Shakespeare: The hisro1J'p!ays Aristotle: On d1eS011! Heidegger: Selecred f.llodcs Smith: The f·flealrh ofl\!a11011s Rousseau: Emtfe Hegel: The P!ulosop/1; o/J/iglu Spinorn: Et!uC"J Wittgenstein: Plnlo-Sop/u(:a! lnl'e-stigariom Nietzsche: T!1tuSpake Zararha-srra +o:- Readingr ma._y d/ffer.slig/1r6' between rlu;> two campuse-s Selectiwu The program leading to the Master of Arts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools. The Graduate Insrinne 31 �DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS The aim of the Eastern Classics program is to help studems seek a deeper understanding of the fundamental and enduring that have been raised by thoughtful human beings in the rich traditions of the East. hs course consists of thirty-four semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered only on the Sama Fe campus. The prognun includes a series of seminars, prcceptorials, and a language tutorial in either Sanskrit or classical Chinese. In the seminar, fourteen to eighteen students discuss assigned readings from a wide range of Indian, Chinese, and Japanese tcicts. In the tutorial, twelve to fifteen srudents study either Sanskrit or classical Chinese. The goal is not mastery, but rather sufficient familiarity with the elements of the languages to gain some insight into their structure and to translate selected short passages from classical texts. In the preceptorial, eight to twelve students study a single work or theme for an eight-week period. Each student is required to write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive nature of the program, full-time work is not encouraged. THE EASTERN CLASSICS CURRICULUM I~an §emester CHINESE Tl!TORIAL CHINESE TUTORIAL SEMINAR Naiying Yuan, Hairao Tang. James Ceiss, Ckr.s.sica!C/11i-1ese:A Basil Reader Marhc\vs. C!1ti1e.re-Englis/1 Dicrionm)· Tang Poetry MengZ1 Jl1e lit!e oft!1e Heike lornsSu11a SANSKRIT TUTORIAL IJ!wgaN1dgiw'iNagarjuna ·~~~~~~·~~~~ SANSIUllT TUTORIAL KiJ llnglcy, Begtiming San-skrit: uJHaclLlal wune based on graded n'ad1i1g and C.l'CCFl·l'C·J Sima Qian. T/1e CrandSuibe,J· Rer:ord1 Confucius. Lun-llr Jlfo 7t .1fimZi HanNiZi A1engZi Z/111angZi Lao 7i R~"g-Yh!a l)xmidmds Jhaca-Kaw11tu!t" YOga Sw1as Qf Paraajali PRECEPTO!llAL (EXAMPLES) Llwan{.{Zt Afeng.Zi Simi.I Qian, T/1el-'randScnbe-:rRewrdr SEMINAR The laws o/Jl1m111 The -8/wµacac(Y,ita Kalicbsa, Kummu.i·amhlwna Kalida,,, Jl1eglzad11ra Kalid:Jsa, 5/Jakwuakr Abh.inavagupt<L Dln·w1J-r1!oka Frmr £-luts:A-r10n lT!J't!titgron rheSimple Lifi: T/1e Pt!lo1r Hook Dog-en, S'/10hognno Kenko,EnU'.JS ti1 Jdlene-J;J Basho, Tlze J\.1 rrow Road to rl1e lJerp /\!011/1 a Cluului11p11v PRECEPTOR!AL il1wa-sakiS!ulubu, Trt!e q/Ge1yi Nagarjuna_ ilfu!a111adl~ym1w-kakarilw Vilna!akirriStwu La11!.:ara1rurr Suaa Caudapada, Jl1e C!r>m Karilra on !11e AfanduA) a Upan./J/wd Sh:mkara, C'ommentaF)'Oll !lu' Bdwda1m1_valm Upant~rhad Diamond Surra Hean Surra Hui Neng. ClJ1nmenimJ'Ofl tfu_, Diamond Surra T/1e Swra r?/1-lui l\·~'ng C/1incl'e Pocl1J · ZlwXi PREC:EPTOH!AL_(l_(X_A_M_P_LF_'·'~)_ _ _ _~ ffnisrlw 'r YOgo B/1agu1,'a((!J/-ia ~agarjurrn, i1ftdamadh)amakalmrika Dogen 32 The Graduate Institute The G-raduaLe Institute 33 �BIBLIOGRAPHY Board of Visitors and Governors BOOKS ABOUT LIBERAL EDUCATION 'M. BrowneUAnder.son (HM)• Washington, DC Richard Groenendylce Tuls3., Oklahoma Theodore C Roger.s New York, New York Sheila Bobbs Arm.sllVng Santa Fe, New Mexico Joan Hamwni Piedmont, California SFordRowan Annapolis, Maryland RobertBiene1!feld Long Beach, California AllmzHefftnan (HM)* Lawrence, New York Bruce C Sanborn Mahtomedi, Minnesota SlzaronBirhop Markham, Vrrginia HaroldHughes Severna Park, Maryland Pamela Saunder.s Albin, Secretary Santa Fe, New Mexico Slevenf Bo/Uin Santa Fe, New Mexico JamesHwnphrey Annapolis, Maryland FredericaK Saxon Baltimore, Maryland CfaiborneB. Booker Alexandria, Virginia Ler/i.eJwnp-WaUcer Bethesda, Maryland Panicia Jane Sollor.s Lincoln, Nebraska Klein, Jacob, Leclllres and.&says, St. John's College Press, 1985 JanaHCarey Annapolis, Maryland Pamela.Krau.s, Dean -Annapolis Annapolis, Maryland WanmSpeaor New York, New York Bloom, Harold, The Tfesrern Canon, Harcourt Brace, 1994 Kronman, Anthony: Educaa'ons End; Why Our Colleges and Universilies Have Given Up on the Meaning ifLife, Yale University Press, 2008 Thomas M Carnes (HM)• San Francisco, California Thomas Kr=e Ojai, California Ralph Slengren Santa Fe, New Myxico Brann, Eva T.H.: Paradoxes ofEducan'on in a Republic, University of Chicago Press, 1979· Lewis, C.S.: The Abolition ofMan, Macmillan Publishing Co., Inc., 1947· Pamela S Caner Santa Fe, New Mexico PenyLerner Philadelphia, Pennsylvania J Waker Slerli11g, Jr., Dean -Sama.& Santa Fe, New Mexico Bruner, Jerome S.: The Process ifEducan'on, Harvard University Press, 1960. Maritain, Jacques: Educaa'on al the Crossroads, Yale University Press, 1943· RoyC Cave(VE)* Boothbay, Maine AusdnLigon Manakin Sabot, Virginia Richard£. Tlwmp.son Washington, DC Buchanan, Scott: Embers ifthe World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. Martin, Roger H.: Racing Odysseus, University of California, 2008 Greg Cwris (VE) • Pittsburgh, Pennsylvania Marie Lindley Annapolis, Maryland Jill Cooper UdaU Santa Fe, New Mexico BrodDavidson Annapolis, Maryland Susana Martinez, Ex ()fficio Governor ofNew Mexico Santa Fe, New Mexico Midwel Uremovich, Chair Virginia Beach, Virginia Adler, Mortimer J., and Charles van Doren: How to Read a Book, Simon and Schuster, 1972. Hagstrom, Robert G.: Lam'cework; The New lnvesa'rzg, Texere, 2000 Adler, Mortimer J., and Milton Mayer: The Revolua'on in Educan'on, University of Chicago Press, 1958. Harvard Committee Report: Cenera!Educaa'on in a FreeSociezy, The University, Cambridge, Massachusetts, 1945. Barzun, Jacques: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945· Bell, Daniel: The RefOrming ifGeneralEducation, Columbia University Press, 1966. Bestor, Arthur E.: Educan'onal Wmrelands, The University of Illinois Press, Urbana, 1953· The Resroran'on ofLearning, Knopf, 1955· Bloom, Allan: Closing ifthe American Mind, Simon and Schuster, 1987. Darkey, William (editor et al): Three Dialogues on LtberalEducaa'on, St. John's College Press, 1979· Denby, David. Grear Books, Simon & Schuster, 1996 Erskine, John: My Life ma Teacher, J.B. Lippincott Co., 1948. Goldwin, Robert A. (editor): Higher Educaa'on and Modern Democracy, Rand McN ally and Co., 1967Grant, Gerald and David Riesman: The PerpemalDream: RefOrm andExperiment in the American College, University of Chicago Press, 1978. Hutchins, Robert M.: The Con.flier inEducaa'on in a Democratic Society, Harper and Brothers, 1953· Educaa'on for Freedom, Louisiana State University Press, 1943· The Higher Learning inAmen'ca, Yale University Press, 1936. The Learning Sociezy, Praeger, 1968. No Friendly Vot'ce, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953· Meiklejohn, Alexander: Education Between Two Worlds, Harper and Brothers, 1942. Pieper, Josef: Leisure, rheBmisifCulture, Liberty Fund,1999 R WeslonDonelzower New York, New York Michele Farqulzar Washington, DC Smith, J. Winfree: A Search.for the Ltberal College,· The Beginning ifthe Sl Johns Program, St. John's College Press, 1983. RonaldFielding, lice C/zair Kiawah Island, SC Van Doren, Mark: LiberalEducaa'on, Henry Holt and Co., 1944· Stephen Forman San Marino, California Lee Kmherine Cold.slein Presidenl - AlumniA.s.sociaa'on Golden, Colorado Anna Greenberg (HM)• Annapolis, Maryland Erwin L. Greenberg Reisterstown.• Maryland Midwel G Miller Annapolis, Maryland JoanneMwmy Murrysville, Pennsylvania Charle.s Nelson (VE)• Annapolis, Maryland Clzrirmpher Nelson, Pre.sidem - Annapolis Annapolis, Maryland Manin OMall.ey, Ex ()fficio Governor ofMaryland Annapolis, Maryland MichaelPeters, Presidenl-Sama.& Santa Fe, New Mexico DanielVanDoren White Plains, New York Harrie£ Warren (VE)• Atlanta, Georgia Julia Wilkin.son (VE)• Austin, Texas W=nP Winiar.ski(VE)* Yountville, California Delores Wolf Washington, DC •ttM~Honorary Member; VE~Visitor Emeritus Jamielbllc Santa Fe, New Mexico Stewart Greenfield Westpon; ConnecdcUl 34 Bibliography Board of Visitors and Governors 35 �The ANNAPOLIS Pres1de111 BA, St John's College, Santa Fe, 1970, St. John's College, Annapolis, 1966-69; J.D , University ofllt<th College of Law, 1973; Associate, 1973-78 and P~mner, 1979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, 1979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St. John's 1991-; Former Member, Executive Committee, National Association of College and University Association; Past Chair, Annapolis Group (nation's liberal arts Past Chair, AfCIS-USA Inter-cultural "'"'·"ruL1gc Past Chair, Maryland Independent Association; Chair, Shimer Board ofTrustees:. Treasmer, Historic itnnapolis Foundation. Member, Mcu·yland Advisory Committee of the United States Commission on Civil Rights, r988-96; Dean, St. John's College, Annapolis, 1990-~n; Doctor of Humane Letters, Whitman College, 1995; Doctor of Letters, Middlebury College, 1999; Wilbur Cross Medal of the Yale Graduate School Alumni Association, 2006; Honorary Doctorate, Iona 2006; Distinguished Alumna Aw<trd, Brooklyn College, 2007. !Javid H~mlored ~,itl)il<em;oB B.A., Columbia College, 1958; Columbia University, 1960; Ph.D , of Maryland, 1988; Tutor, St. John's College, Nicholas Jiifaistrdl:is B.S., Bates CoJJege, Department of Science, Teaching Assistant, 1962-66, University Fellow, r966-67, ofWisconsin; Tutor, St. John's Annapolis, 1967-. Dea110/rhe Eva T.H. Brnnn mn1n,:irn r950 MA, i951, Ph.D. Fellow of the American Numismatic Summer, 1952; Fellow of the American School of Classical Studies at Athens, r952-53; J\ilember of the staff of the A_merican Agora KYcavations ac Athens as Fellow of Phi Beta lnsnuctor in ArcheolMernber, Jns1itutc for Princeton, Member, U.S. Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John's College, r957-, Addison E. Mnllikin 1971-; Fellow, Woodrow Wilson International Cemer for Scholars, Arnold Professor, Whitman Scholar in Honors Educaof Delaware, Fellow of the tion, National Endowment for tl1e Humanities, 36 The Faculty David L Tmmsem] Jesuit Honor Society r967--; B.A. Loyola 1969; Fellow, Harvard, 1969-1974; M.A. Harvard, 1970; Teacher, Cambridge Free School, 19701972; Diplome, Universitc de Paris, 1973; Ph.D. Harvm·d, 1976; J.D. Yale Law School, 1981; Tutor, St. john's Santa Fe 1974--, Annapolis 1984--; Federal Executive Institute, Visiting Famlty r999--; Senior Advisor for Seminars, Aspen Institute 2000--; Co-ordinator, AIDS Task Force, Corporate Council on Africa 2001-2002, Moderator, Weidenfcld Scholars Program, Oxford University 2008--. Ivlid1ad Comrnctz l3 A , The Jolms Hopkins 1965; M.A., Ph.D., r972, Brandeis University; Assistant Professor of J\fathematics, of Kansas, 1972-75; Tutor, St. John's College, 1975-. Ph.D , i980, University or PamefaKr;uus MA, 19TJ: Fh.D , 1980, The Catholic of .America; NDEA Fellow, Woodrow Wilson Fellow, 1973-74; Lecturer, Hie Catholic America, 1975-80; A,.ssistanr Professor of The Catholic of America, American P<mcl, Amcriccu1 Association or 1985; Tutor, St. John's College, Debornh Schwa.rtz Remmt B.A., St. John's College, Annapolis, r968; M.A., The Johns Hopkins University, r97r; M.S., Georgetown 1974; Tutor, St. John's College, Annapolis, Lecturer in Political Science, Roosevelt Lecturer in Liberal Ans, of Jolm ·verdi BS, Psychology, Fordham University, 1972; M:A, r974, Ph.D., Philosophy, r975, University of Southern California, M.A., ~&; ~ A.rms Control, Summer National Endomnent for the Humanities Constitutional Fellow, r984-85; NEI-1 Gram, Research Visiting Professor, Depcu·tment of Educational Snidies, and Bradley Foundation Grant, 1992-94:. Dean, St. John's Ammpolis, r997-2005. folim F. White BA, St. Jolrn's College., f_Jmapolis, 1965; M.A., The New School for Social Research, r970, Alvin.Johnson Fellow, 1970-71; Tutor, St. John's College, ,~•~mv~'···u Mern J. Ffaumcnlmft B.A., Universiiy of Chicago, M.A., Ph.D, i970, of Pennsylvania; \Voodrow \X!ilson Fellow, 1966-67; of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English., i971-76, A.Jmc Arundel Community College; National Endowmem for the Humanities Summer Stipend, 1977; Tutor, St. John's College, Annapolis, 1977-. 13.A., 1973, M.A., 1976, Ph.D., i983, Pennsylvania State University; Instructor in Philosophy mid the Humanities, Pennsylvania State Tutor, St. John's College, Annapolis, 1977-. B.S., University of Michigan, 1975; M.S., of Michigan, i977; Associate Mathematician, 1977-79, The Johns Hopkins University Applied Physics Tutor, St. John's College, 1979-; Director of the Graduate Institute in Liberal 2008-2011.. 1971; IVLA . Fordbarn Professor, Loyola College, 1974-79:, Tutor, St. .lohn's Ann"''n'" 1979-; Director, Graduate Institute in Liberal Educacion. 1995-1998. Director, Graduate Institute in Libernl Education, 1992-95; N.E.H. Chair in Modern Thought, 1997-99. Woodrow Wilson Teachi11g Assistant, Department of Machcmatics, Boston M.A., Boston 1974; Fulbright and American Scandanavian Foundation Fellow, 1976; MA, Counseling, Co Hege, Tutor, St. John's College, 1977-; Counselor and Therapist, r996-. Jonmth::m S. Tuck of California, Berke1972; Graduate in English, Woodrow Wilson Fellow, Kellen Fellow in the Hunmnities, Brasenose Oxford, Fellow (Danforth Foundation), r971-77; "·'''"'L'-""' tant and Associate, of English, Tutor, St. John's College, Assistant Dean, r99r-94. Hmvan:l Zeidenmm B.A., St. John's College, M.A., Princeton r972:, Princeton National Fellow, 1972; Tutor, St. John's Santa Fe, 1973-77, Annapolis, 1978- Ford Foundation Fellow, 1966-68; Fellow in Classics, Brown St. John's College, Santa Fe, Director of the Graduate Institute, Santa Fe, 1991-94. The Faculty 37 �Active dur-y, U.S. J\jr Force, 1963-67; B.A., Universi1yofColorado, 1972:. M.S., 1975, & Ph.D., 1979, of Maryland; Astrophysicist, Laboratory lor Astronomy & Solar Physics, NASA Goddard Flight Ce mer, Greenbelt, land, 1975-78; Congressional Science Fellow, United States Congress Office United States 1 ' ' ' " " rn,., Chester Bm:ke B.A., St. Jolin' s College, Annapolis, 1974; Master of I979; Tutor, St. John's Michad G. Dink Harvard r970-72; B.A., St. John's College, Annapolis, 1975; M.A, Ph.D., 1986, Philosophy, The Catholic Director, Graduate Institute in Liberal Education, TOl)C\-·2C>OT Dean, 2005-20IO. r~u.wvvu0. W]J.fom1 Pasiilk B.A., Music, Brown 1976; M.A., Musicology, Cornell University, i979; Ph.D., Musicology, Cornell Visiting Faculty, School ofMusic, ofWisconsin at Madison (1985-86); Tutor, Sc. John's College of Annapolis, 1986-, Assistant Dean, St John's College of Annapolis, 1993-95; Director, Graduate Institute, St. John's College of Annapolis, 2001-2003. Catherine R. B.A., r981, M.A., 1983, Ph.D. in English Language and Literature, 1989, University of Virginia; Echols Scholar, Phelan Fellowship, Governor's Fellowship, University of Virginia; Lecturer in English, Vanderbilt University, 1985-87; Adjunct Faculty, Goucher College., 1987-88; ConldlD. K. Yee B.A., English, Pomona of California, 1981. Ph.D , English, i989:, Associate Researcher, Project, Department of Geography, Wisconsin-Madison, 1988-89; Tutor, St. John's A,.miapolis, 1989-; Visiting Assistant Scientist, ofCm·togrnphy Project, Depar'tment University ofWisconsin-Madison, Summers and r99r. Tutor, St. John's sory Board, High Frontier, Pan·idaM. Locke BA., PhD. T974; M.A.' of Toronto; histrnctor in Political Science, Tator, Sc. John··s l9n MA , Ph.D. in Philoso- College . l'-merican Association 2007; Mmchutz School ofiiJt, 2008-2009; BoaJd of Circle, 2009-; Directors, International Board of'Dircctors, l\ifarclmtz School of An, 2008-. of Jlc.I11erica, 1970-74, Editor of Sr. John's Review and Tutor, St. John's Mt. Sinai tal. i973; Board Ccr1_ification from the .AmeTican Board 1-liember, American Center, 'JO uo The faculty 1979-82:. Assistant Professor of Music, Notre Dame, T982-89; Visiting Assistant ProJessor of Adaiu Sdmhu::111 B.A., University of Chicago, Physics and Phiiosophy, Oxford of Science, Harvard of Science. Harvard John's College, 1989-. M.A., Judid1LA. 1966; Cornell University, M.A. in Romance Languages and Literatures, 1970, Ph.D., Assistant Pro lessor, Part-lime, Indiana and 1984-88; Department ResearchA'isociate of the Folklore Institute, lmliana Visiting Assistant l)rofessor, Park Department of Spanish and Porn1g11csc, T990; Tutor, St. John's College, St. John's College, St John's College, Santa Fe, 2007-2ootl. Jean K Sihe]' B.A., State University of New York, College at Old I!-J7I; M:.A., St. John's College, Annapolis, Ph.D., Graduate Theological Union, in Theology and The Ans, 1993; Tutor, St. John's College. Jlc.IJnapolis, 1974-77; Tutor, St. College. Integral Program, 1977-79; Tutor, The Graduate Instil1lte in Liberal Education, St. John's College, Santa Fe, Summer 1985, i986, I988; Tr1tor, St. John's Sama Fe, A~nnapolis, 1997-. Music, St. College, Notre Dame, IQijQ-qo Tutor, St. John's I990-. K:ithlern C. ll:lits l3.A, Mourn r968; Graduate New School for Social Research, r970-72; M.S., Ph.D , of Delaware: Tutor, St. Jolrn··s College, n"'U<'IJVH0, r9n;M.A, mcnt of Classics, Dalhousie University, i979; Commonwealth Scholm·, Benford Oxford igtlo-82; M.Lin., Facully of Modern Oxford Gasthorer, Ruprecht-Karls-Universirnt, Heidelberg. 1982; Junior Fellow, Ph.D M.A. PhD, Princeton tion FelJow, J983-86; MelJon Fellow in the Humanities, 1983-89; Fulbright Fellow, 1987-88, the Science Studies Unit, 1987-88; Rockefeller Fellow, 1989-90; Tutor, St. John's Fellow in of Edi11burgh, ofOkfohorna, The Faculty 39 �fa·ic N!. Salem B.A., SL John's College, 1977; MA, University of Dallas, 1979; University of Heidelberg, r980-8r; Ph.D., University of Dallas, 1990; Fulbright Fellow, r980-81; Assistant Professor, Whitney Young College, Kcnuicky State 1983-90; Tutor, St. John's College, Annapolis, 1990-. B.A., Emory 1987; M.A., University of Chicago, T988; Jacob K. Javitz Fellow, 1989-93; Certificate in Jewish Su1dies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxfr1rd University, r993; Ph.D. Candidate, Emory Univcrsiry, 1992-; Tutor. St. John's College, Annapolis, rvliehael W Greu.ke B.A., r988; Ph.D., Boston College, 1994; Lecturer, University of New 1993; Postdoctoral ICllow, Boston College, 1993-94, Visiting Assistant Professor in Political Science. Michigan University, 1995; Tuwr, St. John's College Annapolis, 1997-. !is, 1999-; Director of the Graduate Institute in Liberal Education, 1995-. Radosfav Dat<rhtT Degree in Philosophy, University of So Ci a, Assistant Professor of Philosophy, UniversilJ of Sofia, 1982-83; Tutor, St. John's College, Annapolis,1992-. Carl B.A., University of Auckland, New Zealand, 1980; MA (Hons), University of Auckland, r982; Ph.D., Pennsylvania State University, 1987; Assistam Professor of Philosophy, Emory University, 1987-94; Tutor, St. John's College. Annapolis, 1994\ 7o/iliiam T. lhaitlnrnite B.A., Virginia Military fostitute, r96r:, J.D., Washington & Lee ·US. Partner, Brown & Plan, Chicago, Associate Prolessor of Law, Chicago, r980-95; Tuwr. St. John's College, Annapolis, 1995-. Robert St. John's College, Annapolis, I977-79; B.A., H<trvarcl College, 1981; MA, Ph.D .. 1990, of Toronto; Adjunct Lecrnrer in Political Science, UnivcrofToronto, T989-90; ProJessor of Political Science, Kenyon College, 1990-9~, John M. Oiin Faculry Fellow in and Po1irical r994-95; Tuwr, St. John's Ka1he1rine H::ines B.A., St. John's College, Sarna Fe, J982; M.A., T986; Ph.D., 1997. The Catholic of America. of America, 1rnw'''""" 1988-89; Tutor, St. John's Annapolis, 1995-. Russell B.A., St. Francis College, 1973; M.A., The Catholic Ph.D., The Catholic Universiry of America, 1994· Dean of Students, SL Patrick's Academy, Teacher, Harnden Hail, 1986-91; Adjunct Lecturer, Albertus Magm1s, 1986-91; A_ssistant Professor of Philosophy, Xavier University. 1991-95; Tutor, St. John's College, Annapolis, 1995-. 1nncN•01mofSouth Carolina (1987); M.A., North (1991); Earhart Fellow (1995): (1996); Olin Fellow (2000Annapolis (1996--). China.1980-84; Beijing Researcher, The Institute oflmernationaJ Affairs. of Foreign Affairs, China, 1984-87; M.A., !ntenrntional Affairs . ·111e George Washington UnivcrT987-89 Ph.D., Politicc1l The /cichi1lfncrn University, Adjunct Professor, Department of Political Science, The Washing1995; Tutor, St. John's College, Eric B. Stoh:zfos B.A., Music, Goshen College, 1981; M.A., mLLoIC.wc'"' and 1VI.S., Library Science. The Catholic America, 1991: Music Librarian, St. Jolm's College, Annapolis. 1991-; Tutor, St. John's College, Annapolis, 1996-. Chattanooga, MA. Oxford University, 1995; M.A., Chicago, r995; Ph.D., of Chicago. 1997; Lccwrer in the Tutor, Sr. John's E:rcndonLaselJ BS., California lnstihlte of Technology, 1990; M. S., 1991, Ph.D.1994, of Chicago; Lecturer in Mathematics, of Chicago, 1992-93; Member, Institute for Advanced Mathematics, Princeton John's in Political 1999; l\'Iark -,7/ Si-riru11tCt~ B.S., Mathematics, Texas Chnstian MA, Doctoral m The of Texas at Austin; Lecturer in Mathernacics, Concordia Lutheran UG. r990, Ph.D. in The Johns School of Medicine, 1997; Tutor, St. John's Annapolis, 1997-. Daniel I-bneil B.A , Vanderbilt Ph IJ, 2000-. C IVfarfarLmd Postdoctoral Fellow in I997-2iOOI, Program Coordinator for Fundamentals: Issues ancl Texts, 1994-97; Tutor, St. John's Annapolis r998-. M.A., 1994, Ph.D., 1997. r994-1997, tant Prolessor, Political Science, J~ssistant Professor_, 1999-2001; Tmm, 40 The F8cuily The Faculty 41 �folm Tomarehio B.A., Columbia College, Columbia University, 1984; M.A., 1993, Ph.D., 1996; Lecturer, School of Philosophy, Catholic University of An1erica, 1996; National Fulbright Research Fellow, Rome, 1994-95; National Endo>1~nent for the Humanities Post-Doctoral Fellow, Core Curriculum Program, Boston University, T996-98; Assistant Professor, Depanment of Philosophy, Villanova University, r998-:w01; Tutor, St. John's College, Aimapolis, 2001-. Louis Pet:rid1 B.A., English, Northwestern University, 1982; M.A., 1986, Ph.D. Cai1didate, i986-1990, Committee on Social Thought, The University of Chicago; Teaching Assistant in History, Philosophy, and Social Studies of Science and Medicine, The University of Chicago. 19851987; Dramaturg, Assistant Director and Actor, Court Theater, The University of Chicago, i985-89; Fulbright Scholar, Alcxandm I. Cuza University, fasi, Romania, 1990-91; United States Peace Corp Volunteer, University, Brno, Czechoslovakia, 199:H993; Reader and Stage Crew, Folger Shakespeare Library and Theater, Washington, D.C., i993-1995; Civic Education Project Fellow, Presov Universi1·y, SlovaJcja, 1995-1997; CEP Fellow, Alexanclru I. Cuza fasi, Romai1ia, T997-r999; CEP Fellow, Ai11erican University ofKyrgystan, 1999-2000; Fulbright Scholm, State Nacional UniversiLy and Ilmerican University of Kyrgyzstan, 2000-2002; Principal Founder, American Studies Resources and Training Center, Bishkek, Kyrgystan, 2001-02; Tutor, St. John's College, 2002-. J~5011A. B.A., University of California, San Diego, 1993; M.A. Tulane University, 1999; M.S. Tulane 2001; Ph.D. Tulane University, 2002. Fulbright Scholar, Greece, 2000-01; A...ssociate Member, AJncrican School of Classical Studies, Athens, 2000-01; Tutor, St. John's College, 2002-. Matthew Caswell B.A. St. John's College, Annapolis, 1996; Ph.D., Philosophy, Boston University, 2003; DAAD Fellow, Philipps-Universit". at, Marburg, 2002-03; lnstrnctor, Department of Philosophy, Boston University, 200305; Tmor. St. John's College. 2005-. 42 The Facultj GabridPili.as B.A. St. John's College, Annapolis, 1993; M.A. 1996, M.Phil. 1997, Medieval Studies, Yale University; Ph.D. Committee on Social Thougfa, University of Chicago, 2003; Rome Prize, American Academy of Rome, 200102; Assistailt Professor, European College of Liberal Arts, Berlin, 2003-05; Tutor, St. John's College, 2005-. B.A., St. John's College, Annapolis, r988; Ph.D. candidate at the of Chicago, Committee on Social Thought, 2004-; lncliana University Northwest; The School ofthe Art institute of Chicago; Tutor, St. John's College, Annapolis, 2006-. Airmmda Printi: B.A, Guilford College, r999; Ph.D., Philosophy, University of Southern California, 2007; Teaching Assistant, University of Southern California, 20002005; Tutor, St. John's College, Annapolis, 2007-. B.A, Srate of New York at Brook, T994; Ph.D., Philosophy, Pennsylvania State University, 2002; Graduate Instructor, Pennsylvania Siate Univer1996-2003; Assistant Pro lessor of Philosophy, Skidmore 2003-2007. Turnr, St. John's College, Aimapolis ,2007-. B.A., Swarthmore College, 1997; Visiting Reseai,cher, Katholicke Universiteit, Leuven, Belgium, 2003-04; Ph.D., Philosophy, Villanova University, 2007; Instructor, Villanova University, 2002-03; 2004-05; Tutor, St. John's College, .Annapolis, 2008Matthew S. Linck B.F.A., Paiming, Syracuse University, 1992; Ph.D., Philosophy, The New School for Social Research, 2004; Teaching Fellow, Eugene Lang Coilegc 2002-04 :. Adjunct Professor, Steinhardt School of Education, New York University, Fall 2004; Adjunct Professor, Purchase College, SUNY, 2004-06; Adjunct Professor, Long 2007; Adjunct Pro lessor, New School Island for General Studies, 2006-08: Tutor, St. John's College, Annapolis, 2008-. :M.an:d.A.1nd1,,ew Wimisz B.A., Classics, B.A., French, B.A., Philosophy, Southern Illinois University at Carbondale, 1998; M.A., Greek Literatme, University of Texas at Austin, 2000:, Ph.D., Classics, University of Texas at Austin, 2005; Assistant lnmuctor, University of Exeter 2002; DAAD Fellow, Freie Universital ofBerlin, 2002-03; Visiting Instructor, University of Houston, 2004-05; Visiting Assistant Professor, Boston 2005-06; Postdoctoral Fellow, Rice University, 2006-08; Tutor, St. John's College, Annapolis, 2008-. Sarah B. Bemon B.A., Philosophy, Pennsylvania State University, r99r; M.A., Comparative Literature, University of Texas at Austin, r994; M.A., History of Art, Cornell University, i997; Ph.D., History of An, Cornell Umversity, 2001; Post-doctoral Intern, J. Paul Getty Center, Los Angeles, 2001-02; Visiting Researcher, Faculty of Al'chitcctme., Chiang Mai University, Thailand, 2003-04; Visiting Assistant Proiessor, History ofAiT, Cornell University, 2004-05; Lecture, Department of Art ai1d Archeology, Princeton 2005-06;Visiting Fellow, Southeast Asia Program, Cornell University, 2006-07; Tmor, St. John's CoUege, Annapolis, 2on-. Ha11m1h Hintze B. Mus, Woodwind Performance, B.A., Philosophy, Boston University, 1999; M.A., 2006; Ph.D. 2009, The Committee on Social Thought, University of Chicago; Phi Beta Kappa, i999; Arthur J. Ennis Post-cloctornl Teaching Fellowship, Villanova University, 2010-11; Tutor, St. John's College, Annapolis, 2011-.. SANTA FE Presidem Mid1ael P, Peters B.S., United States at West Point, r968; M.A., ofWashington, 1974; Platoon Leader, Executive Officer, and Armored Commander, United States Prokssor orEconornics, United States i974-77; Soviet Foreig11 Arca Officer, 1977Execmive Assistant, Office of the Chairman of the Joint Chiefs of Staff, 1987-89; Commander, 96th Civil Affairs Battalion tiona!Arms United States 1992-95; Senior Vice President and Chief Operating Officer, r995-2002, Ex.ecmive Vice President, 2002-2005, Council on Foreign Relations; President, St. John's College, Santa Fe,2005-. Dean ojllze College 1/1 Sama Fe J. IV College T9992000; Intellecwal Heritage Instructor, Temple 1999-2000, Adult Learning Instructor, Philadelphia, 2000-03; Tutor, St. John's College, Santa Fe, 2003-; Dean, St. John's College, Santa Fe, 2oro-. B.A., Colorado College, Studies in Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Danforth Scholar, 1963-66; Rhodes Scholar', Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorai7), 1966; Tutor, English LiteraLUre, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemisn7, lnstitnte of Social Research and Development, University of New Mexico, r97r-72; Tutor, St. John's College, Santa Fe, 1972- The Faculty 43 �David Edwa:r<l Stan· 1962.; M.A., 1966, Ph.D., 1972, B.A., Gordon Graduate A55istarn: in Boston Intern, Boston of Basic Studies, 1964-66; Instructor uuvo'"'""'' University of' Rhode Island, Tutor, St. John's 1972-80, Santa Fe, i982-, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. R. Van Lm::hene IvLA., i971, Ph.D., B.A., Aiizona State ofNotre Dame; Tutor, St. Jolm's Sama Fe, i973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85; Dean, 1991-1996. Eli.:rnbe!b S. Engel E.A., Pomona College, 1967; M. Phil, 1971, Ph.D., 1973, Yale Linda Wienn Clm:rlotte E.A., University of Colorado, r972; Deutscher 1972-73; Ph.D., Classics and Studies, Boston University, 1979; Teach- sor, John's College, Santa Fe, I980-. Pete1· Pesie M.S, 1970, Ph.D., AB., Harvard 1975, Stanford Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford '""'P'"""' 1976-80; Tutor, St. John's College, Santa Musician-in-Residence, Dorr ofl"forth Carolina, 2003. Peano Lecturer, Prize, 2005. Fellow, American Association for the Advancement of Science, 2006-. Fellow, John Simon Guggenheim Memorial Foundation, 2007-08; Ronald James AJexanclcr :Memorial Lecturer on Musicology, 1969; PhD Assistant Professor of Political Director ofthe Division of Liberal~"'"""-"·~-, Associate Professor of Political Science, i981-83, ofNew Tutor, St. John's College, Santa Fe, Director of the Graduate Institute, 2001-2004. H. Universidad Nacional Aut6noma de Mexico, Mexico 1971-72; B.S., Saint California, 1975; M.D., of California San Francisco, 1979; American Heart Association Smdent Research Associate, I974; Fellow, Cancer Research Institute, Resident, Consultam, Arthur D. Little, Im.:., MA, Tutor, St. John's Santa Fe, 1985-. Graduate fellow, The !rnieiwr1rlccnr Research, Centre Universitaire Goethe Humboldt, 1973-75, Tutor.. St. John's and 1975-. B.A., St. John's College, i971; M.A., of North Carolina, 1975; M.A., 1991, Ph.D , 1996, Catholic of America; Tutor, St. John's College, Santa Fe, r977-; Director ofchc Graduate Institute in Liberal Education, St. John's College, Annapolis, B.A., Univer- M A ... I9?3. Ph.D. Graduate of North Carolina, 1969; Part-time Instructor in Philosophy, East RA , St. John's College, Annapolis, r975; MA, PhilosAJbert-Ludwigs Univcrsitaet, 1979; Tntor, St. John's College, Sama Fe, 1980-; Director of The Graduate Instirntc, 1994-9?- r974; M.A., Ph.D., Harvard Univer- Fellow in Government at Harvard i979-80; French Government Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John's 1982-85; Santa Fe, 1985-. Instructor_, Safl Francisco Karate-Do, John's Santa FeJ I-Icad Karate-D{) instructor, JIJJ1criean Teacher,, P"5sociation ol Martial Arts, Permanent Member, I993; lntermuional ofOkim1wm1 Karate, x994;6th Dan, 2000; 2006; Dan, 2008, 3th Dan 2ou; New Mexico Urasenkc Tta A.ssocjation, Prcs_idcnt, folm F. Cnrnd! ciatt Professor Oklahoma State 19971 :Ojroctor of the Graduate Insiittitc Jn 2001- Edu.c:atmn, r;xn-2om; Dean, '.WOD. of California, 1970; Ph,D,, Bosten Assrntant Prokssor, of Santa Chim, r970~71; of California, 1971-74; Assiotant Professor, California Canada, York 1996-2000·, Visiting Professor, United States A.ir Force Academy, 2004-200T. 2009-2012. 44 The FaCl!lty B.A., St. John's College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; M.A., University of Virginia, 1989; Ph.D., UniversityofVirginia, 1990; President's Fellow, ofVirginia, 1987-90; Tutor, St. John's College, Santa Fe, 1983-. The faCl!lty 45 �GrantH. :Fnmks B.A., St. John's College, Anna.polis, l977;J.D., Ha.rvarcl Law School, Cambridge, M.A., r980; Associate, PillsMadison & Sutrn, San Francisco, CA, Clerk to Judge Cecil E. Poole, Ninth Circuit Court of San Francisco, CA, r983-8tr. Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, i984-88; Tutor, St. John's College, Santa Fe, Victoria M.ma B .A. in English-Philosophy, University of New Mexico, 1985; Ya.le University Teaching Fellow, 1986-88; M.A., M. Phil. in Philosophy, Yale University, 1990; Ford Foundation Dissertation Fellow, 1990-91; Ph.D. in Philosophy, Yale University, 1992; Philosophy Instructor, TV-I Community College, r991-92; Tutor, St. John's College, Santa Fe, 1992-; Dean, St. John's College, Santa Fe, 2006-201i. Williams. Ken B.S., Oklahoma State 1970; Fulbright Scholai, Freiburg, Germany 19970-71; M.A., University of 19{'.-'; German teacher, Olney Friends School, 1972-1975; PJbert-Ludwigs University, of Freiburg, Ph.D., Massachusetts, Amherst, 1985; Tutor, St. John's Santa Fe, 1992-. Alamos, Summer Assistant Professor, """"P'" 0''" of Colorado-Boulder, Certifi- Michael David Raw:n B.S., Mathematics, Rensselaer f-'011,n-c•rhrnr lnstirnte, 1974; M.S., Mathematics, Brown 1977; in l\/fad1ematics Education, of'NewOrleaIJ.s, 1979-80; Graduate in Ph.D., Mathematics, Clarkson Mathematics, loclia11 Institute of Technology, KharagOrleans, pur, 1991; lnsnuctor, A,ssistant Professor, Institut Peda- Kd.slm:m Yenkatesh BA., Assistant Professor, St. Lawrence Professor, Manchester College, 1988-92; Tutor, SL John's ; Graduate Institute Director, 2004-2009. BruoeM.. B.A., Greek, r973, M.A, Classics. i975, Ph.D., Classics, nia; Tutor., St John's Santa Fe, iggo-. Julie Reabard B.A., English, Michigan State University, 1980; M.A., Olcl Germanic Languages and Literan1Tes, University of Nevada, Reno, Ph.D., Comparative Literature, University of Colorado, Boulder, 1991; Teaching fellow, Department of English, University ofNevacla, Reno, 1981-84; lnstmctor, Department of English, University ofColoraclo, Boulder, 1987-88; Instructor, College of General Studies, University of Pennsylvania, 1988-89; Graduate Work, LiternryTheory, University of Pennsylvania, Post Doctoral Research, History of Science, Massachusetts Institute ofTechnology, "'-''·"J1c1a.Lc Professor, English Depanment, Shalu, Taiwan, 1996-98; Tutor, Santa Fe, 1993-. B.A., University of Chicago, 1986; M.A., i99r, Ph.D., r993, Classics and Modern Greek Studies, University of Minnesota; Mochlos Ar-chaeological Excavation, Crete, 199r; Visiting Assistant Professor of Classics, Cornell College, 1993-94; Tutor, St. John's College, 1991:-; Professor, United States Air BA, 1980, St. John's College, Annapolis; M.A., 1984, Ph.D., 1992, The Catholic University of Pilllerica; K_nights of Columbus Fellow, 1981-84; Visiting Fellow, University of London, School for Advanced Srndies, Institute of Philosophy, Fall 2009; Tutor, St. John's College, Sama Fe, 1997-. iVfatthew K. Davis B.A., St. Joh.J1's College, Amiapolis, 1982; M.A. in Philosophy, Dalhousie University, Ph.D. Candidate in Philosophy and Classics, University of Pinsburgh, I98587; Ph.D. in Political Science, Boston College, 1995; Killam Fellow, l983-R1; Earhan Fellow, 1990-91; Bradley Fellow, 1993-96; Bradley Fellow, of Toronto, Special Editor, Books in. Canada, 1997Tuwr, St. John's College, Professor of Philosophy and Classics, 2002; Assistant Dean, 2003-05; Visiting Scholar, Boston College, 2005-06; Director of the Graduate Institute, St. John's College, Santa Fe, 2009-. M.:.!rkRo!lius A.B. Princeton 1977; M.A., Ph.D. in Philo- M.A., Philosolnnwr•o.tv of Virginia, i994; Alumni Dissertation Fellow, 19<n-9L:; Postdoctoral Fe!Jow, SUl'f'{ at Bulfaio, Hourani Lecturer, Slll'-IY at Buffalo, r994-95; Ttttor, St. John's Sama Fe, 1996-. 1991-92, and 1995-97: Associate Research Professor, ""'L··"""''R'.'J"·'·" Filosolicas, UI\JAM, Mexico 1993- of of Cincirnrnti, 1981; Visiting Lecturer, of Southern California, 1986-88; Assistant Professor, The State University, Coordinator and Lecturer, The ulJHc1011.v. 1992-93; Tutor, St. John's educational therapist, Mental Health Center, Pocatello, Idaho, 1972-74: M.A., Ph.D .. Assistant Prnfessor Idaho State Univerlnstructor of English, 1qoa-·l1L>..0<~111u1 B.A., St. John's College, of Toronto, M.A. Philos- l:/yanklR. HmH SY. John's .hullitb L A~fan1l BA, MA, Alberta; Ph.D , Tutor, St John's Dean, St. John's Political Science, University of Santa Fe. Assistai1t Sama Fe, 2005-2008. Santa Fe, 1990-. 46 The Faculty The Faculty 47 �Rn<:hard A. IlfrCombs, H BA, B.S., Fordham Fordham IVlichad Collluber RA., Liberal Arts, Sarah LavvTence College, 1988; MA Philosophy, State Tulane University, Brook, r991; Ph.D., Instructor Southwestern UniverAssisrnm Professor or Philosophy, Xavier Tutor, St. John's r992-94; Instructor, Marist Imm-uctor, Hill Carolina, r999; Tutor, SL John's r999-; Ph.D .., Fordham 2000. EdwanlA. 13.A., Political Science, MA, r970; Fulbright Scholar, 1970-71; M.A, of!VIichi- lnstitnt fi.l:t Politi5che \rVisse11schafr, Friedrick-Alexander Univers i tlit, B.S., Physics, Universil) of Connecticut, 1992; Physics Instructor, Denver Institute ofTechnolog), M.A., Philosophy, University of Notre Dame, 2004; Philosophy, of Notre Dame, 2004; Tutor, St. John's College, Sante Fe, 2003-. Jom1th~m Jffanul B.A., Government, Harvard r98r; Teacher, Colorado Springs School, Graduate Su1dent, Political Science, Yale 1987-89; Visiting Student, Ecole des Hames Erndes en Sciences Sociales, Paris, 1994-95; Ph.D., Committee on Social Thought, 1111vP1'"'"ofChicago, 2002; Lecunu in the College, of Chicago, 1998-2002; Visiting Assistant Pro!essor, Political Science, Furman 2002~ 03; Tll[or, St. John's 2003-. Pan·idaM. Greer lnstrucwr, and i979-80; BA, St. John's College, Santa Fe, i989; M.S.E., Environmental Engi1991; Associate 1992-93; Environmental Hinds Environmental, inc., 1994-98; Frontline, 20IO- licensed Professional Ph.D, Civil Midi.adE. B.A . I994, St. John's Laurence Nee BA, Political Science, of Illinois, Urbana, 1992; MA, 1994, Ph.D., 1998, Politics, umver:srtv Dallas; J,D., School of Law, Northwescern 2003; Adjunct Professor of Politics, University of Dallas, 1996-2000; Adjunct lnsnuctor of Political Science, University ofNorth Texas, i998-99; Professor of Law and Political Science, John Cabot 2005; Adjunct Pro lessor of Political Science, American of Rome, 2005; Tutor, St. John's College, Santa Fe, 2005-. Sdmeide~· BA, Philosophy, of Dallas, 1990; JVLD , of Missouri-Columbia, 1995; Resident Physician, Family Medicine, ofM.issouriM.LA, Liberal Ans, Southern 2005, Assistant Prokssor of Medical Ethics, and Literarnrc and of Texas Southwestern IQ,~u·2C)O,'c:· M.F.A. Candidate, Science and Natural Filnm1aking, Montana State Santa Fe, """ 2002:. Environmental Protection Santa Fe) 2001-. '' 0 "" of Minnesota, and lntcrnationaJ Relations, Political Science, Post- ]essiea Jernme TLtrO~ .. 0 BA, r993; Anthrnpo logy, ' 1995, Ph.D., 2003:, '~'""'CC"·"Prokswr, DePanl 2002-2003; Postdocwral Fellow, MacLean Cemer for 2003-04; John's ItkDom.ld fl.A., St. John's College, Santa Fe, i995; Graduate 1990· M i995; Ph.D, PhilosoProlessors Program, 2003; Lecn.uer, Englisb, Boston , Philmo- Wolfr B.A., Sr John's JJavis" 1995-2000; Tutor" 2000-~ Ass:~_:Jtaut -Dean, St. TohJ1 "s 2008-2010. 48 The Farnlty Santa Fe, PE luJorrnatics, Santa Fe, NM, of Technical Services, Panorama Sama Fe, NM, T999-2001; LosAiamos National John's Santa Fe) 2005-. Santa Fe, 1994; M.A., Latin, Ph.D.,Clas- Assistant Professor m Classics and Humanities, Reed 2000-02; Tutor, St. John's Sama Fe, Instructor, Core Curriculum, Boston 05:, Tutor, St John's College, Santa Fe, 2005- 2002-. The Faculty 49 �Afan Zeitlin 13.A. English University of California, Davis 1979; summa cum laude, Phi Beta Kappa M.A. English (Creative Writing) University of California, Davis 1985; J.D. University of California, Berkeley 1987; Visiting student Hebrew University 1988-89; Graduate student in Comparative Literat1!Te, University of California, Berkeley1990-92; Ph.D. Classics Universil)I of California Berleley 1998; Lecturer, University of California, Berkeley, Spring 1999; Visiting Assistant Professor, University, 1999-2000; Visiting Assistant Professor, Bard College, 2000-04; St. John's College, 2005-. Clnistine Chen B.A., magna cum laude, Wellesley College, Russian Sntdies, r999; 1998-1999, Yale University M.A., Harvard University, Regional Studies: Russia, Eastern Europe, Central Asia, 2001; Program Coordinator, Institute for Democracy in Eastern Europe, 2oor-2002; Ph.D. candidate, Modern and M.edieval Languages, University, U.K.; Graduate tutor, departmental lecturer, 2004-2006; Tuwr, St. John's Cambridge College, 2006-. College at Lincoln Center, 2006-2007; Tutor, Sr. John's College, Santa Fe, 2007-. B.A., University of Maryland, College Park, 1996; Ph.D., Government and Politics, University of' Maryland, 2006; Tutor. St. John's College 2008-. Heikkcro Natal.id. Elliot B.A. Honors, Political Science, 2002, ai1d M.A., Political Science, 2004, University of Alberta; Ph.D., Political Science, University of North Texas, 2009; Teaching Fellow, Department of Political Science and Honors College, University ofNorth Texas, 20092010; Visiting Assistant Professor of Political Science, Southern Methodist University, 2oro-2ou; Tutor, St. John's College, Santa Fe, 2ou-. M. Th., Theological Ethics and Philosophy ofReligion, '""'~'''"rn of Helsi1Lki, 2000:, M.A., Theoretical Philosophy, of Helsinki, 2005; Ph.D., Social Ethics, University of Helsinki, 2009; Researcher, Center for Social Ethics, 2002-2007; Visiting Scholar, Colorado School of Mines, 2003-2004; Lecturer in Ethics, Department of Systematic Theology, of Helsinki 2007; Tutor, St. John's College, Santa Fe, 2008-. Ew:.mWdls B.A., Near Eastern Studies (Assyriology) and Natural Sciences, The Johns 2oor; Dipl6me d'etudes europeennes Modcmes (Distinction), Stendhal Crenoblc, France, r994; B.A., English and French Combined Honours (First U.K, 1995; M.Phil in "'"rni.•'-""' College, 2007-. .JACKY. WALES, JR. B.S., Mechanical .uuµ,rn'""' Ranch Hand, ICJtJo-:i:o7a: Universil)I of'\Visconsin-Green 1975-1978; Instructor, sin-Green Mathematics Teacher, The 111acher School, Ojai, California, M.A., Sr. John's Santa Fe. 2000:. Tutor, St. Jolm's Santa Fe, 2007-. Russell '1\Tinsfow Srndies, ofTexas at Dallas, r997; M.A., 20or, and Ph.D., 2006, Graduate Faculty of the New School frir Social Research; fellow, Lang College, New 2001-2005; Post-doctoral fellow at Fonlh:un RA., 50 The Faculty 2006; Beneficial-Hodson Trnsi Scholar, Unnn el-Marra, 1999; National Defense Science and Engineering Graduate Fellow, 1999-2002; National Science Foundation ln'"""'"u'rl Graduate Education and Research Trainee, 2002-2005; Scholai in Residence, Center for Northern Studies, Sterling VT, 2006-2007; Andrew W. 1'/[el!on Postclocwral Fellow in the Humai1ities, UnivcrFree Institute of Science, 2008; Associate, Comminee on Research (COSPAR), 2008-; Tutor, St. John's College, 2008-. GniUern;iiJ Rkidumu BA, PhJ)., 2007; Harvard University Tutor, St. John's 2009-. Fellow, 2om-2005; fail-rn Trnsetli. JVfarti.nez H.A., 2009; Tutor, St. John's The Faculty 51 �HONORARY FELLOWS Sharon Bishop Ray Cave Stephen Feinberg Ronald Fielding Warren Wmiarski OFFICERS, ASSOCIATES & STAFF Gisela Berns Katherine Boaz David Bolotin Joseph Cohen Geoffrey Comber Don Cook E. Ray Davis, Jr. George Doskow Charles Fasanaro Howard}. Fisher GlennA. Freitas R. Thomas Harris, Jr. Georgia S. Knight Samual S. Kutler Jon Lenkowski Chaninah Maschler Basia Miller Roger S. Peterson Robert Richardson Joe Sachs Robert D. Sacks Thomas King Simpson Elliott Skinner Thomas}. Slakey Edward Grant Sparrow Kent Taylor Stewart Umphrey Hans von Briesen Robert Williamson Curtis A. Wilson Edward Malcohn Wyatt Elliott Zuckerman SANTA FE Prendent Christopher B. Nelson President Michael P. Peters Dean Pamela Kraus RETIRED TUTORS ANNAPOLIS Dean J. Walter Sterling Vtce President.for Advancement Barbara Goyette Vtce President.for Advancement James W. Osterholt Treasurer Bronte D. Jones Treasurer Bryan E. Valentine Director ofthe Graduate InstilUle JeffJ.S. Black Director ofthe Graduate Institute Matt Davis AssistantDean Susan Paalman A.s.sistantDean EdwardA. Walpin Director ofAdmissions Sarah G. Morse Director ofAdmissions Lawrence H. Clendenin Director ofAlumniRelation.s Jo Ann Mattson Director ofAlumni Relations Nancie Wingo Director ofAthletics Leo Pickens Director ofCareer Servzce.s Margaret E. Odell Director ofCareer Services Jaime Dunn Director ofFinancialAtd Michael Rodriguez Director ofFinancialAzd Dana Kennedy Library Director Jennifer Sprague Librory Director Catherine M. Dixon Director ofCommunicanons Gabe Gomez Director ofCommunzcation.s Patricia Dempsey Registrar Marline Marquez Scally Registrar Daniel Crowe Family Nur.se Practitioner Terri Selvage Director ofStudent Health Nancy Calabrese Direcror ofHuman Re.sources LoisE. Rael Director ofPersonnel Deborah Anawalt 52 Faculty Officers, Associates & Staff 53 �Annapolis Campus Map \\ ~~" ~ mo TENNIS COURTS STUDENT ACTIVITIES CENTER APARTME:~TS 54 Site Plan Site Plan 55 �Admissions ANNAPOLIS SANTA FE Admissions Office St. John's College P.O. Box2800 Annapolis, MD 21404 Fax:410-269-7916 l-800-727-9238 admissions@sjca.edu Admissions Office St. John's College n6o Camino Cruz Blanca Santa Fe, NM 87505 Fax: 505-984-6rfo l-800-331-5232 admissions@sjcsf.edu Annual Expenses Tuition Room&Board Annapolis ······················ ...... . Santa Fe $10,094 ...... ························· Books $630 .................................. Activities Fee .................... Personal Expenses ····················· ........................... ......................................................................................... $100, $350, or $600 2 Transportation 1 Fees 2 are subject to change without notice. The allowance for transportation varies with the distance between the smdent's home and the college. Financial Aid ANNAPOLIS SANTA FE Financial Aid Office St. John's College P.O. Box2800 Annapolis, MD 21404 410-626-2502 Fax:410-626-2885 finaid@sjca.edu Financial Aid Office St. John's College n6o Camino Cruz Blanca Santa Fe, NM 87505 505-984-6058 Fax: 505-984-6164 finaid@sjcsf.edu For detailed, helpful, and the most current information about admissions and fmancial aid policies, procedures, and deadlines, please visit www.stjohnscollege.edu. Also, do not hesitate to call our Admissions Offices to speak to an Admissions Counselor for questions about admissions and fmancial aid. 56 Admissions, Fees and Financial Aid � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 2012-2013 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 56 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Statement of the St. John's Program 2012-2013 Date A point or period of time associated with an event in the lifecycle of the resource 2012-2013 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Publisher An entity responsible for making the resource available St. John's College Description An account of the resource College catalog for the years 2012-2013. Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/721daa60f76fcbb006063a08ec2d7216.pdf ae27b81636334c0976e5d56b28b16880 PDF Text Text Statement of the St. John’s Program 2014–2015 �Statement of the St. John’s Program 2 014 – 2 015 Annapolis, Maryland 800-727-9238 Santa Fe, New Mexico 800-331-5232 www.sjc.edu Founded as King William’s School, 1696; chartered as St. John’s College, 1784; the Annapolis campus is accredited by the Middle States Association of Colleges and Schools (3624 Market Street, Philadelphia, PA 19104; 215-662-5606; www.msche.org); the Santa Fe campus is accredited by the North Central Association of Colleges and Schools (30 N. La Salle Street, Suite 2400, Chicago, IL 60602; 800-612-7440; www.ncahlc.org). The college is co-educational and has no religious affiliation. St. John’s admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, disability, or sexual orientation. Academic facilities and most residence halls are accessible to persons with physical disabilities. The college reserves the right to modify the programs and policies herein stated without notice. 1 �Annapolis College Calendar 2014-2015 2014-2015 August 19 Upperclass Registration August 20 Freshman Registration and Convocation August 21 Classes Begin with Seminars October 10 – 13 Long Weekend November 26 – 30 Thanksgiving Recess December 13 End of First Semester December 12 – January 4 Winter Vacation January 5 Second Semester Begins January 30 – February 2 Long Weekend February 27 – March 15 Spring Vacation May 8 End of Second Semester May 10 Commencement Summer 2015 June 15 August 6 2 Graduate Institute Summer Session Begins Graduate Institute Summer Session Ends �Santa Fe College Calendar 2014-2015 2014-2015 August 26 Freshman Registration August 27 Upperclass Registration August 28 Convocation August 28 Undergraduate Classes Begin with Seminars October 16 – 20 Long Weekend November 26 – November 30 Thanksgiving Recess December 18 End of First Semester December 19 – January 18 Winter Vacation January 16 January Freshman Registration January 19 Second Semester Begins March 14 – 29 Spring Vacation May 21 End of Second Semester May 23 Commencement Summer 2015 June 1 January Freshman Second Semester Begins June 15 Graduate Institute Summer Session Begins August 6 January Freshman Second Semester Ends August 7 Graduate Institute Summer Session Ends 3 ��Table of Contents 6 Introduction The Curriculum 8 9 10 14 17 19 Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John’s List of Great Books The Academic Order 24 25 25 26 27 28 29 29 30 30 32 Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Careers After St. John’s Graduate Institute in Liberal Education Degree of Master of Arts in Liberal Arts Degree of Master of Arts in Eastern Classics 34 Bibliography 35 Board of Visitors and Governors 36 Faculty 53 Officers, Associates, and Staff 55 Admissions, Fees, and Financial Aid 56 Campus Maps 5 �Introduction St. John’s College is a community dedicated to liberal education. Liberally educated persons, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John’s College is persuaded that a genuine liberal education requires the study of great books — texts of words, symbols, notes, and pictures — because they are both timeless and timely. These books are the most important teachers. They illuminate the persisting questions of human existence and they bear directly on the problems we face today. They express most originally, and often most perfectly, the ideas by which contemporary life is knowingly or unknowingly governed. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not of merely academic concern, nor is it remote from our true interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for 6 The Introduction �each of them is introduced, supported, or criticized by the others. In that sense they converse with each other, and they draw the readers to take part, within the limits of their abilities, in a large and continuing conversation. This conversation, however, is unavoidably one sided. The books can only repeat what they have to say, without furnishing the clarifications that we desire. To overcome this limitation is the goal of the St. John’s seminar. Here a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another’s questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. It may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are — to help students gain understanding and make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the Program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John’s takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John’s seeks to restore the true meaning of liberal education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic — the arts of language; and arithmetic, geometry, music, and astronomy — the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measuring, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experimentation, mathematical demonstration, and musical analysis. They all serve the same end: to invite the students to think freely and critically for themselves. By these means, students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to know the world around them and to know themselves in this world, and to use that knowledge with wisdom. Under their guidance, men and women can free themselves from the constraint of prejudice and the narrowness of beaten paths. Under their discipline, men and women can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. The aim of the education offered by St. John’s College is the liberation of the human intellect. This is an education for all, regardless of a person’s race, ethnicity, sex, religious beliefs, country of origin, economic background, age, disability or sexual orientation. By reading great books and struggling together with the fundamental questions that they raise, students and their teachers learn from their differences and discover more deeply their shared humanity. In this and other ways, a diversity of background and experience enriches our community of learning. Because it offers an education for all, St. John’s College has sought and continues to seek to make its program of study known and available to people of diverse backgrounds. The Introduction 7 �THE CURRICULUM The Seminar The heart of the curriculum is the seminar—a discussion of assigned readings from the books of the program. In each seminar 17 to 21 students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, for two hours — sometimes longer if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around 80 pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students’ opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices and on humanity’s ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading, but bear only indirectly on the text itself in the minds of the participants. In the Coffee Shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument — an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of “following the argument,” of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open but with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best, the seminar may reach insights far beyond the initial views held by any of its members. Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the “right” opinion or interpretation. It is 8 The Curriculum �subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the Program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than 10 students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually, the students’ work is completed by some form of written work, either a formal paper or a presentation to the class. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. to guide the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues, and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question “Why?” But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students’ powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore, and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes a major part of the process called enabling (see page 28). THE PRECEPTORIAL For seven to eight weeks at the end of the first semester, seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of 25 to 30 preceptorials on books or Heidegger: Being and Time Design and Expression in the Visual Arts Joyce: Ulysses Saussure: Course in General Linguistics Readings in Lao Tsu and Confucius Aristotle: Metaphysics Darwin: Natural Selection Plato: Republic Marquez: One Hundred Years of Solitude Galileo: Dialogues on the Two Chief World Systems Shakespeare: Selected Plays Metaphysical Poets Bosch and Bruegel Kant: Critique of Judgment Hobbes: Leviathan Augustine: City of God Austen: Selected Novels Faraday: Experimental Researches in Electricity and Magnetism Ethical Problems in Medicine Thucydides: The Peloponnesian War The Curriculum 9 �THE TUTORIALS The seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning experiences must therefore support it; these are the tutorials in language, mathematics, and music. For each of four years, a student attends one language and one mathematics tutorial three times a week. Sophomores also attend a music tutorial. In the tutorials, seated around a table, 13 to 16 students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to one another. Other tutors occasionally attend, seeking to learn about a particular subject that they may later teach. Writing is assigned regularly in all classes: mathematics, music, and laboratory sections, as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. The Language Tutorial Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by training in the means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and ambiguities of terms; to the role of metaphors, analogies, and images; and to the logical relations that connect propositions. 10 The Curriculum The study of foreign languages (Greek in the first and second years; French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent, and effective — if it is to be adequate and persuasive. In the beginning, the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one that is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students’ concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one’s sensibility. �The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read — usually Racine’s Phèdre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire’s Les Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in transla- tion more ambitious than those attempted in the third year. The year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Robert Frost, W. B. Yeats, and Wallace Stevens. The Mathematics Tutorial Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning “to learn.” It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John’s is studied as a liberal art, not artificially separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry, and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John’s, mathematics becomes not only the most readily learnable liberal art but also one that provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world, not only must have some familiarity The Curriculum 11 �Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? What do “better” and “worse,” “ugly” and “beautiful” signify in mathematics? Do mathematical symbols constitute a language? Are there “mathematical objects”? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: 12 The Curriculum The students begin with the Elements of Euclid. Using Euclid’s organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects — its central expression found in the theory of ratios — which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy’s Almagest, centering their attention on the problem of “hypotheses” constructed to “save the appearances” in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John’s and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They study Copernicus’ transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the “analytic art” in general. �In the third year, students study calculus analytically in its modern form, originally in Leibniz’s work, and geometrically as Newton presented it in his Principia Mathematica. In the second semester, students take up Newton’s treatment of astronomy in the Principia, in which he brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a “dynamic” theory in which orbits are determined by laws of force. The year concludes with an examination of Dedekind’s theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year, the reading of Lobachevski’s approach to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. Seniors also study Einstein’s special theory of relativity, which challenges our conventional understanding of the nature of time and space. The Music Tutorial One of the aims of the St. John’s Program has been to restore music as part of the liberal arts curriculum. The study of music at St. John’s is not directed toward performance, but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind’s power to grasp number and measure. The liberal art of music was based, for them, on the ratios among whole numbers. In particular, the music program at St. John’s aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year, a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but complementary aspects of music. On the one hand, music is intimately related to language, rhetoric, and poetry. On the other, it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these are done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the St. Matthew Passion of Bach, the operas of Mozart, and the instrumental works of Beethoven are the real teachers. In the second semester, at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. The Curriculum 13 �THE LABORATORY Three hundred years ago, algebra and the arts of analytic geometry were introduced into European thought, mainly by René Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John’s Program and one that the college takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the Program exhibit the farreaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. St. John’s has a three-year laboratory in the natural sciences. In the laboratory, students pursue characteristic and related topics in physics, biology, and chemistry. The art of measurement involves the analytical study of the instruments of observation and measurement; in practica, students reproduce crucial experiments; and, throughout, the interplay of hypothesis, theory, and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The college does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. 14 The Curriculum The Organization of the Laboratory Work The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption, and observation. Thus certain integrated wholes of subject matters are selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called “exact.” A laboratory section consists of 14 to 16 students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. In most cases, the basis for discussion is a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �Laboratory Topics 3rd Year Topics in physics: mechanics, optics, heat, electricity, magnetism The general topics of study have been chosen from elementary physical and biological sciences. The sequence of study may be outlined as follows: 4th Year 1st Year 12 weeks: Observational biology 20 weeks: Studies of matter and measurement, leading to the atomic theory of chemistry 10 weeks: Quantum physics 18 weeks: Genetics, evolution, molecular biology The Curriculum 15 �The First Year The laboratory begins with 12 weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, and embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the nonliving in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature, and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year’s work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. The Third Year The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot, and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy, and potential fields to their reformulation in terms of derivative and integral; at the same time, the physical concepts serve to illustrate the mathematical ideas. The concepts 16 The Curriculum of mechanics are to be used to formulate alternative theories of light — corpuscular and wave — and the success of either theory in accounting for optical phenomena is examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell’s derivation of an electromagnetic theory of light. The Fourth Year In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first semester, the senior laboratory takes up anew the theory of atomism — but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrödinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. The laboratory program ends as it began — with a study of living organisms. In the spring of the senior year, students finally confront the evidence and arguments for their modern views of evolution and genetics. The semester begins with Darwin and Mendel, proceeds to a synthesis, and then traces developments in cellular and molecular biology which are thought to undergird this synthesis, as presented in seminal papers by twentieth-century biologists. In addition, this work raises questions about whether there is purpose in nature, whether there are natural kinds, what distinquishes living from non-living, whether living things have a wholeness, and if so, what is responsible for it. �THE FORMAL LECTURE The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar, tutorial, or laboratory readings, or it may open up a new field of interest and test the students’ readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John’s faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. The Curriculum 17 �Lectures and Concerts The following list provides some examples of lectures and concerts given on one or the other campus in recent years: “Reading, Writing, Listening, Talking” Eva Brann “Quantum Phenomena” Mark Rollins Bill Charlap Jazz Trio “Wordsworth and Keats” Ronald Sharp “On Reading the U.S. Constitution as a Great Book” William Braithwaite “T.S. Eliot’s Othello” Christopher Ricks “Does Beauty Have a Place in Liberal Education?” Daniel Harrell “Tonal Music and the Mozart Operas” Elliott Zuckerman “The Tocquevillean Moment” Wilfred McClay “Re-thinking Difference” Daniel Dahlstrom “The Metaphysics of Dante’s Commedia” Christian Moevs “Cicero and the Creation of Roman Philosophy” Walter Englert “Fields and Particles and Being” Dylan Casey “Invisible Beauty: Euler’s Astounding Formula” Grant Franks “Dialectic, Virtue and Recollection in Plato’s Meno” Laurence Berns “‘Lucky the One’: Kierkegaard’s Search for Morality in the Stories We Tell” Phil Hopkins Music of Liszt, Schuman and Chopin Awadagin Pratt 18 The Curriculum “Honor, Glory and Friendship in Homer’s Iliad and Aristotle’s Ethics” Michael Dink “Normal and Abnormal Neuronal Migration…or Why Your Brain is Wrinkled” John Rees “Wealth, Virtue and Corruption: Adam Smith’s Moral Philosophy” Lauren Brubaker Works by Thelonius Monk Cal Haines Tribute Trio “Why Was Spinoza Excommunicated?” Steven Nadler “Descartes, Newton and the Mathematical Character of Natural Philosophy” Mary Domski “Music, Meaning and Gods in Greek Tragedy” Mark Griffith “After the Beautiful: Hegel and the Philosophy of Pictorial Modernism” Robert Pippin “Michel de Montaigne’s Singular Essays: the Man, the Book, the Legacy” Colin Dickson “Conatus and the Pre-Scientific Basis of Spinoza’s Ethics” Richard Velkley �ST. JOHN’S LIST OF GREAT BOOKS The list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since 1937, it has been under continuous review at St. John’s College. The distribution of the books over the four years is significant. More than 2,000 years of intellectual history form the background of the first two years; about 300 years of history form the background for almost twice as many authors in the last two years. the reading into the nineteenth and twentieth centuries. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year ranges from the Hebrew Bible to the sixteenth-century seeds of modernity; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings The list of books that constitute the core of the St. John’s Program is subject to yearly review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses, although not always in their entirety. Books read in seminar are indicated by an asterisk. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St. John’s curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The Curriculum 19 �Freshman Year *Homer: *Aeschylus: *Sophocles: *Thucydides: *Euripides: *Herodotus: *Aristophanes: *Plato: Aristotle Euclid: *Lucretius: *Plutarch: Ptolemy: Pascal: Nicomachus: Lavoisier: Harvey: Essays by: Iliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes, Ajax Peloponnesian War Hippolytus, Bacchae Histories Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus *Poetics, *Physics,* Metaphysics, *Nicomachean Ethics, On Generation and Corruption, *Politics, Parts of Animals, Generation of Animals Elements On the Nature of Things “Lycurgus,” “Solon” Almagest Treatise on the Equilibrium of Liquids Arithmetic Elements of Chemistry Motion of the Heart and Blood Archimedes, Fahrenheit, Avogadro, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Gay-Lussac, Spemann, Stears, J.J. Thomson, Mendeleyev, Berthollet, J.L. Proust Sophomore Year Aristotle: Apollonius: *Virgil: *Plutarch: *Epictetus: *Tacitus: Ptolemy: *Plotinus: *Augustine: *Maimonides: *Anselm: *Aquinas: *Dante: *Chaucer: *Machiavelli: Copernicus: Kepler Livy Palestrina: *Montaigne: Viète: *Bacon: 20 The Curriculum *Hebrew Bible *New Testament *De Anima, On Interpretation, Prior Analytics, Categories Conics Aeneid “Caesar,” “Cato the Younger,” “Antony,” “Brutus” Discourses, Manual Annals Almagest The Enneads Confessions Guide for the Perplexed Proslogium Summa Theologiae Divine Comedy Canterbury Tales The Prince, Discourses On the Revolutions of the Spheres Epitome IV Early History of Rome Missa Papae Marcelli Essays Introduction to the Analytical Art Novum Organum �Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Monteverdi: Stravinsky: *Richard II, *Henry IV, *The Tempest, *As You Like It, *Hamlet, *Othello, *Macbeth, *King Lear, and Sonnets Marvell, Donne, and other 16th- and 17th-century poets Geometry, *Discourse on Method Generation of Conic Sections St. Matthew Passion, Inventions Quartets Operas Third Symphony Songs L’Orfeo Symphony of Psalms Junior Year *Cervantes: Galileo: *Hobbes: *Descartes: *Milton: La Rochefoucauld: La Fontaine: *Pascal: Huygens: *Eliot *Spinoza: *Locke: Racine: Newton: Leibniz: *Swift: *Hume: *Rousseau: *Molière *Adam Smith: *Kant: *Mozart: *Austen: Hawthorne Dedekind: *Hamilton, Jay and Madison: *Twain: *Wordsworth: Essays by: Don Quixote Two New Sciences Leviathan Meditations, Rules for the Direction of the Mind Paradise Lost Maximes Fables Pensées Treatise on Light, On the Movement of Bodies by Impact Middlemarch Theologico-Political Treatise Second Treatise of Government Phèdre Principia Mathematica *Monadology, *Discourse on Metaphysics, Essay on Dynamics, *Philosophical Essays,*Principles of Nature and Grace Gulliver’s Travels Treatise of Human Nature Social Contract, The Origin of Inequality Le Misanthrope Wealth of Nations Critique of Pure Reason, Foundations of the Metaphysics of Morals Don Giovanni Pride and Prejudice, Emma The Scarlett Letter Essays on the Theory of Numbers *Articles of Confederation, *Declaration of Independence, *Constitution of the United States of America The Federalist The Adventures of Huckleberry Finn The Two Part Prelude of 1799 Young, Taylor, Euler, D. Bernoulli, Ørsted, Ampère, Faraday, Maxwell The Curriculum 21 �Senior Year *Goethe: Darwin: *Hegel: Lobachevsky: *Kafka: *Plato: *Tocqueville: Hamilton, Jay and Madison *Lincoln: *F. Douglass: *Kierkegaard: *Wagner: *Marx: *Dostoevsky: *Tolstoy: *Melville: *O’Connor: *William James: *Nietzsche: *Freud: Baudelaire: *Booker T. Washington: *Du Bois: *Husserl: *Heidegger: Einstein: *Conrad: *Faulkner: Flaubert: *Woolf: Poems by: Essays by: *Supreme Court Opinions Faust Origin of Species Phenomenology of Mind, “Logic” (from the Encyclopedia) Theory of Parallels The Metamorphosis Phaedrus Democracy in America Documents from American History The Federalist Selected speeches Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital, Political and Economic Manuscripts of 1844, The German Ideology Brothers Karamazov War and Peace Benito Cereno Selected stories Psychology, Briefer Course Beyond Good and Evil Introductory Lectures on Psychoanalysis Les Fleurs du Mal Selected writings The Souls of Black Folk Crisis of the European Sciences Basic Writings Selected papers Heart of Darkness Go Down Moses Un Coeur Simple Mrs. Dalloway, To the Lighthouse Yeats, T. S. Eliot, Wallace Stevens, Valéry, Rimbaud Faraday, J. J. Thomson, Millikan, Minkowski, Rutherford, Davisson, Schrödinger, Bohr, de Broglie, Heisenberg, Mendel, Boveri, Sutton, Morgan, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, Hardy * These authors or works are read in seminar. The others are distributed among the tutorials and laboratory. 22 The Curriculum �Classification of Authors, According to Conventional Subject Matter, Through the Four Years Literature Philosophy History and and Theology Social Science Mathematics and Natural Science Music Freshman Year Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Pascal Fahrenheit Avogadro Virchow Mariotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Driesch Spemann Sophomore Year Virgil Dante Chaucer Shakespeare Donne Marvell Aristotle Epictetus Plotinus Hebrew Bible New Testament Augustine Anselm Aquinas Luther Montaigne Bacon Maimonides Plutarch Tacitus Livy Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete è Kepler Junior Year Cervantes Milton Swift Racine La Fontaine J.Austen La Rochefoucauld G.Eliot Molière Wordsworth Twain Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Locke Rousseau Adam Smith Hamilton, Jay, Madison Documents from American political history Galileo Young Euler Taylor Newton Leibniz Huygens Dedekind D. Bernoulli Faraday Maxwell Ørsted Ampère Mozart Senior Year Tolstoy Dostoevsky Baudelaire Rimbaud Valéry Yeats Kafka W. Stevens T. S. Eliot Conrad V. Woolf O’Connor Melville Faulkner Goethe Flaubert Hegel Kierkegaard Nietzsche W. James Heidegger Plato Husserl Hegel Marx Documents from American political history Tocqueville Lincoln Supreme Court opinions F. Douglass B. Washington Du Bois Hamilton, Jay, Madison Faraday Lobachevsky Rutherford Minkowski Davisson de Broglie Beadle & Tatum Boveri Sutton Morgan Sussman Hardy Mendel J. J. Thomson Bohr Millikan Schr¨dinger ö Darwin Freud Einstein Heisenberg Watson & Crick Jacob & Monod Wagner Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Monteverdi The Curriculum 23 �THE ACADEMIC ORDER The Tutors At St. John’s, the teaching members of the faculty are called tutors. The title “professor” is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the principal teacher of the class — it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration, or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John’s will not be limited to what fits neatly inside a single discipline, it is essential that St. John’s tutors re-educate themselves to acquire increased understanding in those parts of the Program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not avert their far-ranging questions with the reply that these matters are handled in another department. The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John’s Program. 24 The Academic Order This preparation is necessarily demanding because no full-time tutor is confined to a single part of the Program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John’s than the preparation for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are sometimes relieved of part of their ordinary teaching duties. The groups engage in a thorough study and exploration of a subject chosen by themselves or the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John’s curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John’s. �The Instruction Committee The Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on appointments to the faculty. The committee consists of the deans and 12 tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets annually, alternating between the two campuses, and the dean at the host campus presides at those annual meetings. The Library The library exists to support the academic program as well as the teaching and learning that occur in a variety of ways at St. John’s College. The books chosen for study at St. John’s form the basis of the collection, with additional volumes serving as secondary sources and representative works in the major fields of learning. The libraries on the two campuses have a total collection of over 180,000 items, including works in various languages and many diverse subject areas, with a concentration in the sciences and humanities. The library also collects periodicals and newspapers, audiovisual materials, audio recordings of faculty and Friday night lectures, faculty publications, and student prize essays. Interlibrary Loan services enable current students, faculty, and staff to request books and journal articles that are not part of the library’s collection from libraries throughout the country. In all its activities, the library seeks to participate in the program of the college and reflect its philosophy of education. spaces with subtle natural light are available for reading and contemplation. The music library is housed apart in the Mellon building, and offers sound recordings and printed scores, all available for loan. The Faith and John Meem Library opened in Santa Fe in 1990. It offers a variety of study areas designed to accommodate up to half of the student body at a given time, including two 24-hour study rooms, and a music room with listening carrels and a collection of compact discs, records, and DVDs. Both libraries hold interesting special collections, including several hundred early or first editions of works read in the Program. Most of the materials included in the Greenfield Library archival and special collections, such as St. John’s College photographs, a collection of fine art slides, college publications and records, and instruction manuals used by the tutors throughout the years, are available in the library. Some of the notable special collections available in the Greenfield Library are the collected papers and correspondence of Jacob Klein and the collected papers and correspondence of Stringfellow Barr. In addition, the Greenfield Library has retained several of the original books from the Bray Collection, dating from 1696 and known as the “first public library in America,” and possesses the Prettyman Collection of Signed and Inscribed Books, some 800 titles of first editions signed by the authors. Some of the pre-1930 materials are housed at the Maryland State Archives. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions on each poet, as well as other “belles letters.” In addition, the Santa Fe library contains a faculty and alumni publications collection and the Holtzman Music Collection. The libraries also provide public terminals for accessing the online catalog, electronic resources, and the Internet. The libraries subscribe to several electronic academic databases including JSTOR, OCLC FirstSearch (ArticleFirst/WorldCat), Oxford English Dictionary, Philosopher’s Index, and the Thesaurus Linguae Graecae. These and other databases can be accessed in the libraries, dorms, or by any computer that connects to the St. John’s network. The Greenfield Library, in Annapolis, is housed in a beautifully restored historic building that was once the Maryland Hall of Records. Comfortably situated study The Academic Order 25 �Schedules Perhaps the most distinctive mark of St. John’s College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid’s Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles’ funeral oration. Thus all students, having a common program of study, have a common ground for conversation. 26 The Academic Order Except for the preceptorials in the junior and senior years, and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three-and-one-half hours to four-and-onehalf hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Each week there are two evening seminars, lasting two hours or more. A formal lecture or concert is given once a week. Sixteen to 19 hours per week are spent in regular classes. The year is divided into two semesters of 16 weeks each. �A Sample Freshman Schedule, Annapolis HOUR 9:00 – 10:10 a.m. M O N DAY T U E S DAY Language 10:20 – 11:30 a.m. W E D N E S DAY Language Mathematics 1:00 – 3:40 p.m. Laboratory 8:00 – 10:00 p.m. T H U R S DAY Language Mathematics Chorus Seminar F R I DAY Mathematics Laboratory Seminar Formal Lecture W E D N E S DAY T H U R S DAY F R I DAY Mathematics Mathematics A Sample Freshman Schedule, Santa Fe HOUR 9:00 – 10:30 a.m. 10:30 a.m. – 12:00 p.m. M O N DAY Mathematics Music 1:30 – 4:30 p.m. 7:30 – 9:30 p.m. T U E S DAY Language Laboratory Seminar Language Language Laboratory Seminar Formal Lecture ESSAYS AND EXAMINATIONS The Algebra Examination Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the Program. Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered. Oral Examinations Toward the end of each semester, oral examinations are conducted for each student by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. The Final Essay and Oral Examination In the senior year, the student is required to present to the faculty a final essay related to some aspect of the four years’ work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined about it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student’s learning. The Academic Order 27 �In the junior year, conferences replace some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student’s work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college. The normal probationary period is one semester. Letter Grades ACADEMIC STANDING Because St. John’s classes are small and intimate, and because students participate actively, tutors are aware of their students’ progress from day to day. The tutors’ appraisals of a student are based on the student’s total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance, and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John’s is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John’s, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. The Don Rag Within the college, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores, and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students’ work during the semester; the students are then invited to respond to their tutors’ reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. 28 The Academic Order Students are encouraged not to work for grades, but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor’s comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, D or F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college. Sophomore Enabling Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student’s learning during the two years spent in the college. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student writing an acceptable senior essay. �THE ST. JOHN’S DEGREE, BACHELOR OF ARTS The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, and they spend their first summer completing their freshman year, so that they, too, complete a four-year curriculum. On the transcript, St. John’s seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately 134 semester hours. GRADUATE STUDY AND CAREERS AFTER ST. JOHN’S • 9.4% choose other fields, including urban planning, skilled craftsmanship, foreign service/Peace Corps, government service, veterinary medicine, homemaking, farming, armed forces, and conservation/ecology. Approximately 70% of our alumni pursue formal education beyond the baccalaureate level, with around 15% of each graduating class entering graduate and professional programs directly after St. Johns. Doctoral degrees earned by St. John’s alumni split about evenly between humanities and science/mathematics. Our students consistently score above the national average on the Graduate Record Exam (GRE) and Law School Admissions Test (LSAT). The Career Services office on each campus assists students in planning for advanced study and in preparing their applications. In a world in which careers and work environments are changing rapidly, a rigorous, broadly based liberal arts education is recognized increasingly as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have reaffirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John’s alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John’s graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 21.9% are in teaching or educational administration; about two-thirds of these work in colleges or universities; • 18.8% are in communications or the arts; • 17.3% are in business or business-related occupations; • 9.7% work in the field of law, with most in private practice or the judiciary; • 9.4% work in computers/sciences/mathematics; • 6.9% work in the health professions, mainly as physicians; • 6.6% work in social services, including counseling, psychology, social work, and the ministry; The Academic Order 29 �THE GRADUATE INSTITUTE IN LIBERAL EDUCATION The Graduate Institute at St. John’s College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, inspired by that of the undergraduate college, have two distinctive features: the curriculum consists exclusively of classic or great books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from college graduates with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS The aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are organized into five segments: Literature, Politics and Society, Philosophy and Theology, Mathematics and Natural Science, and History. Students must complete four of these five segments to earn the Master of Arts in Liberal Arts degree (36 semester credit hours). These segments taken together constitute a closely integrated program of study. Classes are small and based on discussion of classic texts, but differ in significant ways. The heart of the curriculum is the seminar in which 14 to 19 students engage in a discussion initiated by a tutor’s question about the assigned reading. In the 30 The Graduate Institute tutorial, a slightly smaller group of students (12 to 16) focuses more intensively on smaller assignments, either mathematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students (eight to 12), engages in the study of a single book or topic and requires that students write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments are offered in the 16-week fall and spring terms, and usually two to four are offered in the eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet five days a week and start earlier in the day. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order compatible with the sequence of offerings. An optional master’s essay may be written by students who have completed at least two terms. In recent years, approximately 60 to 90 students have been enrolled on each campus during each session. The program leading to the Master of Arts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools. �THE LIBERAL ARTS CURRICULUM** Literature SEMINAR Homer: Iliad, Odyssey Aeschylus: Agamemnon, Libation Bearers, Eumenides Sophocles: Oedipus Rex, Oedipus at Colonus, Antigone Euripides: Hippolytus, Bacchae, Electra Aristophanes: Frogs TUTORIAL Chaucer: Canterbury Tales in Middle English* Shakespeare: King Lear Aristotle: Poetics Selected English lyric poetry Mathematics and Natural Science History SEMINAR Herodotus: Histories* Thucydides: Peloponnesian War* Livy: Early History of Rome* Polybius: Histories* Plutarch: “Caesar” and “Cato the Younger” Tacitus: Annals* Tocqueville: The Old Regime and the French Revolution* Plato: Timaeus* Lucretius: On the Nature of Things Aristotle: Physics* Ptolemy: Almagest* Galileo: Dialogue on the Two Chief World Systems* Darwin: The Origin of Species* Freud: Selected Works SEMINAR TUTORIAL TUTORIAL Euclid: Elements* Lobachevski: The Theory of Parallels* PRECEPTORIAL (examples) PRECEPTORIAL (examples) Cervantes: Don Quixote Joyce: Ulysses Virgil: Aeneid Eliot: Middlemarch Dostoevski: The Brothers Karamazov Light: Aristotle, Descartes, Huygens, and Newton Lavoisier: Elements of Chemistry Maxwell: Theory of Heat Bacon and the Principles of Natural Philosophy Galileo: Two New Sciences Politics and Society Philosophy and Theology SEMINAR SEMINAR Plutarch: “Lycurgus” and “Solon” Plato: Republic Aristotle: Politics* Machiavelli: The Prince Locke: Second Treatise of Civil Government Rousseau: On the Origin and Foundations of Inequality Marx: The Economic and Philosophic Manuscripts of 1844* Tocqueville: Democracy in America* Genesis Exodus Job Matthew Romans Augustine: Confessions* Thomas Aquinas: Summa Theologica* Kant: Groundwork of the Metaphysics of Morals Kierkegaard: Philosophical Fragments Augustine: The City of God* Vico: The New Science* Kant: Idea of a Universal History Herder: Ideas Toward the Philosophy of the History of Mankind* Hegel: Philosophy of History* Marx: The German Ideology Nietzsche: Uses and Abuses of History for Life Dilthey: Introduction to the Human Sciences* Collingwood: The Idea of History* Strauss: Political Philosophy and History* PRECEPTORIAL (examples) Tolstoy: War and Peace Machiavelli: The Florentine Histories Weber: The Protestant Ethic and the Spirit of Capitalism Arendt: The Origins of Totalitarianism TUTORIAL TUTORIAL Aristotle: Nicomachean Ethics* Thomas Aquinas: Treatise on Law* Hobbes: Leviathan* Declaration of Independence Articles of Confederation U.S. Constitution Hamilton, Jay, and Madison: The Federalist* Selected U.S. Supreme Court Decisions PRECEPTORIAL (examples) Montesquieu: The Spirit of the Laws Shakespeare: The history plays Smith: The Wealth of Nations Rousseau: Emile Hegel: The Philosophy of Right Plato: Meno Aristotle: Metaphysics* Descartes: Meditations Hume: An Enquiry Concerning Human Understanding Kant: Prolegomena to Any Future Metaphysics Nietzsche: Beyond Good and Evil* PRECEPTORIAL (examples) Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Investigations Nietzsche: Thus Spake Zarathustra ** Readings may differ slightly between campuses * Selections The Graduate Institute 31 �DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS The aim of the Eastern Classics program is to help students seek a deeper understanding of the fundamental and enduring questions that have been raised by thoughtful human beings in the rich traditions of the East. Its course of study consists of 34 semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered only on the Santa Fe campus. The program includes a series of seminars, preceptorials, and a language tutorial in either Sanskrit or classical Chinese. In the seminar, 14 to 18 students discuss assigned readings from a wide range of Indian, Chinese, and Japanese texts. In the tutorial, 12 to 15 students study either Sanskrit or classical Chinese. The goal is not mastery, but rather sufficient familiarity with the elements of the languages to gain some insight into their structure 32 The Graduate Institute and to translate selected short passages from classical texts. In the preceptorial, eight to 12 students study a single work or theme for an eight-week period. Each student is required to write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive nature of the program, full-time work is not encouraged. �THE EASTERN CLASSICS CURRICULUM Fall Semester Spring Semester Summer Semester CHINESE TUTORIAL CHINESE TUTORIAL SEMINAR Naiying Yuan, Haitao Tang, James Geiss, Classical Chinese: A Basic Reader Mathews, Chinese-English Dictionary Tang Poetry Meng Zi The Tale of the Heike Lotus Sutra Four Huts: Asian Writings on the Simple Life The Pillow Book Dogen, Shobogenzo Kenko, Essays in Idleness Basho, The Narrow Road to the Deep North Chushingura SANSKRIT TUTORIAL SANSKRIT TUTORIAL Bhagavadgita* Nagarjuna Killingley, Beginning Sanskrit: a practical course based on graded reading and excerises SEMINAR SEMINAR Confucius, Lun-Yu Mo Zi Xun Zi Han Fei Zi Meng Zi Zhuang Zi Lao Zi Rig Veda Upanishads Tattva-Kaumudi Yoga Sutras of Patanjali PRECEPTORIAL (examples) Mahabharata Sima Qian, The Grand Scribe’s Records The Laws of Manu The Bhagavadgita Kalidasa, Kumarasambhava Kalidasa, Meghaduta Kalidasa, Shakuntala Abhinavagupta, Dhvanyaloka Digha Nikaya Majhima Nikaya Nagarjuna, Mulamadhyama- kakarika Vimalakirti Sutra Lankavatara Sutra Gaudapada, The Great Karika on the Mandukya Upanishad Shankara, Commentary on the Brhadaranyaka Upanishad Diamond Sutra Heart Sutra Hui Neng, Commentary on the Diamond Sutra The Sutra of Hui Neng Chinese Poetry Zhu Xi PRECEPTORIAL Murasaki Shikibu, Tale of Genji PRECEPTORIAL (examples) Vasistha’s Yoga Bhagavadgita Nagarjuna, Mulamadhyamakakarika Dogen The Graduate Institute 33 �BIBLIOGRAPHY Books About Liberal Education Adler, Mortimer J., and Charles Van Doren: How to Read a Book, Simon and Schuster, 1972. Adler, Mortimer J., and Milton Mayer: The Revolution in Education, University of Chicago Press, 1958. Barzun, Jacques: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. Bell, Daniel: The Reforming of General Education, Columbia University Press, 1966. Bestor, Arthur E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. Bloom, Allan: Closing of the American Mind, Simon and Schuster, 1987. Bloom, Harold, The Western Canon, Harcourt Brace, 1994 Brann, Eva T.H.: Paradoxes of Education in a Republic, University of Chicago Press, 1979. Bruner, Jerome S.: The Process of Education, Harvard University Press, 1960. Buchanan, Scott: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. Darkey, William (editor et al): Three Dialogues on Liberal Education, St. John’s College Press, 1979. Hagstrom, Robert G.: Latticework; The New Investing, Texere, 2000. Harvard Committee Report: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. Hutchins, Robert M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. Klein, Jacob, Lectures and Essays, St. John’s College Press, 1985. Kronman, Anthony: Education’s End; Why Our Colleges and Universities Have Given Up on the Meaning of Life, Yale University Press, 2008. Lewis, C.S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. Maritain, Jacques: Education at the Crossroads, Yale University Press, 1943. Martin, Roger H.: Racing Odysseus, University of California, 2008. Meiklejohn, Alexander: Education Between Two Worlds, Harper and Brothers, 1942. Pieper, Josef: Leisure, the Basis of Culture, Liberty Fund, 1999. Denby, David. Great Books, Simon & Schuster, 1996. Smith, J. Winfree: A Search for the Liberal College; The Beginning of the St. John’s Program, St. John’s College Press, 1983. Erskine, John: My Life as a Teacher, J.B. Lippincott Co., 1948. Van Doren, Mark: Liberal Education, Henry Holt and Co., 1944. Goldwin, Robert A. (editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. Grant, Gerald and David Riesman: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. 34 Bibliography �BOARD OF VISITORS AND GOVERNORS Joanne Aitken Philadelphia, PA Erwin L. Greenberg Reisterstown, Maryland Warren Spector New York, New York Pamela Saunders Albin Santa Fe, New Mexico Stewart Greenfield Westport, Connecticut Walter Sterling, Dean – Santa Fe Santa Fe, New Mexico M. Brownell Anderson (HM)* Washington, DC Richard Groenendyke Tulsa, Oklahoma Jill Cooper Udall Santa Fe, New Mexico Elizabeth A. Bassan Kensington, Maryland Joan Haratani Piedmont, California Michael Uremovich Virginia Beach, Virginia Robert Bienenfeld, Secretary Long Beach, California Allan Hoffman (HM)* Lawrence, New York Leslie Jump Walker Washington, DC Sharon Bishop Markham, Virginia Harold Hughes Severna Park, Maryland Harriet Warren (VE)* Atlanta, Georgia Steven J. Bohlin Santa Fe, New Mexico Pamela Kraus, Dean – Annapolis Annapolis, Maryland Julia Wilkinson (VE)* Austin, Texas Claiborne B. Booker Alexandria, Virginia Thomas Krause Ojai, California Warren P. Winiarski (VE)* Yountville, California Jana H. Carey Annapolis, Maryland Perry Lerner, Chair Philadelphia, Pennsylvania Delores Wolf Washington, DC Thomas M. Carnes (HM)* San Francisco, California Austin Ligon Manakin Sabot, Virginia *HM = Honorary Member Ray C. Cave (VE)* Boothbay, Maine Susana Martinez, Ex Officio Governor of New Mexico Santa Fe, New Mexico Phelosha Collaros, Ex Officio President- Alumni Association Albuquerque, New Mexico Robert Mass New York, New York Greg Curtis (VE)* Pittsburgh, Pennsylvania Douglas K. Mayer New York, New York R. Weston Donehower New York, New York Charles Nelson (VE)* Annapolis, Maryland Jerome P. Downey New York, New York VE=Visitor Emeritus Christopher Nelson, President Annapolis Annapolis, Maryland Michele Farquhar Washington, DC Stephen L. Feinberg Santa Fe, New Mexico Ronald Fielding Kiawah Island, South Carolina Stephen Forman San Marino, California Anna Greenberg (HM)* Annapolis, Maryland Martin O’Malley, Ex Officio Governor of Maryland Annapolis, Maryland Michael Peters, President – Santa Fe Santa Fe, New Mexico Jamie Polk Santa Fe, New Mexico Theodore C. Rogers, Vice Chair New York, New York Board of VisitorThe Curriculum and Governors 35 �The Faculty ANNAPOLIS President Christopher B. Nelson B.A., St. John’s College, Santa Fe, 1970, St. John’s College, Annapolis, 1966-69; J.D., University of Utah College of Law, 1973; Associate, 1973-78 and Partner, 1979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, 1979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St. John’s College, 1991-; Former Member, Executive Committee, National Association of College and University Association; Past Chair, Annapolis Group (nation’s liberal arts colleges); Past Chair, AFS-USA Inter-cultural Exchange Program; Past Chair, Maryland Independent College & University Association; Chair, Shimer College Board of Trustees; Treasurer, Historic Annapolis Foundation. Dean of the College in Annapolis Pamela Kraus M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of America, 1975-80; Assistant Professor of Philosophy, The Catholic University of America, 1980-85; American Fellowships Program Panel, American Association of University Women, 1985; Tutor, St. John’s College, 1985-; Dean 2010 –. Eva T.H. Brann B.A., Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John’s College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting 36 The Faculty Curriculum Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-96; Dean, St. John’s College, Annapolis, 1990-97; Doctor of Humane Letters, Whitman College, 1995; Doctor of Letters, Middlebury College, 1999; Wilbur Cross Medal of the Yale Graduate School Alumni Association, 2006; Honorary Doctorate, Iona College, 2006; Distinguished Alumna Award, Brooklyn College, 2007. Harvey Flaumenhaft B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturer in Liberal Arts, University of Chicago, 1965-66; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John’s College, Annapolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, 1981; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, Department of Educational Studies, University of Delaware, 1989; Lynde and Harry Bradley Foundation Grant, 1992-94; Dean, St. John’s College, Annapolis, 1997-2005. John F. White B.A., St. John’s College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John’s College, Annapolis, 1971–. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John’s College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John’s College, Santa Fe, 1973-77, Annapolis, 1978–. �Deborah Schwartz Renaut B.A., St. John’s College, Annapolis, 1968; M.A., The Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John’s College, Annapolis, 1974–. David L. Townsend A∑N, Jesuit Honor Society 1967--; B.A. Loyola College, 1969; Fellow, Harvard, 1969-1974; M.A. Harvard, 1970; Teacher, Cambridge Free School, 1970-1972; Diplome, Universite de Paris, 1973; Ph.D. Harvard, 1976; J.D. Yale Law School, 1981; Tutor, St. John’s College Santa Fe 1974--, Annapolis 1984--; Federal Executive Institute, Visiting Faculty 1999--; Senior Advisor for Seminars, Aspen Institute 2000--; Co-ordinator, AIDS Task Force, Corporate Council on Africa 2001-2002; Moderator, Weidenfeld Scholars Program, Oxford University 2008–. Michael Comenetz B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John’s College, Annapolis, 1975–. John Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Cognitive Psychology, University of California, San Diego, 1978; Tutor, St. John’s College, Santa Fe, 1975-85; Annapolis, 1985-; Assistant Dean, 1988-91; Director, Graduate Institute in Liberal Education, 1992-95; N.E.H. Chair in Modern Thought, 1997-99. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; M.A., Counseling, Loyola College, 1996; Tutor, St. John’s College, Annapolis, 1977-; Counselor and Therapist, 1996–. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John’s College, Annapolis, 1977–. Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John’s College, Annapolis, 1977–. Marilyn Douville Higuera B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John’s College, Annapolis, 1979-; Director of the Graduate Institute in Liberal Education, Annapolis, 2008-2011. Thomas May B.A., Loyola College, 1971; M.A., Fordham University, 1975; Assistant Professor, Loyola College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St. John’s College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, Annapolis, 1986-89, 1995-1998. James Howard Beall Active duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975, & Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., 1978-79; Project Scientist, BKD, Arlington, Virginia, 1979-81; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., 1981-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., 1983-; Tutor, St. John’s The The Faculty Curriculum 37 �College, Annapolis, 1982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, 1991–. 2008-2009; Board of Directors, Internati0nal Merleau-Ponty Circle, 2009-; Board of Directors, Marchutz School of Art, 2008–. Henry H. Higuera B.A., Cornell University, 1974; M.A., 1976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John’s College, Annapolis, 1982–. Nicholas A. Capozzoli, M.D. B. S., Manhattan College, 1964; M.D., New York University, 1968; M.A., St. John’s College Graduate Institute, 1981; Neurological Residency Training, Mt. Sinai Hospital, 1973; Board Certification from the American Board of Psychiatry and Neurology, 1976; Member, American Academy of Neurology, Anne Arundel County Medical Society; Attending Neurologist, Anne Arundel Medical Center, 1974-; Attending Neurologist/Assistant Professor of Neurology, Johns Hopkins Hospital, 1976-; Chairman, Professional Advisory Committee of the National Multiple Sclerosis Society, 1986-94; Medical Director of the Hospice Program, Anne Arundel Medical Center, 1980-87; Tutor, St. John’s College, 1985-; Chairman, Medical Ethics Committee, Anne Arundel Medical Center, 1985-94. Walter Sterling B.A., St. John’s College, 1965; M.A., Pennsylvania State University, 1966; Instructor, Pennsylvania State University 1966-68; Ph.D. Candidate, The Catholic University of America, 1970-74; Editor of St. John’s Review and Tutor, St. John’s College 1983–. Michael Blaustein B.A., St. John’s College, Annapolis, 1974; Ph.D., Harvard University, 1984; Tutor, St. John’s College, Annapolis, 1984–. Chester Burke B.A., St. John’s College, Annapolis, 1974; Master of Music, University of Michigan, 1979; Tutor, St. John’s College, Annapolis, 1984–. Michael G. Dink Harvard University, 1970-72; B.A., St. John’s College, Annapolis, 1975; M.A., 1978, Ph.D., 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John’s College, Santa Fe, 1980-84, Annapolis, 1984-. Director, Graduate Institute in Liberal Education, Annapolis, 19982001; Dean, 2005-2010. Anita L. Kronsberg B.A., St. John’s College, 1980; Tutor, St. John’s College, 1984-; Assistant Dean, 1998-2002; 2006–. Patricia M. Locke B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, 1984; Teaching Fellow, Boston College, 1978-82; Instructor, Assumption College, 1981; Tutor, St. John’s College, Annapolis, 1984-. American Association of University Women, Fellowship 2006-2007; Marchutz School of Art, 38 The Faculty Curriculum William Pastille B.A., Music, Brown University, 1976; M.A., Musicology, Cornell University, 1979; Ph.D., Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University of Wisconsin at Madison (1985-86); Tutor, St. John’s College of Annapolis, 1986-; Assistant Dean, St. John’s College of Annapolis, 1993-95; Director, Graduate Institute, St. John’s College of Annapolis, 20012003. Catherine R. Haigney B.A., 1981, M.A., 1983, Ph.D. in English Language and Literature, 1989, University of Virginia; Echols Scholar, Phelan Fellowship, Governor’s Fellowship, University of Virginia; Lecturer in English, Vanderbilt University, 1985-87; Adjunct Faculty, Goucher College, 1987-88; Tutor, St. John’s College, Annapolis, 1989–. Adam Schulman B.A., Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, St. John’s College, 1989–. �Judith L.A. Seeger B.A., Harvard University, 1966; Cornell University, 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John’s College, Annapolis, 1989-; Assistant Dean, St. John’s College, Annapolis, 2002-2006; Tutor, St. John’s College, Santa Fe, 2007-2008. Joan E. Silver B.A., State University of New York, College at Old Westbury, 1971; M.A., St. John’s College, Annapolis, 1976; Ph.D., Graduate Theological Union, in Theology and The Arts, 1993; Tutor, St. John’s College, Annapolis, 1974-77; Tutor, St. Mary’s College, Integral Program, 1977-79; Tutor, The Graduate Institute in Liberal Education, St. John’s College, Santa Fe, Summer 1985, 1986, 1987, 1988; Tutor, St. John’s College, Santa Fe, 1989-96; Annapolis, 1997–. Cordell D. K. Yee B.A., English, Pomona College, 1977; M.J. Journalism, University of California, Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University of Wisconsin-Madison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, 1988-89; Tutor, St. John’s College, Annapolis, 1989-; Visiting Assistant Scientist, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, Summers of 1990 and 1991. Andre Barbera B.A. in Music, Wesleyan University, 1974; Resident Fellow, Newberry Library, Chicago, 1978; Ph.D. in Musicology, University of North Carolina, 1980; Visiting Assistant Professor of Music, Cornell University, 1979-82; Assistant Professor of Music, University of Notre Dame, 1982-89; Visiting Assistant Professor of Music, St. Mary’s College, Notre Dame, 1989-90; Tutor, St. John’s College, Annapolis, 1990–. Kathleen C. Blits B.A., Mount Holyoke College, 1968; Graduate Study, New School for Social Research, 1970-72; M.S., 1985, Ph.D., 1989, University of Delaware; Tutor, St. John’s College, Annapolis, 1990–. Margaret Anne Kirby B.A., University of King’s College, 1977; M.A., Department of Classics, Dalhousie University, 1979; Commonwealth Scholar, Hertford College, Oxford University, 1980-82; M.Litt., Faculty of Modern Languages, Oxford University, 1982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, 1982; Junior Fellow, Massey College, University of Toronto, 1983-85; Ph.D., Department of Germanic Languages and Literatures, University of Toronto, 1988; Fellow and Tutor, University of King’s College, 1987-89; Tutor, St. John’s College, Santa Fe, 1990-96, Annapolis, 1997–. Erik Sageng B.A., University of Alaska, 1983; M.A., 1985, Ph.D., 1989, Princeton University; National Science Foundation Fellow, 1983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, 1987-88; Rockefeller Fellow, University of Oklahoma, 1989-90; Tutor, St. John’s College, Annapolis, 1990–. Eric M. Salem B.A., St. John’s College, 1977; M.A., University of Dallas, 1979; University of Heidelberg, 1980-81; Ph.D., University of Dallas, 1990; Fulbright Fellow, 1980-81; Assistant Professor, Whitney Young College, Kentucky State University, 1983-90; Tutor, St. John’s College, Annapolis, 1990-. Radoslav Datchev Degree in Philosophy, University of Sofia, 1982; Assistant Professor of Philosophy, University of Sofia, 1982-83; Tutor, St. John’s College, Annapolis,1992–. Carl Page B.A., University of Auckland, New Zealand, 1980; MA (Hons), University of Auckland, 1982; Ph.D., Pennsylvania State University, 1987; Assistant Professor of Philosophy, Emory University, 1987-94; Tutor, St. John’s College, Annapolis, 1994–. The The Faculty Curriculum 39 �William T. Braithwaite B.A., Virginia Military Institute, 1961; J.D., Washington & Lee University, 1964; U.S. Army, 1968-70; Associate, Partner, Mayer, Brown & Platt, Chicago, 1973-80; Associate Professor of Law, Loyola University, Chicago, 1980-95; Tutor, St. John’s College, Annapolis, 1995–. Robert Goldberg St. John’s College, Annapolis, 1977-79; B.A., Harvard College, 1981; M.A., 1983, Ph.D., 1990, University of Toronto; Adjunct Lecturer in Political Science, University of Toronto, 1989-90; Visiting Assistant Professor of Political Science, Kenyon College, 1990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, 199495; Tutor, St. John’s College, Annapolis, 1995–. Katherine Heines B.A., St. John’s College, Santa Fe, 1982; M.A., 1986; Ph.D., 1997, The Catholic University of America; Lecturer, The Catholic University of America, 198788; Instructor, Marquette University, 1988-89; Tutor, St. John’s College, Annapolis, 1995–. Emily H. Brooker Langston B.A., Emory University, 1987; M.A., University of Chicago, 1988; Jacob K. Javitz Fellow, 1989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, 1993; Ph.D. Candidate, Emory University, 1992-; Tutor, St. John’s College, Annapolis, 1995–. George A. Russell B.A., St. Francis College, 1973; M.A., The Catholic University of America, 1983; Ph.D., The Catholic University of America, 1994. Dean of Students, St. Patrick’s Academy, 1981-86; Teacher, Hamden Hall, 1986-91; Adjunct Lecturer, Albertus Magnus, 1986-91; Assistant Professor of Philosophy, Xavier University, 1991-95; Tutor, St. John’s College, Annapolis, 1995–. Jonathan N. Badger B.S., University of South Carolina (1987); M.A., North Carolina State University (1991); Earhart Fellow (1995); Ph.D., Fordham University (1996); Olin Fellow (2000-01); Tutor, St. John’s College, Annapolis 1996–. 40 The Faculty Curriculum Lijun Gu B.A., History, Beijing University, China, 1980-84; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, 1984-87; M.A., International Affairs, The George Washington University, 1987-89; Ph.D., Political Theory, The George Washington University, 1989-95; Adjunct Professor, Department of Political Science, The George Washington University, 1995; Tutor, St. John’s College, Annapolis, 1996–. Eric B. Stoltzfus B.A., Music, Goshen College, 1981; M.A., Musicology, and M.S., Library Science, The Catholic University of America, 1991: Music Librarian, St. John’s College, Annapolis, 1991-; Tutor, St. John’s College, Annapolis, 1996–. Michael W. Grenke B.A., University of Chicago, 1988; Ph.D., Boston College, 1994; Lecturer,University of New Hampshire, 1993; Postdoctoral fellow, Boston College, 1993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, 1995; Tutor, St. John’s College, Annapolis, 1997–. Paul W. Ludwig B.A., University of Tennessee, Chattanooga, 1987; M.A., Oxford University, 1995; M.A., University of Chicago, 1995; Ph.D., University of Chicago, 1997; Lecturer in the College, University of Chicago, 1996; Tutor, St. John’s College, Annapolis, 1997–. Brendon Lasell B.S., California Institute of Technology, 1990; M.S., 1991, Ph.D. 1994, University of Chicago; Lecturer in Mathematics, University of Chicago, 1992-93; Member, Institute for Advanced Study, 1994-95; Instructor in Mathematics, Princeton University, 1995-97; Tutor, St. John’s College, Santa Fe, 19972008; Annapolis, 2009–. Susan R. Paalman B.A., Rice University, 1990; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, 1997; Tutor, St. John’s College, Annapolis, 1997–. �Daniel Harrell B.A., Vanderbilt University, 1989; Ph.D., Emory University, 1997; Tutor, St. John’s College, Annapolis, 1998 –. Joseph C. Macfarland B.A., St. John’s College, Annapolis, 1987; Fulbright Fellow, visiting the Department of Medieval History, University of Bologna, 1993-94; Ph.D., Committee on Social Thought, University of Chicago, 1996; Program Coordinator for Fundamentals: Issues and Texts, University of Chicago, 1994-97; Tutor, St. John’s College, Annapolis 1998–. Gary Borjesson B.A., Whitman College, 1987; M.A., 1994, Ph.D., 1997, Emory University; Assistant Professor of Philosophy, University of Central Arkansas, 19971999; Tutor, St. John’s College, 1999–. Jeff J. S. Black B.A., Trinity College, University of Toronto, 1993; Ph.D., Boston College, 2005; Teaching Fellow, Boston College, 1998-1999; Tutor, St. John’s College, Annapolis, 1999-; Director of the Graduate Institute in Liberal Education, Annapolis, 2011–. Christopher Nathan Dugan B.A., College of William and Mary, 1992; Earl Warren Political Theory Fellowship, 1992-94; Ph.D. in Political Science, University of California, San Diego, 1999; Tutor, St. John’s College, Annapolis, 1999–. Mark W. Sinnett B.S., Mathematics, Texas Christian University, 1976; M.A., 1978, Doctoral Study in Mathematics, 1979-81, The University of Texas at Austin; Lecturer in Mathematics, Concordia Lutheran College, 1978-79; U.G. Marshall Fellow in Mathematics, 1981-83, Lecturer in Mathematics, 1983-84, Kansas University; B.D. (Hons.), Theology, St. Andrews University, 1988; Richard M. Weaver Fellow, 198485; Lecturer in Mathematics, San Jacinto College, 1988-89; Ph.D., Systematic Theology, Cambridge University, 1993; Minister of Word and Sacrement, Presbyterian Church (U.S.A.), 1993-; Minister, First Presbyterian Church, Stephenville, Texas, 1993-98; Visiting Scholar, St. John’s College, Cambridge, Summer, 1997; Senior Minister, Clemmons Presby- terian Church, Clemmons, North Carolina, 19982000; Tutor, St. John’s College, Annapolis, 2000–. Dylan Casey B.S., Physics, B.A., Political Philosophy, Michigan State University, 1991; Ph.D., Experimental Particle Physics, University of Rochester, 1997; Postdoctoral Fellow in Particle Physics, Michigan State University, 1997-2001; Tutor, St. John’s College, 2001–. Jeffrey Allen Smith B.A., Philosophy and Political Science, Emory University, 1989; Ph.D., Committee on Social Thought, The University of Chicago, 1997; Lecturer in the College, The University of Chicago, 19941997; Visiting Assistant Professor, Political Science, Colgate Unversity, 1998-99; Assistant Professor, Philosophy, Carthage College, 1999-2001; Tutor, St. John’s College, 2001–. John Tomarchio B.A., Columbia College, Columbia University, 1984; M.A., 1993, Ph.D., 1996; Lecturer, School of Philosophy, Catholic University of America, 1996; National Fulbright Research Fellow, Rome, 199495; National Endowment for the Humanities Post-Doctoral Fellow, Core Curriculum Program, Boston University, 1996-98; Assistant Professor, Department of Philosophy, Villanova University, 1998-2001; Tutor, St. John’s College, Annapolis, 2001–. Louis Petrich B.A., English, Northwestern University, 1982; M.A., 1986, Ph.D. Candidate, 1986-1990, Committee on Social Thought, The University of Chicago; Teaching Assistant in History, Philosophy, and Social Studies of Science and Medicine, The University of Chicago, 1985-1987; Dramaturg, Assistant Director and Actor, Court Theater, The University of Chicago, 1985-89; Fulbright Scholar, Alexandru I. Cuza University, Iasi, Romania, 199091; United States Peace Corp Volunteer, Masaryk University, Brno, Czechoslovakia, 1992-1993; Reader and Stage Crew, Folger Shakespeare Library and Theater, Washington, D.C., 1993-1995; Civic Education Project Fellow, Presov University, Slovakia, 1995-1997; CEP Fellow, Alexandru I. Cuza University, Iasi, Romania, 1997-1999; CEP Fellow, American University of Kyrgystan, 1999-2000; The Curriculum The Faculty 41 �Fulbright Scholar, Kyrgyz State National University and American University of Kyrgyzstan, 20002002; Principal Founder, American Studies Resources and Training Center, Bishkek, Kyrgystan, 2001-02; Tutor, St. John’s College, 2002–. Jason A. Tipton B.A., University of California, San Diego, 1993; M.A. Tulane University, 1999; M.S. Tulane University, 2001; Ph.D. Tulane University, 2002. Fulbright Scholar, Greece, 2000-01; Associate Member, American School of Classical Studies, Athens, 2000-01; Tutor, St. John’s College, 2002–. Matthew Caswell B.A. St. John’s College, Annapolis, 1996; Ph.D., Philosophy, Boston University, 2003; DAAD Fellow, Philipps-Universit¨at, Marburg, 2002-03; Instructor, Department of Philosophy, Boston University, 2003-05; Tutor. St. John’s College, 2005–. Fawn Trigg B.A., St. John’s College, Annapolis, 1988; Ph.D. candidate at the University of Chicago, Committee on Social Thought, 2004-; Faculty, Indiana University Northwest; The School of the Art Institute of Chicago; Tutor, St. John’s College, Annapolis, 2006–. Gregory Recco B.A., State University of New York at Stony Brook, 1994; Ph.D., Philosophy, Pennsylvania State University, 2002; Graduate Instructor, Pennsylvania State University, 1996-2003; Assistant Professor of Philosophy, Skidmore College, 20032007. Tutor, St. John’s College, Annapolis, 2007–. Michael Brogan B.A., Swarthmore College, 1997; Visiting Researcher, Katholieke Universiteit, Leuven, Belgium, 2003-04; Ph.D., Philosophy, Villanova University, 2007; Instructor, Villanova University, 2002-03; 2004-05; Tutor, St. John’s College, Annapolis, 2008–. 42 The Faculty Curriculum Matthew S. Linck B.F.A., Painting, Syracuse University, 1992; Ph.D., Philosophy, The New School for Social Research, 2004; Teaching Fellow, Eugene Lang College 2002-04; Adjunct Professor, Steinhardt School of Education, New York University, Fall 2004; Adjunct Professor, Purchase College, SUNY, 200406; Adjunct Professor, Long Island University, 2007; Adjunct Professor, New School for General Studies, 2006-08; Tutor, St. John’s College, Annapolis, 2008–. Sarah B. Benson B.A., Philosophy, Pennsylvania State University, 1991; M. A., Comparative Literature, University of Texas at Austin, 1994; M.A., History of Art, Cornell University, 1997; Ph.D., History of Art, Cornell University, 2001; Post-doctoral Intern, J. Paul Getty Center, Los Angeles, 2001-02; Visiting Researcher, Faculty of Architecture, Chiang Mai University, Thailand, 2003-04; Visiting Assistant Professor, History of Art, Cornell University, 200405; Lecture, Department of Art and Archeology, Princeton University, 2005-06;Visiting Fellow, Southeast Asia Program, Cornell University, 200607; Tutor, St. John’s College, Annapolis, 2011–. Hannah Hintze B. Mus., Woodwind Performance, B.A., Philosophy, Boston University, 1999; M.A., 2006; Ph.D. 2009, The Committee on Social Thought, University of Chicago; Phi Beta Kappa, 1999; Arthur J. Ennis Post-doctoral Teaching Fellowship, Villanova University, 2010-11; Tutor, St. John’s College, Annapolis, 2011–. Christine Lee B.A., B.S., Southern Methodist University, 2003; M.A., 2006, Ph.D., 2009, Political Science, Duke University; National Science Foundation Fellow, 2004-2007; Postdoctoral Fellow, University of Bristol, 2010-2013; Tutor, St. John's College, Annapolis, 2013–. �Robert Abbott B.A., St. John’s College, Annapolis, 2004; M.A., the Department of Germanic Studies, University of Chicago, 2010; Joint Ph.D., the Committee on Social Thought and the Department of Germanic Studies, University of Chicago (pending); Tutor, St. John’s College, Annapolis, 2013–. Sarah Stickney B.A., St. John’s College, 2004; Marchutz School of Art, Aix-en-Provence, France 2004-06; M.F.A., Poetry, University of New Hampshire, 2010; Fulbright Scholar, Bologna, Italy, 2010-11; Instructor, Johns Hopkins SAIS Center, Bologna, Italy, 2011-12; Tutor, St. John’s College, Annapolis 2013–. Brendan Boyle B.A., Classics, Princeton University, 1999; M.Phil., Classics, Cambridge University, 2000; Ph.D., Classics, University of Chicago, 2007; Assistant Professor of Classics, University of North Carolina at Chapel Hill, 2007-2012; Tutor, St. John’s College, 2013–. Matthew Holtzman B.A., St. John’s College, 2000; MSc., Philosophy, University of Edinburgh, 2003; Ph.D., Philosophy, Johns Hopkins University, 2010; Dean’s Teaching Fellow, Johns Hopkins, 2008; Instructor, Expository Writing Program, Johns Hopkins University, 2009-10; Visiting Assistant Professor, Washington College, 2011-2013; Tutor, St. John’s College, Annapolis, 2013–. Leah Lasell B.A., Mathematics, University of Chicago, 2000; Mathematics Teacher, St. Paul’s School, New Hampshire, 2000-2002, 2012-2013; M.A., St. John's College, Santa Fe, 2004; Ph.D., Philosophy, University of Texas, Austin, 2010; Tutor, St. John’s College, Annapolis 2013–. Rebecca Goldner A.B. Bowdoin College, 1996; Post-Baccalaureate Program in Classical Studies, 1998; M.A. Graduate Institute in Liberal Education, SJCA, 2002; M.A. in Philosophy Villanova University, 2005; Ph.D. in Philosophy 2013. Visiting Professor, Villanova Center for Liberal Education 2013-2014; Tutor, SCJA 2014-. SANTA FE President Michael P. Peters B.S., United States Military Academy at West Point, 1968; M.A., University of Washington, 1974; Platoon Leader, Executive Officer, and Armored Cavalry Troop Commander, United States Army, 1968-72; Assistant Professor of Economics, United States Military Academy, 1974-77; Soviet Foreign Area Officer, 1977-87; Executive Assistant, Office of the Chairman of the Joint Chiefs of Staff, 198789; Commander, 96th Civil Affairs Battalion (Airborne), 1989-91; Chief Conventional Arms Negotiations, 1991-92; Chief of Staff, United States Military Academy, 1992-95; Senior Vice President and Chief Operating Officer, 1995-2002, Executive Vice President, 2002-2005, Council on Foreign Relations; President, St. John’s College, Santa Fe, 2005–. Dean of the College in Santa Fe J. Walter Sterling IV B.A., St. John’s College, Annapolis, 1993; Jacob K. Javitts Fellow, U.S. Dept. of Education, 1993-97; M.A. Philosophy, Emory University, 1997; Philosophy Instructor, Loyola College in Maryland, 1997-99; Philosophy Instructor, Gwynedd-Mercy College 1999-2000; Intellectual Heritage Instructor, Temple University, 1999-2000; Adult Learning Instructor, Project H.O.M.E., Philadelphia, 200003; Tutor, St. John’s College, Santa Fe, 2003-; Dean, St. John’s College, Santa Fe, 2011–. Philip LeCuyer B.A., Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John’s College, Santa Fe, 1972–. The The Faculty Curriculum 43 �David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John’s College, Annapolis, 1972-80, Santa Fe, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Tutor, St. John’s College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85; Dean, 1991-1996. Elizabeth S. Engel B.A., Pomona College, 1967; M. Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John’s College, Santa Fe, 1975–. Lynda Lamson Myers B.A., St. John’s College, 1971; M.A., University of North Carolina, 1975; M.A., 1991, Ph.D., 1996, Catholic University of America; Tutor, St. John’s College, Santa Fe, 1977-; Director of the Graduate Institute in Liberal Education, 1985-88. Anthony James Carey St. John’s College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; M.A., 1973, Ph.D. 1998, Graduate Faculty, The New School for Social Research; U.S. Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John’s College, Annapolis, 1979-83, Santa Fe, 1984-; Dean, 1986-91, 1996-2000; Acting President, 2000; Distinguished Visiting Professor, United States Air Force Academy, 2004-2007; 2009-2014. 44 The Faculty Curriculum Charlotte Gray Martin B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John’s College, Santa Fe, 1980–. Peter Pesic A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John’s College, Santa Fe, 1980-2013; Musician-in-Residence, 1984-; Dorr Lecturer, University of North Carolina, 2003. Peano Prize, 2005. Fellow, American Association for the Advancement of Science, 2006–. Fellow, John Simon Guggenheim Memorial Foundation, 200708; Ronald James Alexander Memorial Lecturer on Musicology, Stanford University, 2008; Paul Leonard Lecturer in Philosophy, University of Nevada at Reno, 2009; Fellow, American Physical Society, 2010-; Visiting Scholar, Harvard University, 2010-2012; Price/Webster Prize, 2012; Associate, Department of Physics, Harvard University, 2013–; History of Science Society 2013 Joseph H. Hazen Education Prize. Edward Cary Stickney B.A., St. John’s College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John’s College, Santa Fe, 1980-; Director of The Graduate Institute, 1994-97. Janet A. Dougherty B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John’s College, Annapolis, 1982-85; Santa Fe, 1985–. �Stephen Frederick Houser B.A., St. John’s College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; M.A., University of Virginia, 1989; Ph.D., University of Virginia, 1990; President’s Fellow, University of Virginia, 1987-90; Tutor, St. John’s College, Santa Fe, 1983–. Frank N. Pagano A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John’s College, Santa Fe, 1983-; Director of the Graduate Institute, 2001-2004. Jorge H. Aigla Universidad Nacional Autónoma de Mexico, Mexico City, 1971-72; B.S., Saint Mary’s College, California, 1975; M.D., University of California San Francisco, 1979; American Heart Association Student Research Associate, 1974; Fellow, Cancer Research Institute, University of California San Francisco, 1976; Resident, Pathology Department, University of California San Francisco, 1979-80; Alpha Omega Alpha Medical National Honor Society, 1979; Assistant Medical Examiner, Coroner’s Office, City and County of San Francisco, 1980-81; Lecturer in Anatomy, Sonoma State University, California, 1981-82; Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-85; Private translator, 1982; Lecturer, Collegiate Seminar, Saint Mary’s College, California, 1982-85; Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John’s College, Santa Fe, 1985-; Head Karate-Do Instructor, 1986-; American Teachers Association of Martial Arts, Permanent Member, 1993; International Society of Okinawan Karate, 1994; 6th Dan, 2000; Kyoshi, 2006; 7th Dan, 2008; 8th Dan 2012; New Mexico Urasenke Japanese Tea Association, President, 2004-2008; 2009-2013; 2014-2013. John F. Cornell B.A., 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-80; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-85; Tutor, St. John’s College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; Post-Doctoral Fellow, Linguistics, Harvard University, 1982-85; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-85; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John’s College, Santa Fe, 1985–. David Lawrence Levine University of Pennsylvania, 1962; A.B. St. John’s College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary) 1967-70; University Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris, 1970; Language Study, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John’s College, Santa Fe, 1986, 1988-, Assistant Dean, Spring 1997, Director of the Graduate Institute in Liberal Education, 19972001; Dean, Santa Fe, 2001-2006. Thomas Scally B.A., St. Mary’s College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary’s College of California, 1971-74; Assistant Professor, California State University at Humboldt, 1975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, 1975-87; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-84; Visiting Tutor, St. John’s College, Santa Fe, 1987-89; Tutor, St. John’s College, Santa Fe, 1990–. The The Faculty Curriculum 45 �Grant H. Franks B.A., St. John’s College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, M.A., 1980; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; Clerk to Judge Cecil E. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor, St. John’s College, Santa Fe, 1988–. William S. Kerr B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois-Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate Fellowship, 1983-87, M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, 1987-88; Reynolds Fellowship, 1988-89; Instructor in Latin, University of New Mexico-Los Alamos, Summer 1985; Visiting Assistant Professor, University of Colorado-Boulder, Summer 1990; Certificate, Chinese Language Education Program, Providence University, Shalu, Taiwan, 1998; Tutor, St. John’s College, Santa Fe, 1989–. Krishnan Venkatesh B.A., English Literature, Magdalene College, Cambridge University, 1982; Wissenschafflicher Mitarbeiter (on Shakespeare editions), University of Muenster, West Germany, 1982-86; Lecturer in British and American Literature, Shanxi University, Taiyuan, People’s Republic of China, 1986-89; Guest Lecturer in Film Analysis, North China Film and Broadcasting Institute, 1989; Tutor, St. John’s College, Santa Fe, 1989- ; Graduate Institute Director, 2004-2009. Bruce M. Perry B.A., Greek, 1973, M.A, Classics, 1975, Ph.D., Classics, 1983, University of Washington; Ph.D. Asian and Middle Eastern Studies, 1995, University of Pennsylvania; Tutor, St. John’s College, Santa Fe, 1990–. Frank R. Hunt St. John’s College, Annapolis, 1971-73; Cornell University, 1973-74; B.A., New York University, 1976; M.A., 1980, Ph.D., 1985, The Catholic 46 The Faculty Curriculum University of America; Editor, Catholic University of America Press, 1980-86; Lecturer, Marymount University of Virginia, 1985-86; Editor, Princeton University Press, 1987-89; Tutor, St. John’s College, Santa Fe, 1990–. Victoria Mora B.A. in English-Philosophy, University of New Mexico, 1985; Yale University Teaching Fellow, 1986-88; M.A., M. Phil. in Philosophy, Yale University, 1990; Ford Foundation Dissertation Fellow, 1990-91; Ph.D. in Philosophy, Yale University, 1992; Philosophy Instructor, Albuquerque TV-I Community College, 1991-92; Tutor, St. John’s College, Santa Fe, 1992-; Dean, St. John’s College, Santa Fe, 2006-2011; Vice-President for Advancement, St. John’s College, Santa Fe, 2012–. Susan Stickney B.A., SUNY-Binghamton, 1970; Fulbright Scholar, Freiburg, Germany 19970-71; M.A., University of Michigan, 1972; German teacher, Olney Friends School, 1972-1975; Albert-Ludwigs University, Freiburg, Germany, 1975-1980; Ph.D., University of Massachusetts, Amherst, 1985; Tutor, St. John’s College, Santa Fe, 1992–. Michael David Rawn B.S., Mathematics, Rensselaer Polytechnic Institute, 1974; M.S., Mathematics, Brown University, 1977; Undergraduate Study in Mathematics Education, University of New Orleans, 1979-80; Graduate Study in Mathematics, Clarkson University, 1983-86; Ph.D., Mathematics, Indian Institute of Technology, Kharagpur, 1991; Instructor, University of New Orleans, 1977-80; Assistant Professor, Institut Supérieur Pédagogique de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St. Lawrence University, 1983-86; Assistant Professor, Manchester College, 1988-92; Tutor, St. John’s College, 1993–. Julie Reahard B.A., English, Michigan State University, 1980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, 1984; Ph.D., Comparative Literature, University of Colorado, Boulder, 1991; Teaching fellow, Department of English, University of Nevada, Reno, 1981-84; Instructor, Department of English, University of Colorado, �Boulder, 1987-88; Instructor, College of General Studies, University of Pennsylvania, 1988-89; Graduate Work, Literary Theory, University of Pennsylvania, 1988-91; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, 1992-93; Associate Professor, English Department, Providence University, Shalu, Taiwan, 1996-98; Tutor, St. John’s College, Santa Fe, 1993–. Claudia Hauer B.A., University of Chicago, 1986; M.A., 1991, Ph.D., 1993, Classics and Modern Greek Studies, University of Minnesota; Mochlos Archaeological Excavation, Crete, 1991; Visiting Assistant Professor of Classics, Cornell College, 1993-94; Tutor, St. John’s College, 1994-; Distinguished Visiting Professor, United States Air Force Academy, 20102012; 2014-2015. Caleb Thompson Tufts University 1980-1982; B.A., Philosophy, Clark University, 1985; M.A., Philosophy, University of Virginia, 1990; Ph.D., Philosophy, University of Virginia, 1994; Postdoctoral Fellow, SUNY at Buffalo, 1994-96; Hourani Lecturer, SUNY at Buffalo, 1994-95; Tutor, St. John’s College, Santa Fe, 1996–. Michael D. Bybee B.A., Philosophy, 1972, B.A., M.A., English, 1972, 1975, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, 1972-74; M.A., Ph.D., Philosophy, 1976, 1981, University of Hawaii; Assistant Professor of Philosophy, Idaho State University, 1982-84; Instructor of English, 1984-90,Senior Instructor of English, 1990-95, University of Oregon; Adjunct Assistant Professor of Rhetoric, San Diego State University, 1995-96; Tutor, St. John’s College, Santa Fe, 1996–. Judith I. Adam B.A., 1986, M.A., 1989, Political Science, University of Alberta; Ph.D., 1996, Political Science, Boston College; Tutor, St. John’s College, Santa Fe, 1996-; Assistant Dean, St. John’s College, Santa Fe, 20052008. Jacques Antoine Duvoisin B.A., 1980, St. John’s College, Annapolis; M.A., 1984, Ph.D., 1992, The Catholic University of America; Knights of Columbus Fellow, 1981-84; Visiting Fellow, University of London, School for Advanced Studies, Institute of Philosophy, Fall 2009; Tutor, St. John’s College, Santa Fe, 1997–. Matthew K. Davis B.A., St. John’s College, Annapolis, 1982; M.A. in Philosophy, Dalhousie University, 1984; Ph.D. Candidate in Philosophy and Classics, University of Pittsburgh, 1985-87; Ph.D. in Political Science, Boston College, 1995; Killam Fellow, 1983-84; Earhart Fellow, 1990-91; Bradley Fellow, 1993-96; Bradley Fellow, University of Toronto, 1996-98; Special Projects Editor, Books in Canada, 1997-98; Tutor, St. John’s College, Santa Fe, 1998-; Assistant Professor of Philosophy and Classics, Carthage College, 2002; Assistant Dean, 2003-05; Visiting Scholar, Boston College, 2005-06; Director of the Graduate Institute, St. John’s College, Santa Fe, 2009-2012. Mark Rollins A.B. Princeton University, 1977; M.A., Ph.D. in Philosophy, University of California, Berkeley, 1986, 1991; Teaching Fellow in Philosophy, University of California, Berkeley, 1978-83, and 1987; Teaching Fellow in the Core Curriculum, Harvard University, 1984-86, 1987, 1991-92, and 1995-97; Associate Research Professor, Instituto de Investigaciones Filosoficas, UNAM, Mexico City, 1988-91; Assistant Professor of Philosophy, American University in Bulgaria, 1992-95; Senior Analyst, education and family support policy, Abt Associates, Cambridge, MA, 1997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA., 1998; Visiting Professsor, University of Florence, and Visiting Scholar, Institute and Museum of the History of Science, Florence, Italy, 2005-2006; Visiting Professor, University of British Columbia, Vancouver, 2012-2013; Tutor, St. John’s College, Santa Fe, 1998–. The The Faculty Curriculum 47 �Richard A. McCombs, II B.A., B.S., Fordham University, 1990; Loyola Fellow, Fordham University, 1990-92; M.A., Fordham University, 1992; Teaching Fellow, Fordham University, 1992-94; Instructor, Marist College, 1995, Tutor, Rose Hill College, 1996-98; Instructor, University of South Carolina, 1999; Tutor, St. John’s College, Santa Fe, 1999-; Ph.D., Fordham University, 2000. Edward A. Walpin B.A., Political Science, Middlebury College, 1987; M.A., English, Middlebury College (Bread Loaf School of English), 1989; M.A., Political Science, Duke University, 1992; Ph.D., Political Science, Duke University, 1998; National Endowment for the Humanities Dissertation Grant, 1993-94; Exchange Fellow and Instructor, Institut für Politische Wissenschaft, Friedrick-Alexander Universität, Erlangen, Germany, 1994-95; Fellow, Instructor, and Project Coordinator, Kenan Ethics Program, Duke University, 1997-98; Consultant, PBS Frontline, 1998-99; Tutor, St. John’s College, Santa Fe, 1999-. Assistant Dean, St. John’s College, Santa Fe, 2010–2014. Michael E. Wolfe B.A., 1994, St. John’s College, Santa Fe; Dupont Fellowship, 1994-95, President’s Fellowship, University of Virginia, 1994-97; M.A., History of Religions, University of Virginia, 1997; M.A. Islamic Studies, Columbia University, 2007; Assistant Director of Admissions, St. John’s College, Santa Fe, 1997-99; Tutor, St. John’s College, Santa Fe, 1999-. Jan Arsenault B.A., St. John’s College, Santa Fe, 1982; M.A., University of Denver Counseling Psychology, 1989; Diploma in Analytical Psychology, C.G. Jung Institute of Santa Fe, 2006; Tutor, St. John’s College, 1996–; Assistant Dean, St. John’s College, Santa Fe, 2014-. 48 The Faculty Curriculum David Carl B.A., Philosophy, Pomona College, 1990; M.A., Philosophy, Claremont Graduate School, 1991; Ph.D., Comparative Literature, University of California at Davis, 2000; Lecturer in Philosophy, California State University San Bernardino, 1991-93; English Instructor, Wupertal, Germany, 1992; Philosophy and Religion Instructor, Diablo Valley College, 1993-95; Poet in Residence, Shakespeare and Company Bookstore, Paris, France, 1998; Comparative Literature Instructor, UC Davis, 19952000; Tutor, St. John’s College, Santa Fe, 2000-; Assistant Dean, St. John’s College, Santa Fe, 20082010; Graduate Institute Director, St. John’s College, Santa Fe, 2012–. Michael Golluber B.A., Liberal Arts, Sarah Lawrence College, 1988; M.A. , Philosophy, State University of New York at Stony Brook, 1991; Ph.D., Philosophy, Tulane University, 1998; Instructor of Philosophy, Southwestern University, 1996-98; Assistant Professor of Philosophy, Xavier University of Louisiana, 19982000; Tutor, St. John’s College, Santa Fe, 2000–. Patricia M. Greer B.A., College of Notre Dame of Maryland, 1966; M.A., Writing Seminars, Johns Hopkins University, 1967; Teaching Fellow, University of Southern California, 1968-69; M.A., St. John’s College, Annapolis, 1995; Ph.D., History of Religions, University of Virginia, 2002; Dupont Writing Fellowship, 200001; Adjunct Instructor, History of Asian Religions, University of Virginia, 1999; Visting Lecturer, Sanskrit Epics, Sweet Briar College, 1999; Tutor, St. John’s College, Santa Fe, 2001–. Jay Smith B.A., St. John’s College, 1977; M.A., Philosophy, Marquette University, 1979; Ph.D., Philosophy, Fordham University, 2002; Environmental Protection Agency, 1986-89; Environmental Consultant, 1990-2000; Tutor, St. John’s College, Santa Fe, 2001–. �Lise van Boxel B.A. Honors, High Distinction, English Specialist and Political Science Major, Trinity College, The University of Toronto, 1992; M.A., High Distinction, Political Philosophy, Boston College, 1995; Ph.D., Political Philosophy, The University of Toronto, 2006; Tutor, St. John’s College, Santa Fe, 2001–. Jessica Jerome B.A., University of California at Berkeley, 1993; Anthropology, University of Chicago, M.A., 1995, Ph.D., 2003; Visiting Assistant Professor, DePaul University, 2002-2003; Postdoctoral Fellow, MacLean Center for Bioethics, University of Chicago Hospitals, 2003-04; Tutor, St. John’s College, Santa Fe, 2005–. Kenneth B. Wolfe B.A., St. John’s College, Santa Fe, 1994; M.A., Latin, University of California at Berkeley, 1996; Ph.D., Classics, University of California at Berkeley, 2000; Visiting Assistant Professor in Classics and Humanities, Reed College, 2000-02; Tutor, St. John’s College, Santa Fe, 2002–. T. Andrew Kingston A.B., English, Kenyon College, 1995; Ph.D., Philosophy and Music, The University Professors Program, Boston University, 2003; Lecturer, English, Boston University, 2001-02; Visiting Instructor, Integrated Program in Humane Studies, Kenyon College, 2001-02; Adjunct Instructor, Jazz Piano, Kenyon College, 2001-02; Instructor, Writing Program, Boston University, 2002-03; The University Professor’s Program Post-Doctoral Fellow, Boston University, 2003-04; Instructor, Core Curriculum, Boston University, 2004-05; Tutor, St. John’s College, Santa Fe, 2005–. Philip Bartok B.S., Physics, University of Connecticut, 1992; Physics Instructor, Denver Institute of Technology, 1995; M.A., Philosophy, University of Notre Dame, 2004; Ph.D., Philosophy, University of Notre Dame, 2004; Tutor, St. John’s College, Sante Fe, 2003–. Jonathan Hand B.A., Government, Harvard University, 1981; Teacher, Colorado Springs School, 1984-86; Graduate Student, Political Science, Yale University, 1987-89; Visiting Student, Ecole des Hautes Etudes en Sciences Sociales, Paris, 1994-95; Ph.D., Committee on Social Thought, University of Chicago, 2002; Lecturer in the College, University of Chicago, 1998-2002; Visiting Assistant Professor, Political Science, Furman University, 2002-03; Tutor, St. John’s College, 2003–. Eric Poppele University of Chicago, 1979-80; B.A., St. John’s College, Santa Fe, 1989; M.S.E., Environmental Engineering, University of Michigan, 1991; Associate Engineer, Montgomery Watson, 1992-93; Environmental Engineer, Hinds Environmental, Inc., 1994-98; licensed Professional Engineer, New Mexico, 1997-; Ph.D., Civil Engineering, University of Minnesota, 2006; Tutor, St. John’s College, Santa Fe, 2003–. Greogory W. Schneider B.A., Philosophy, University of Dallas, 1990; M.D., University of Missouri-Columbia, 1995; Resident Physician, Family Medicine, University of Missouri– Columbia, 1995-98; M.L.A., Liberal Arts, Southern Methodist University, 2005; Certificate, UCLA Professional Program in Screenwriting, 2014; Assistant Professor of Family Medicine, Medical Ethics, and Literature and Medicine at the University of Texas Southwestern Medical School, 1998-2004; Tutor, St. John’s College, Santa Fe, 2005–. Michael Ehrmantraut B.A., Political Theory and International Relations, Michigan State University; Ph.D. Political Science, Boston College, 2001; Bradley Foundation Postdoctoral Fellowship, Boston College, 2002, Visiting Scholar, Boston College, 2003-2004; Tutor, St. John’s College, 2005–. The The Faculty Curriculum 49 �David McDonald B.A., St. John’s College, Santa Fe, 1995; Graduate Research Assistant, Theoretical Biology & Biophysics, Los Alamos National Laboratory, 199596; Programmer, Santa Fe Institute, Santa Fe, NM, 1996-98; Applications Developer, PE Informatics, Santa Fe, NM, 1998-99; Manager of Technical Services, Panorama Point Web Development, Santa Fe, NM, 1999-2001; Senior Technician, Theoretical Biology & Biophysics, Los Alamos National Laboratory, 2001-2007; Tutor, St. John’s College, Santa Fe, 2005–. Alan Zeitlin B.A. English University of California, Davis 1979; summa cum laude, Phi Beta Kappa M.A. English (Creative Writing) University of California, Davis 1985; J.D. University of California, Berkeley 1987; Visiting student Hebrew University 1988-89; Graduate student in Comparative Literature, University of California, Berkeley 1990-92; Ph.D. Classics University of California Berleley 1998; Lecturer, University of California, Berkeley, Spring 1999; Visiting Assistant Professor, Emory University, 1999-2000; Visiting Assistant Professor, Bard College, 2000-04; St. John’s College, 2005–. Christine Chen B.A., magna cum laude, Wellesley College, Russian Studies, 1999; 1998-1999, Yale University M.A., Harvard University, Regional Studies: Russia, Eastern Europe, Central Asia, 2001; Program Coordinator, Institute for Democracy in Eastern Europe, 2001-2002; Ph.D. candidate, Modern and Medieval Languages, Cambridge University, U.K.; Graduate tutor, departmental lecturer, Cambridge University, 2004-2006; Tutor, St. John’s College, 2006 JACK V. WALES, JR. B.S., Mechanical Engineering, Stanford University, 1968; Ranch Hand, 1969-1974; Graduate Study in Philosophy, University of Wisconsin-Green Bay, 1975-1978; Laboratory Instructor, University of Wisconsin-Green Bay, 1975-1978; Mathematics Teacher, The Thacher School, Ojai, California, 1978-2006; M.A., St. John’s College, Santa Fe, 2000; Tutor, St. John’s College, Santa Fe, 2007–. 50 The Faculty Curriculum Russell Winslow B.A., Literary Studies, University of Texas at Dallas, 1997; M.A., 2001, and Ph.D., 2006, Philosophy, Graduate Faculty of the New School for Social Research; Teaching fellow, Eugene Lang College, New York City, 2001-2005; Post-doctoral fellow at Fordham University College at Lincoln Center, 2006-2007; Tutor, St. John’s College, Santa Fe, 2007–. Topi Heikkerö M.Th., Theological Ethics and Philosophy of Religion, University of Helsinki, 2000; M.A., Theoretical Philosophy, University of Helsinki, 2005; Ph.D., Social Ethics, University of Helsinki, 2009; Researcher, Center for Social Ethics, University of Helsinki, 2002—2007; Visiting Scholar, Colorado School of Mines, 2003—2004; University Lecturer in Ethics, Department of Systematic Theology, University of Helsinki 2007; Tutor, St. John’s College, Santa Fe, 2008–. Llyd Ewan Wells B.A., Near Eastern Studies (Assyriology) and Natural Sciences, The Johns Hopkins University, general and departmental honors, Phi Beta Kappa, 1999; M.S. Oceanography, University of Washington, 2001; Graduate Certificate, Astrobiology, and Ph.D., Oceanography, University of Washington, 2006; Beneficial-Hodson Trust Scholar, Umm el-Marra, Syria, 1999; National Defense Science and Engineering Graduate Fellow, 1999–2002; National Science Foundation Integrated Graduate Education and Research Trainee, 2002–2005; Scholar in Residence, Center for Northern Studies, Sterling College, VT, 2006–2007; Andrew W. Mellon Postdoctoral Fellow in the Humanities, University of Pennsylvania, 2007–2008; Visiting Faculty, Wagner Free Institute of Science, 2008; Associate, Committee on Space Research (COSPAR), 2008–; Tutor, St. John’s College, 2008–. Guillermo Bleichmar B.A., English Literature, Columbia University, 1997; Ph.D., Comparative Literature, Harvard University, 2007; Harvard University Teaching Fellow, 2001-2005; Tutor, St. John’s College, 2009–. �Erika Troseth Martinez B.A., English, Colby College 1995; Ph.D., Linguistics, The Graduate Center, City University of New York, 2009; Tutor, St. John’s College 2010–. Natalie J. DeDeo B.A. Honors, Political Science, 2002, and M.A., Political Science, 2004, University of Alberta; Ph.D., Political Science, University of North Texas, 2009; Teaching Fellow, Department of Political Science and Honors College, University of North Texas, 2009-2010; Visiting Assistant Professor of Political Science, Southern Methodist University, 2010-2011; Tutor, St. John’s College, Santa Fe, 2011–. Sarah Davis B.A., Philosophy and Anthropology, Harvard University, 1999; M.A., Anthropology, 2007, and Ph.D., Anthropology, 2011, Emory University; Teaching Assistant and Instructor in Cultural Anthropology, Emory University, 2004, 2005, 2009; Tutor, St. John’s College, Santa Fe, 2012–. Marsaura Shukla B.A., St. John’s College, Annapolis, 1993; M.Phil. in Theology, Fordham University, 2000; Ph.D. in Theology, University of Chicago, 2012; Martin Marty Fellow, 2006-07; Alma Wilson Fellow, 2007-08; William Rainey Harper Fellow, 2008-09; Lilly Teaching Fellow, 2010-11; Instructor, University of Chicago, 2006-2011; Tutor, St. John’s College, 2012–. Raoni Padui B.A. Vassar College, 2003; M.A. Philosophy, Villanova University, 2005; Ph.D. Philosophy, Villanova University, 2012; Instructor, Villanova University, 2007-2011; Part-Time Faculty, University of New Mexico, Fall 2012; Tutor, St. John’s College, 2013–. David Levy B.A., St. John’s College, Annapolis, 2003; M.A., Pennsylvania State University, 2005; Ph.D., Philosophy, Political Science, Boston College, 2010; Visiting Assistant Professor, Emory University, Department of Political Science, 2010-2012; Tutor, St. John’s College, Santa Fe, 2012–. The The Faculty Curriculum 51 �RETIRED TUTORS OFFICERS, ASSOCIATES & STAFF Deborah Axelrod Gisela Berns Katherine Boaz David Bolotin Nancy Buchenauer Joseph Cohen Geoffrey Comber Don Cook E. Ray Davis, Jr. George Doskow Charles Fasanaro Howard J. Fisher Glenn A. Freitas R. Thomas Harris, Jr. Georgia S. Knight Samual S. Kutler Jon Lenkowski Nicholas Maistrellis Chaninah Maschler Basia Miller Roger S. Peterson Robert Richardson Joe Sachs Robert D. Sacks Thomas King Simpson Elliott Skinner Thomas J. Slakey Edward Grant Sparrow Kent Taylor Jonathan Tuck Stewart Umphrey Hans von Briesen Robert Williamson Edward Malcolm Wyatt Elliott Zuckerman ANNAPOLIS SANTA FE President Christopher B. Nelson President Michael P. Peters Dean Pamela Kraus Dean J. Walter Sterling Vice President for Advancement Barbara Goyette Vice President for Advancement Victoria Mora Treasurer Fred Billups Treasurer Bryan E. Valentine Director of the Graduate Institute Jeff J.S. Black Director of the Graduate Institute David Carl Assistant Dean Katherine Heines Assistant Dean Jan Arsenault Director of Admissions Sarah G. Morse Director of Admissions Yvette Sobky Shaffer Director of Alumni Relations Leo Pickens Director of Alumni Relations Sarah Palacios Director of Athletics Michael McQuarrie Director of Career Services Margaret E. Odell Director of Career Services Jaime Dunn Director of Financial Aid Michael Rodriguez Director of Financial Aid Dana Kennedy Library Director Jennifer Sprague Library Director Catherine M. Dixon Director of Communications Gabe Gomez Director of Communications Patricia Dempsey Registrar Marline Marquez Scally Registrar Jacqueline Thoms Director of Student Health Heidi Rogers Director of Student Health Nancy Calabrese Director of Human Resources Aaron Young HONORARY FELLOWS Sharon Bishop Ray Cave Stephen Feinberg Ronald Fielding Warren Winiarski Director of Personnel Deborah Anawalt 52 �Admissions ANNAPOLIS SANTA FE Admissions Office Admissions Office St. John’s College 60 College Avenue Annapolis, MD 21401 800-727-9238 Fax: 410-269-7916 annapolis.admissions@sjc.edu St. John’s College 1160 Camino Cruz Blanca Santa Fe, NM 87505 800-331-5232 Fax: 505-984-6162 santafe.admissions@sjc.edu Annual Expenses 2014–2015 STUDENT BUDGET Tuition $47,176 Room & Board1 $10,582 - $11,270 (Per semester: $5,291 - $5,635) Activities Fee $450 Health Insurance2 $1,549 Tuition Insurance3 $286 Graduation Fee4 $100 1 Contact your campus for specific options 2 Mandatory for international students. Automatically billed for domestic students, but refundable if waiver is submitted. Please refer to Health Center and Insurance Information. 3 Automatically billed for all students, but refundable if waiver is submitted to the Registrar 4 Mandatory for graduating seniors A typical student budget would include about $630 for books, $400 for personal expenses, and transportation according to the distance of the student's home from campus. Financial Aid ANNAPOLIS SANTA FE Financial Aid Office Financial Aid Office St. John’s College 60 College Avenue Annapolis, MD 21401 410-626-2502 Fax: 410-626-2885 annapolis.financialaid@sjc.edu St. John’s College 1160 Camino Cruz Blanca Santa Fe, NM 87505 505-984-6058 Fax: 505-984-6164 santafe.financialaid@sjc.edu For detailed, helpful, and the most current information about admissions and financial aid policies, procedures, and deadlines, please visit www.sjc.edu. Also, do not hesitate to call our Admissions Offices to speak to an Admissions Counselor for questions about admissions and financial aid. 53 �Spector Hall Conference Room 54 Chancellor Johnson House Bookstore Hodson House Annapolis Campus Map �Santa Fe Campus Map 55 �� Statement of the St. John’s Program 2014–2015 �Statement of the St. John’s Program 2 014 – 2 015 Annapolis, Maryland 800-727-9238 Santa Fe, New Mexico 800-331-5232 www.sjc.edu Founded as King William’s School, 1696; chartered as St. John’s College, 1784; the Annapolis campus is accredited by the Middle States Association of Colleges and Schools (3624 Market Street, Philadelphia, PA 19104; 215-662-5606; www.msche.org); the Santa Fe campus is accredited by the North Central Association of Colleges and Schools (30 N. La Salle Street, Suite 2400, Chicago, IL 60602; 800-612-7440; www.ncahlc.org). The college is co-educational and has no religious affiliation. St. John’s admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, disability, or sexual orientation. Academic facilities and most residence halls are accessible to persons with physical disabilities. The college reserves the right to modify the programs and policies herein stated without notice. 1 �Annapolis College Calendar 2014-2015 2014-2015 August 19 Upperclass Registration August 20 Freshman Registration and Convocation August 21 Classes Begin with Seminars October 10 – 13 Long Weekend November 26 – 30 Thanksgiving Recess December 13 End of First Semester December 12 – January 4 Winter Vacation January 5 Second Semester Begins January 30 – February 2 Long Weekend February 27 – March 15 Spring Vacation May 8 End of Second Semester May 10 Commencement Summer 2015 June 15 August 6 2 Graduate Institute Summer Session Begins Graduate Institute Summer Session Ends �Santa Fe College Calendar 2014-2015 2014-2015 August 26 Freshman Registration August 27 Upperclass Registration August 28 Convocation August 28 Undergraduate Classes Begin with Seminars October 16 – 20 Long Weekend November 26 – November 30 Thanksgiving Recess December 18 End of First Semester December 19 – January 18 Winter Vacation January 16 January Freshman Registration January 19 Second Semester Begins March 14 – 29 Spring Vacation May 21 End of Second Semester May 23 Commencement Summer 2015 June 1 January Freshman Second Semester Begins June 15 Graduate Institute Summer Session Begins August 6 January Freshman Second Semester Ends August 7 Graduate Institute Summer Session Ends 3 ��Table of Contents 6 Introduction The Curriculum 8 9 10 14 17 19 Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John’s List of Great Books The Academic Order 24 25 25 26 27 28 29 29 30 30 32 Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Careers After St. John’s Graduate Institute in Liberal Education Degree of Master of Arts in Liberal Arts Degree of Master of Arts in Eastern Classics 34 Bibliography 35 Board of Visitors and Governors 36 Faculty 53 Officers, Associates, and Staff 55 Admissions, Fees, and Financial Aid 56 Campus Maps 5 �Introduction St. John’s College is a community dedicated to liberal education. Liberally educated persons, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John’s College is persuaded that a genuine liberal education requires the study of great books — texts of words, symbols, notes, and pictures — because they are both timeless and timely. These books are the most important teachers. They illuminate the persisting questions of human existence and they bear directly on the problems we face today. They express most originally, and often most perfectly, the ideas by which contemporary life is knowingly or unknowingly governed. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not of merely academic concern, nor is it remote from our true interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for 6 The Introduction �each of them is introduced, supported, or criticized by the others. In that sense they converse with each other, and they draw the readers to take part, within the limits of their abilities, in a large and continuing conversation. This conversation, however, is unavoidably one sided. The books can only repeat what they have to say, without furnishing the clarifications that we desire. To overcome this limitation is the goal of the St. John’s seminar. Here a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another’s questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. It may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are — to help students gain understanding and make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the Program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John’s takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John’s seeks to restore the true meaning of liberal education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic — the arts of language; and arithmetic, geometry, music, and astronomy — the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measuring, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experimentation, mathematical demonstration, and musical analysis. They all serve the same end: to invite the students to think freely and critically for themselves. By these means, students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to know the world around them and to know themselves in this world, and to use that knowledge with wisdom. Under their guidance, men and women can free themselves from the constraint of prejudice and the narrowness of beaten paths. Under their discipline, men and women can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. The aim of the education offered by St. John’s College is the liberation of the human intellect. This is an education for all, regardless of a person’s race, ethnicity, sex, religious beliefs, country of origin, economic background, age, disability or sexual orientation. By reading great books and struggling together with the fundamental questions that they raise, students and their teachers learn from their differences and discover more deeply their shared humanity. In this and other ways, a diversity of background and experience enriches our community of learning. Because it offers an education for all, St. John’s College has sought and continues to seek to make its program of study known and available to people of diverse backgrounds. The Introduction 7 �THE CURRICULUM The Seminar The heart of the curriculum is the seminar—a discussion of assigned readings from the books of the program. In each seminar 17 to 21 students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, for two hours — sometimes longer if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around 80 pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students’ opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices and on humanity’s ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading, but bear only indirectly on the text itself in the minds of the participants. In the Coffee Shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument — an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of “following the argument,” of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open but with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best, the seminar may reach insights far beyond the initial views held by any of its members. Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the “right” opinion or interpretation. It is 8 The Curriculum �subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the Program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than 10 students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually, the students’ work is completed by some form of written work, either a formal paper or a presentation to the class. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. to guide the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues, and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question “Why?” But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students’ powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore, and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes a major part of the process called enabling (see page 28). THE PRECEPTORIAL For seven to eight weeks at the end of the first semester, seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of 25 to 30 preceptorials on books or Heidegger: Being and Time Design and Expression in the Visual Arts Joyce: Ulysses Saussure: Course in General Linguistics Readings in Lao Tsu and Confucius Aristotle: Metaphysics Darwin: Natural Selection Plato: Republic Marquez: One Hundred Years of Solitude Galileo: Dialogues on the Two Chief World Systems Shakespeare: Selected Plays Metaphysical Poets Bosch and Bruegel Kant: Critique of Judgment Hobbes: Leviathan Augustine: City of God Austen: Selected Novels Faraday: Experimental Researches in Electricity and Magnetism Ethical Problems in Medicine Thucydides: The Peloponnesian War The Curriculum 9 �THE TUTORIALS The seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning experiences must therefore support it; these are the tutorials in language, mathematics, and music. For each of four years, a student attends one language and one mathematics tutorial three times a week. Sophomores also attend a music tutorial. In the tutorials, seated around a table, 13 to 16 students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to one another. Other tutors occasionally attend, seeking to learn about a particular subject that they may later teach. Writing is assigned regularly in all classes: mathematics, music, and laboratory sections, as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. The Language Tutorial Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by training in the means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and ambiguities of terms; to the role of metaphors, analogies, and images; and to the logical relations that connect propositions. 10 The Curriculum The study of foreign languages (Greek in the first and second years; French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent, and effective — if it is to be adequate and persuasive. In the beginning, the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one that is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students’ concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one’s sensibility. �The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read — usually Racine’s Phèdre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire’s Les Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in transla- tion more ambitious than those attempted in the third year. The year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Robert Frost, W. B. Yeats, and Wallace Stevens. The Mathematics Tutorial Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning “to learn.” It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John’s is studied as a liberal art, not artificially separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry, and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John’s, mathematics becomes not only the most readily learnable liberal art but also one that provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world, not only must have some familiarity The Curriculum 11 �Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? What do “better” and “worse,” “ugly” and “beautiful” signify in mathematics? Do mathematical symbols constitute a language? Are there “mathematical objects”? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: 12 The Curriculum The students begin with the Elements of Euclid. Using Euclid’s organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects — its central expression found in the theory of ratios — which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy’s Almagest, centering their attention on the problem of “hypotheses” constructed to “save the appearances” in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John’s and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They study Copernicus’ transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the “analytic art” in general. �In the third year, students study calculus analytically in its modern form, originally in Leibniz’s work, and geometrically as Newton presented it in his Principia Mathematica. In the second semester, students take up Newton’s treatment of astronomy in the Principia, in which he brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a “dynamic” theory in which orbits are determined by laws of force. The year concludes with an examination of Dedekind’s theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year, the reading of Lobachevski’s approach to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. Seniors also study Einstein’s special theory of relativity, which challenges our conventional understanding of the nature of time and space. The Music Tutorial One of the aims of the St. John’s Program has been to restore music as part of the liberal arts curriculum. The study of music at St. John’s is not directed toward performance, but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind’s power to grasp number and measure. The liberal art of music was based, for them, on the ratios among whole numbers. In particular, the music program at St. John’s aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year, a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but complementary aspects of music. On the one hand, music is intimately related to language, rhetoric, and poetry. On the other, it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these are done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the St. Matthew Passion of Bach, the operas of Mozart, and the instrumental works of Beethoven are the real teachers. In the second semester, at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. The Curriculum 13 �THE LABORATORY Three hundred years ago, algebra and the arts of analytic geometry were introduced into European thought, mainly by René Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John’s Program and one that the college takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the Program exhibit the farreaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. St. John’s has a three-year laboratory in the natural sciences. In the laboratory, students pursue characteristic and related topics in physics, biology, and chemistry. The art of measurement involves the analytical study of the instruments of observation and measurement; in practica, students reproduce crucial experiments; and, throughout, the interplay of hypothesis, theory, and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The college does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. 14 The Curriculum The Organization of the Laboratory Work The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption, and observation. Thus certain integrated wholes of subject matters are selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called “exact.” A laboratory section consists of 14 to 16 students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. In most cases, the basis for discussion is a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �Laboratory Topics 3rd Year Topics in physics: mechanics, optics, heat, electricity, magnetism The general topics of study have been chosen from elementary physical and biological sciences. The sequence of study may be outlined as follows: 4th Year 1st Year 12 weeks: Observational biology 20 weeks: Studies of matter and measurement, leading to the atomic theory of chemistry 10 weeks: Quantum physics 18 weeks: Genetics, evolution, molecular biology The Curriculum 15 �The First Year The laboratory begins with 12 weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, and embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the nonliving in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature, and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year’s work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. The Third Year The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot, and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy, and potential fields to their reformulation in terms of derivative and integral; at the same time, the physical concepts serve to illustrate the mathematical ideas. The concepts 16 The Curriculum of mechanics are to be used to formulate alternative theories of light — corpuscular and wave — and the success of either theory in accounting for optical phenomena is examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell’s derivation of an electromagnetic theory of light. The Fourth Year In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first semester, the senior laboratory takes up anew the theory of atomism — but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrödinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. The laboratory program ends as it began — with a study of living organisms. In the spring of the senior year, students finally confront the evidence and arguments for their modern views of evolution and genetics. The semester begins with Darwin and Mendel, proceeds to a synthesis, and then traces developments in cellular and molecular biology which are thought to undergird this synthesis, as presented in seminal papers by twentieth-century biologists. In addition, this work raises questions about whether there is purpose in nature, whether there are natural kinds, what distinquishes living from non-living, whether living things have a wholeness, and if so, what is responsible for it. �THE FORMAL LECTURE The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar, tutorial, or laboratory readings, or it may open up a new field of interest and test the students’ readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John’s faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. The Curriculum 17 �Lectures and Concerts The following list provides some examples of lectures and concerts given on one or the other campus in recent years: “Reading, Writing, Listening, Talking” Eva Brann “Quantum Phenomena” Mark Rollins Bill Charlap Jazz Trio “Wordsworth and Keats” Ronald Sharp “On Reading the U.S. Constitution as a Great Book” William Braithwaite “T.S. Eliot’s Othello” Christopher Ricks “Does Beauty Have a Place in Liberal Education?” Daniel Harrell “Tonal Music and the Mozart Operas” Elliott Zuckerman “The Tocquevillean Moment” Wilfred McClay “Re-thinking Difference” Daniel Dahlstrom “The Metaphysics of Dante’s Commedia” Christian Moevs “Cicero and the Creation of Roman Philosophy” Walter Englert “Fields and Particles and Being” Dylan Casey “Invisible Beauty: Euler’s Astounding Formula” Grant Franks “Dialectic, Virtue and Recollection in Plato’s Meno” Laurence Berns “‘Lucky the One’: Kierkegaard’s Search for Morality in the Stories We Tell” Phil Hopkins Music of Liszt, Schuman and Chopin Awadagin Pratt 18 The Curriculum “Honor, Glory and Friendship in Homer’s Iliad and Aristotle’s Ethics” Michael Dink “Normal and Abnormal Neuronal Migration…or Why Your Brain is Wrinkled” John Rees “Wealth, Virtue and Corruption: Adam Smith’s Moral Philosophy” Lauren Brubaker Works by Thelonius Monk Cal Haines Tribute Trio “Why Was Spinoza Excommunicated?” Steven Nadler “Descartes, Newton and the Mathematical Character of Natural Philosophy” Mary Domski “Music, Meaning and Gods in Greek Tragedy” Mark Griffith “After the Beautiful: Hegel and the Philosophy of Pictorial Modernism” Robert Pippin “Michel de Montaigne’s Singular Essays: the Man, the Book, the Legacy” Colin Dickson “Conatus and the Pre-Scientific Basis of Spinoza’s Ethics” Richard Velkley �ST. JOHN’S LIST OF GREAT BOOKS The list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since 1937, it has been under continuous review at St. John’s College. The distribution of the books over the four years is significant. More than 2,000 years of intellectual history form the background of the first two years; about 300 years of history form the background for almost twice as many authors in the last two years. the reading into the nineteenth and twentieth centuries. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year ranges from the Hebrew Bible to the sixteenth-century seeds of modernity; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings The list of books that constitute the core of the St. John’s Program is subject to yearly review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses, although not always in their entirety. Books read in seminar are indicated by an asterisk. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St. John’s curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The Curriculum 19 �Freshman Year *Homer: *Aeschylus: *Sophocles: *Thucydides: *Euripides: *Herodotus: *Aristophanes: *Plato: Aristotle Euclid: *Lucretius: *Plutarch: Ptolemy: Pascal: Nicomachus: Lavoisier: Harvey: Essays by: Iliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes, Ajax Peloponnesian War Hippolytus, Bacchae Histories Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus *Poetics, *Physics,* Metaphysics, *Nicomachean Ethics, On Generation and Corruption, *Politics, Parts of Animals, Generation of Animals Elements On the Nature of Things “Lycurgus,” “Solon” Almagest Treatise on the Equilibrium of Liquids Arithmetic Elements of Chemistry Motion of the Heart and Blood Archimedes, Fahrenheit, Avogadro, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Gay-Lussac, Spemann, Stears, J.J. Thomson, Mendeleyev, Berthollet, J.L. Proust Sophomore Year Aristotle: Apollonius: *Virgil: *Plutarch: *Epictetus: *Tacitus: Ptolemy: *Plotinus: *Augustine: *Maimonides: *Anselm: *Aquinas: *Dante: *Chaucer: *Machiavelli: Copernicus: Kepler Livy Palestrina: *Montaigne: Viète: *Bacon: 20 The Curriculum *Hebrew Bible *New Testament *De Anima, On Interpretation, Prior Analytics, Categories Conics Aeneid “Caesar,” “Cato the Younger,” “Antony,” “Brutus” Discourses, Manual Annals Almagest The Enneads Confessions Guide for the Perplexed Proslogium Summa Theologiae Divine Comedy Canterbury Tales The Prince, Discourses On the Revolutions of the Spheres Epitome IV Early History of Rome Missa Papae Marcelli Essays Introduction to the Analytical Art Novum Organum �Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Monteverdi: Stravinsky: *Richard II, *Henry IV, *The Tempest, *As You Like It, *Hamlet, *Othello, *Macbeth, *King Lear, and Sonnets Marvell, Donne, and other 16th- and 17th-century poets Geometry, *Discourse on Method Generation of Conic Sections St. Matthew Passion, Inventions Quartets Operas Third Symphony Songs L’Orfeo Symphony of Psalms Junior Year *Cervantes: Galileo: *Hobbes: *Descartes: *Milton: La Rochefoucauld: La Fontaine: *Pascal: Huygens: *Eliot *Spinoza: *Locke: Racine: Newton: Leibniz: *Swift: *Hume: *Rousseau: *Molière *Adam Smith: *Kant: *Mozart: *Austen: Hawthorne Dedekind: *Hamilton, Jay and Madison: *Twain: *Wordsworth: Essays by: Don Quixote Two New Sciences Leviathan Meditations, Rules for the Direction of the Mind Paradise Lost Maximes Fables Pensées Treatise on Light, On the Movement of Bodies by Impact Middlemarch Theologico-Political Treatise Second Treatise of Government Phèdre Principia Mathematica *Monadology, *Discourse on Metaphysics, Essay on Dynamics, *Philosophical Essays,*Principles of Nature and Grace Gulliver’s Travels Treatise of Human Nature Social Contract, The Origin of Inequality Le Misanthrope Wealth of Nations Critique of Pure Reason, Foundations of the Metaphysics of Morals Don Giovanni Pride and Prejudice, Emma The Scarlett Letter Essays on the Theory of Numbers *Articles of Confederation, *Declaration of Independence, *Constitution of the United States of America The Federalist The Adventures of Huckleberry Finn The Two Part Prelude of 1799 Young, Taylor, Euler, D. Bernoulli, Ørsted, Ampère, Faraday, Maxwell The Curriculum 21 �Senior Year *Goethe: Darwin: *Hegel: Lobachevsky: *Kafka: *Plato: *Tocqueville: Hamilton, Jay and Madison *Lincoln: *F. Douglass: *Kierkegaard: *Wagner: *Marx: *Dostoevsky: *Tolstoy: *Melville: *O’Connor: *William James: *Nietzsche: *Freud: Baudelaire: *Booker T. Washington: *Du Bois: *Husserl: *Heidegger: Einstein: *Conrad: *Faulkner: Flaubert: *Woolf: Poems by: Essays by: *Supreme Court Opinions Faust Origin of Species Phenomenology of Mind, “Logic” (from the Encyclopedia) Theory of Parallels The Metamorphosis Phaedrus Democracy in America Documents from American History The Federalist Selected speeches Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital, Political and Economic Manuscripts of 1844, The German Ideology Brothers Karamazov War and Peace Benito Cereno Selected stories Psychology, Briefer Course Beyond Good and Evil Introductory Lectures on Psychoanalysis Les Fleurs du Mal Selected writings The Souls of Black Folk Crisis of the European Sciences Basic Writings Selected papers Heart of Darkness Go Down Moses Un Coeur Simple Mrs. Dalloway, To the Lighthouse Yeats, T. S. Eliot, Wallace Stevens, Valéry, Rimbaud Faraday, J. J. Thomson, Millikan, Minkowski, Rutherford, Davisson, Schrödinger, Bohr, de Broglie, Heisenberg, Mendel, Boveri, Sutton, Morgan, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, Hardy * These authors or works are read in seminar. The others are distributed among the tutorials and laboratory. 22 The Curriculum �Classification of Authors, According to Conventional Subject Matter, Through the Four Years Literature Philosophy History and and Theology Social Science Mathematics and Natural Science Music Freshman Year Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Pascal Fahrenheit Avogadro Virchow Mariotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Driesch Spemann Sophomore Year Virgil Dante Chaucer Shakespeare Donne Marvell Aristotle Epictetus Plotinus Hebrew Bible New Testament Augustine Anselm Aquinas Luther Montaigne Bacon Maimonides Plutarch Tacitus Livy Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete è Kepler Junior Year Cervantes Milton Swift Racine La Fontaine J.Austen La Rochefoucauld G.Eliot Molière Wordsworth Twain Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Locke Rousseau Adam Smith Hamilton, Jay, Madison Documents from American political history Galileo Young Euler Taylor Newton Leibniz Huygens Dedekind D. Bernoulli Faraday Maxwell Ørsted Ampère Mozart Senior Year Tolstoy Dostoevsky Baudelaire Rimbaud Valéry Yeats Kafka W. Stevens T. S. Eliot Conrad V. Woolf O’Connor Melville Faulkner Goethe Flaubert Hegel Kierkegaard Nietzsche W. James Heidegger Plato Husserl Hegel Marx Documents from American political history Tocqueville Lincoln Supreme Court opinions F. Douglass B. Washington Du Bois Hamilton, Jay, Madison Faraday Lobachevsky Rutherford Minkowski Davisson de Broglie Beadle & Tatum Boveri Sutton Morgan Sussman Hardy Mendel J. J. Thomson Bohr Millikan Schr¨dinger ö Darwin Freud Einstein Heisenberg Watson & Crick Jacob & Monod Wagner Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Monteverdi The Curriculum 23 �THE ACADEMIC ORDER The Tutors At St. John’s, the teaching members of the faculty are called tutors. The title “professor” is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the principal teacher of the class — it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration, or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John’s will not be limited to what fits neatly inside a single discipline, it is essential that St. John’s tutors re-educate themselves to acquire increased understanding in those parts of the Program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not avert their far-ranging questions with the reply that these matters are handled in another department. The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John’s Program. 24 The Academic Order This preparation is necessarily demanding because no full-time tutor is confined to a single part of the Program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John’s than the preparation for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are sometimes relieved of part of their ordinary teaching duties. The groups engage in a thorough study and exploration of a subject chosen by themselves or the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John’s curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John’s. �The Instruction Committee The Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on appointments to the faculty. The committee consists of the deans and 12 tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets annually, alternating between the two campuses, and the dean at the host campus presides at those annual meetings. The Library The library exists to support the academic program as well as the teaching and learning that occur in a variety of ways at St. John’s College. The books chosen for study at St. John’s form the basis of the collection, with additional volumes serving as secondary sources and representative works in the major fields of learning. The libraries on the two campuses have a total collection of over 180,000 items, including works in various languages and many diverse subject areas, with a concentration in the sciences and humanities. The library also collects periodicals and newspapers, audiovisual materials, audio recordings of faculty and Friday night lectures, faculty publications, and student prize essays. Interlibrary Loan services enable current students, faculty, and staff to request books and journal articles that are not part of the library’s collection from libraries throughout the country. In all its activities, the library seeks to participate in the program of the college and reflect its philosophy of education. spaces with subtle natural light are available for reading and contemplation. The music library is housed apart in the Mellon building, and offers sound recordings and printed scores, all available for loan. The Faith and John Meem Library opened in Santa Fe in 1990. It offers a variety of study areas designed to accommodate up to half of the student body at a given time, including two 24-hour study rooms, and a music room with listening carrels and a collection of compact discs, records, and DVDs. Both libraries hold interesting special collections, including several hundred early or first editions of works read in the Program. Most of the materials included in the Greenfield Library archival and special collections, such as St. John’s College photographs, a collection of fine art slides, college publications and records, and instruction manuals used by the tutors throughout the years, are available in the library. Some of the notable special collections available in the Greenfield Library are the collected papers and correspondence of Jacob Klein and the collected papers and correspondence of Stringfellow Barr. In addition, the Greenfield Library has retained several of the original books from the Bray Collection, dating from 1696 and known as the “first public library in America,” and possesses the Prettyman Collection of Signed and Inscribed Books, some 800 titles of first editions signed by the authors. Some of the pre-1930 materials are housed at the Maryland State Archives. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions on each poet, as well as other “belles letters.” In addition, the Santa Fe library contains a faculty and alumni publications collection and the Holtzman Music Collection. The libraries also provide public terminals for accessing the online catalog, electronic resources, and the Internet. The libraries subscribe to several electronic academic databases including JSTOR, OCLC FirstSearch (ArticleFirst/WorldCat), Oxford English Dictionary, Philosopher’s Index, and the Thesaurus Linguae Graecae. These and other databases can be accessed in the libraries, dorms, or by any computer that connects to the St. John’s network. The Greenfield Library, in Annapolis, is housed in a beautifully restored historic building that was once the Maryland Hall of Records. Comfortably situated study The Academic Order 25 �Schedules Perhaps the most distinctive mark of St. John’s College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid’s Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles’ funeral oration. Thus all students, having a common program of study, have a common ground for conversation. 26 The Academic Order Except for the preceptorials in the junior and senior years, and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three-and-one-half hours to four-and-onehalf hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Each week there are two evening seminars, lasting two hours or more. A formal lecture or concert is given once a week. Sixteen to 19 hours per week are spent in regular classes. The year is divided into two semesters of 16 weeks each. �A Sample Freshman Schedule, Annapolis HOUR 9:00 – 10:10 a.m. M O N DAY T U E S DAY Language 10:20 – 11:30 a.m. W E D N E S DAY Language Mathematics 1:00 – 3:40 p.m. Laboratory 8:00 – 10:00 p.m. T H U R S DAY Language Mathematics Chorus Seminar F R I DAY Mathematics Laboratory Seminar Formal Lecture W E D N E S DAY T H U R S DAY F R I DAY Mathematics Mathematics A Sample Freshman Schedule, Santa Fe HOUR 9:00 – 10:30 a.m. 10:30 a.m. – 12:00 p.m. M O N DAY Mathematics Music 1:30 – 4:30 p.m. 7:30 – 9:30 p.m. T U E S DAY Language Laboratory Seminar Language Language Laboratory Seminar Formal Lecture ESSAYS AND EXAMINATIONS The Algebra Examination Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the Program. Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered. Oral Examinations Toward the end of each semester, oral examinations are conducted for each student by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. The Final Essay and Oral Examination In the senior year, the student is required to present to the faculty a final essay related to some aspect of the four years’ work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined about it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student’s learning. The Academic Order 27 �In the junior year, conferences replace some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student’s work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college. The normal probationary period is one semester. Letter Grades ACADEMIC STANDING Because St. John’s classes are small and intimate, and because students participate actively, tutors are aware of their students’ progress from day to day. The tutors’ appraisals of a student are based on the student’s total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance, and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John’s is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John’s, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. The Don Rag Within the college, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores, and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students’ work during the semester; the students are then invited to respond to their tutors’ reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. 28 The Academic Order Students are encouraged not to work for grades, but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor’s comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, D or F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college. Sophomore Enabling Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student’s learning during the two years spent in the college. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student writing an acceptable senior essay. �THE ST. JOHN’S DEGREE, BACHELOR OF ARTS The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, and they spend their first summer completing their freshman year, so that they, too, complete a four-year curriculum. On the transcript, St. John’s seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately 134 semester hours. GRADUATE STUDY AND CAREERS AFTER ST. JOHN’S • 9.4% choose other fields, including urban planning, skilled craftsmanship, foreign service/Peace Corps, government service, veterinary medicine, homemaking, farming, armed forces, and conservation/ecology. Approximately 70% of our alumni pursue formal education beyond the baccalaureate level, with around 15% of each graduating class entering graduate and professional programs directly after St. Johns. Doctoral degrees earned by St. John’s alumni split about evenly between humanities and science/mathematics. Our students consistently score above the national average on the Graduate Record Exam (GRE) and Law School Admissions Test (LSAT). The Career Services office on each campus assists students in planning for advanced study and in preparing their applications. In a world in which careers and work environments are changing rapidly, a rigorous, broadly based liberal arts education is recognized increasingly as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have reaffirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John’s alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John’s graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 21.9% are in teaching or educational administration; about two-thirds of these work in colleges or universities; • 18.8% are in communications or the arts; • 17.3% are in business or business-related occupations; • 9.7% work in the field of law, with most in private practice or the judiciary; • 9.4% work in computers/sciences/mathematics; • 6.9% work in the health professions, mainly as physicians; • 6.6% work in social services, including counseling, psychology, social work, and the ministry; The Academic Order 29 �THE GRADUATE INSTITUTE IN LIBERAL EDUCATION The Graduate Institute at St. John’s College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, inspired by that of the undergraduate college, have two distinctive features: the curriculum consists exclusively of classic or great books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from college graduates with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS The aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are organized into five segments: Literature, Politics and Society, Philosophy and Theology, Mathematics and Natural Science, and History. Students must complete four of these five segments to earn the Master of Arts in Liberal Arts degree (36 semester credit hours). These segments taken together constitute a closely integrated program of study. Classes are small and based on discussion of classic texts, but differ in significant ways. The heart of the curriculum is the seminar in which 14 to 19 students engage in a discussion initiated by a tutor’s question about the assigned reading. In the 30 The Graduate Institute tutorial, a slightly smaller group of students (12 to 16) focuses more intensively on smaller assignments, either mathematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students (eight to 12), engages in the study of a single book or topic and requires that students write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments are offered in the 16-week fall and spring terms, and usually two to four are offered in the eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet five days a week and start earlier in the day. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order compatible with the sequence of offerings. An optional master’s essay may be written by students who have completed at least two terms. In recent years, approximately 60 to 90 students have been enrolled on each campus during each session. The program leading to the Master of Arts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools. �THE LIBERAL ARTS CURRICULUM** Literature SEMINAR Homer: Iliad, Odyssey Aeschylus: Agamemnon, Libation Bearers, Eumenides Sophocles: Oedipus Rex, Oedipus at Colonus, Antigone Euripides: Hippolytus, Bacchae, Electra Aristophanes: Frogs TUTORIAL Chaucer: Canterbury Tales in Middle English* Shakespeare: King Lear Aristotle: Poetics Selected English lyric poetry Mathematics and Natural Science History SEMINAR Herodotus: Histories* Thucydides: Peloponnesian War* Livy: Early History of Rome* Polybius: Histories* Plutarch: “Caesar” and “Cato the Younger” Tacitus: Annals* Tocqueville: The Old Regime and the French Revolution* Plato: Timaeus* Lucretius: On the Nature of Things Aristotle: Physics* Ptolemy: Almagest* Galileo: Dialogue on the Two Chief World Systems* Darwin: The Origin of Species* Freud: Selected Works SEMINAR TUTORIAL TUTORIAL Euclid: Elements* Lobachevski: The Theory of Parallels* PRECEPTORIAL (examples) PRECEPTORIAL (examples) Cervantes: Don Quixote Joyce: Ulysses Virgil: Aeneid Eliot: Middlemarch Dostoevski: The Brothers Karamazov Light: Aristotle, Descartes, Huygens, and Newton Lavoisier: Elements of Chemistry Maxwell: Theory of Heat Bacon and the Principles of Natural Philosophy Galileo: Two New Sciences Politics and Society Philosophy and Theology SEMINAR SEMINAR Plutarch: “Lycurgus” and “Solon” Plato: Republic Aristotle: Politics* Machiavelli: The Prince Locke: Second Treatise of Civil Government Rousseau: On the Origin and Foundations of Inequality Marx: The Economic and Philosophic Manuscripts of 1844* Tocqueville: Democracy in America* Genesis Exodus Job Matthew Romans Augustine: Confessions* Thomas Aquinas: Summa Theologica* Kant: Groundwork of the Metaphysics of Morals Kierkegaard: Philosophical Fragments Augustine: The City of God* Vico: The New Science* Kant: Idea of a Universal History Herder: Ideas Toward the Philosophy of the History of Mankind* Hegel: Philosophy of History* Marx: The German Ideology Nietzsche: Uses and Abuses of History for Life Dilthey: Introduction to the Human Sciences* Collingwood: The Idea of History* Strauss: Political Philosophy and History* PRECEPTORIAL (examples) Tolstoy: War and Peace Machiavelli: The Florentine Histories Weber: The Protestant Ethic and the Spirit of Capitalism Arendt: The Origins of Totalitarianism TUTORIAL TUTORIAL Aristotle: Nicomachean Ethics* Thomas Aquinas: Treatise on Law* Hobbes: Leviathan* Declaration of Independence Articles of Confederation U.S. Constitution Hamilton, Jay, and Madison: The Federalist* Selected U.S. Supreme Court Decisions PRECEPTORIAL (examples) Montesquieu: The Spirit of the Laws Shakespeare: The history plays Smith: The Wealth of Nations Rousseau: Emile Hegel: The Philosophy of Right Plato: Meno Aristotle: Metaphysics* Descartes: Meditations Hume: An Enquiry Concerning Human Understanding Kant: Prolegomena to Any Future Metaphysics Nietzsche: Beyond Good and Evil* PRECEPTORIAL (examples) Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Investigations Nietzsche: Thus Spake Zarathustra ** Readings may differ slightly between campuses * Selections The Graduate Institute 31 �DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS The aim of the Eastern Classics program is to help students seek a deeper understanding of the fundamental and enduring questions that have been raised by thoughtful human beings in the rich traditions of the East. Its course of study consists of 34 semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered only on the Santa Fe campus. The program includes a series of seminars, preceptorials, and a language tutorial in either Sanskrit or classical Chinese. In the seminar, 14 to 18 students discuss assigned readings from a wide range of Indian, Chinese, and Japanese texts. In the tutorial, 12 to 15 students study either Sanskrit or classical Chinese. The goal is not mastery, but rather sufficient familiarity with the elements of the languages to gain some insight into their structure 32 The Graduate Institute and to translate selected short passages from classical texts. In the preceptorial, eight to 12 students study a single work or theme for an eight-week period. Each student is required to write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive nature of the program, full-time work is not encouraged. �THE EASTERN CLASSICS CURRICULUM Fall Semester Spring Semester Summer Semester CHINESE TUTORIAL CHINESE TUTORIAL SEMINAR Naiying Yuan, Haitao Tang, James Geiss, Classical Chinese: A Basic Reader Mathews, Chinese-English Dictionary Tang Poetry Meng Zi The Tale of the Heike Lotus Sutra Four Huts: Asian Writings on the Simple Life The Pillow Book Dogen, Shobogenzo Kenko, Essays in Idleness Basho, The Narrow Road to the Deep North Chushingura SANSKRIT TUTORIAL SANSKRIT TUTORIAL Bhagavadgita* Nagarjuna Killingley, Beginning Sanskrit: a practical course based on graded reading and excerises SEMINAR SEMINAR Confucius, Lun-Yu Mo Zi Xun Zi Han Fei Zi Meng Zi Zhuang Zi Lao Zi Rig Veda Upanishads Tattva-Kaumudi Yoga Sutras of Patanjali PRECEPTORIAL (examples) Mahabharata Sima Qian, The Grand Scribe’s Records The Laws of Manu The Bhagavadgita Kalidasa, Kumarasambhava Kalidasa, Meghaduta Kalidasa, Shakuntala Abhinavagupta, Dhvanyaloka Digha Nikaya Majhima Nikaya Nagarjuna, Mulamadhyama- kakarika Vimalakirti Sutra Lankavatara Sutra Gaudapada, The Great Karika on the Mandukya Upanishad Shankara, Commentary on the Brhadaranyaka Upanishad Diamond Sutra Heart Sutra Hui Neng, Commentary on the Diamond Sutra The Sutra of Hui Neng Chinese Poetry Zhu Xi PRECEPTORIAL Murasaki Shikibu, Tale of Genji PRECEPTORIAL (examples) Vasistha’s Yoga Bhagavadgita Nagarjuna, Mulamadhyamakakarika Dogen The Graduate Institute 33 �BIBLIOGRAPHY Books About Liberal Education Adler, Mortimer J., and Charles Van Doren: How to Read a Book, Simon and Schuster, 1972. Adler, Mortimer J., and Milton Mayer: The Revolution in Education, University of Chicago Press, 1958. Barzun, Jacques: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. Bell, Daniel: The Reforming of General Education, Columbia University Press, 1966. Bestor, Arthur E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. Bloom, Allan: Closing of the American Mind, Simon and Schuster, 1987. Bloom, Harold, The Western Canon, Harcourt Brace, 1994 Brann, Eva T.H.: Paradoxes of Education in a Republic, University of Chicago Press, 1979. Bruner, Jerome S.: The Process of Education, Harvard University Press, 1960. Buchanan, Scott: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. Darkey, William (editor et al): Three Dialogues on Liberal Education, St. John’s College Press, 1979. Hagstrom, Robert G.: Latticework; The New Investing, Texere, 2000. Harvard Committee Report: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. Hutchins, Robert M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. Klein, Jacob, Lectures and Essays, St. John’s College Press, 1985. Kronman, Anthony: Education’s End; Why Our Colleges and Universities Have Given Up on the Meaning of Life, Yale University Press, 2008. Lewis, C.S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. Maritain, Jacques: Education at the Crossroads, Yale University Press, 1943. Martin, Roger H.: Racing Odysseus, University of California, 2008. Meiklejohn, Alexander: Education Between Two Worlds, Harper and Brothers, 1942. Pieper, Josef: Leisure, the Basis of Culture, Liberty Fund, 1999. Denby, David. Great Books, Simon & Schuster, 1996. Smith, J. Winfree: A Search for the Liberal College; The Beginning of the St. John’s Program, St. John’s College Press, 1983. Erskine, John: My Life as a Teacher, J.B. Lippincott Co., 1948. Van Doren, Mark: Liberal Education, Henry Holt and Co., 1944. Goldwin, Robert A. (editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. Grant, Gerald and David Riesman: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. 34 Bibliography �BOARD OF VISITORS AND GOVERNORS Joanne Aitken Philadelphia, PA Erwin L. Greenberg Reisterstown, Maryland Warren Spector New York, New York Pamela Saunders Albin Santa Fe, New Mexico Stewart Greenfield Westport, Connecticut Walter Sterling, Dean – Santa Fe Santa Fe, New Mexico M. Brownell Anderson (HM)* Washington, DC Richard Groenendyke Tulsa, Oklahoma Jill Cooper Udall Santa Fe, New Mexico Elizabeth A. Bassan Kensington, Maryland Joan Haratani Piedmont, California Michael Uremovich Virginia Beach, Virginia Robert Bienenfeld, Secretary Long Beach, California Allan Hoffman (HM)* Lawrence, New York Leslie Jump Walker Washington, DC Sharon Bishop Markham, Virginia Harold Hughes Severna Park, Maryland Harriet Warren (VE)* Atlanta, Georgia Steven J. Bohlin Santa Fe, New Mexico Pamela Kraus, Dean – Annapolis Annapolis, Maryland Julia Wilkinson (VE)* Austin, Texas Claiborne B. Booker Alexandria, Virginia Thomas Krause Ojai, California Warren P. Winiarski (VE)* Yountville, California Jana H. Carey Annapolis, Maryland Perry Lerner, Chair Philadelphia, Pennsylvania Delores Wolf Washington, DC Thomas M. Carnes (HM)* San Francisco, California Austin Ligon Manakin Sabot, Virginia *HM = Honorary Member Ray C. Cave (VE)* Boothbay, Maine Susana Martinez, Ex Officio Governor of New Mexico Santa Fe, New Mexico Phelosha Collaros, Ex Officio President- Alumni Association Albuquerque, New Mexico Robert Mass New York, New York Greg Curtis (VE)* Pittsburgh, Pennsylvania Douglas K. Mayer New York, New York R. Weston Donehower New York, New York Charles Nelson (VE)* Annapolis, Maryland Jerome P. Downey New York, New York VE=Visitor Emeritus Christopher Nelson, President Annapolis Annapolis, Maryland Michele Farquhar Washington, DC Stephen L. Feinberg Santa Fe, New Mexico Ronald Fielding Kiawah Island, South Carolina Stephen Forman San Marino, California Anna Greenberg (HM)* Annapolis, Maryland Martin O’Malley, Ex Officio Governor of Maryland Annapolis, Maryland Michael Peters, President – Santa Fe Santa Fe, New Mexico Jamie Polk Santa Fe, New Mexico Theodore C. Rogers, Vice Chair New York, New York Board of VisitorThe Curriculum and Governors 35 �The Faculty ANNAPOLIS President Christopher B. Nelson B.A., St. John’s College, Santa Fe, 1970, St. John’s College, Annapolis, 1966-69; J.D., University of Utah College of Law, 1973; Associate, 1973-78 and Partner, 1979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, 1979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St. John’s College, 1991-; Former Member, Executive Committee, National Association of College and University Association; Past Chair, Annapolis Group (nation’s liberal arts colleges); Past Chair, AFS-USA Inter-cultural Exchange Program; Past Chair, Maryland Independent College & University Association; Chair, Shimer College Board of Trustees; Treasurer, Historic Annapolis Foundation. Dean of the College in Annapolis Pamela Kraus M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of America, 1975-80; Assistant Professor of Philosophy, The Catholic University of America, 1980-85; American Fellowships Program Panel, American Association of University Women, 1985; Tutor, St. John’s College, 1985-; Dean 2010 –. Eva T.H. Brann B.A., Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John’s College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting 36 The Faculty Curriculum Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-96; Dean, St. John’s College, Annapolis, 1990-97; Doctor of Humane Letters, Whitman College, 1995; Doctor of Letters, Middlebury College, 1999; Wilbur Cross Medal of the Yale Graduate School Alumni Association, 2006; Honorary Doctorate, Iona College, 2006; Distinguished Alumna Award, Brooklyn College, 2007. Harvey Flaumenhaft B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturer in Liberal Arts, University of Chicago, 1965-66; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John’s College, Annapolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, 1981; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, Department of Educational Studies, University of Delaware, 1989; Lynde and Harry Bradley Foundation Grant, 1992-94; Dean, St. John’s College, Annapolis, 1997-2005. John F. White B.A., St. John’s College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John’s College, Annapolis, 1971–. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John’s College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John’s College, Santa Fe, 1973-77, Annapolis, 1978–. �Deborah Schwartz Renaut B.A., St. John’s College, Annapolis, 1968; M.A., The Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John’s College, Annapolis, 1974–. David L. Townsend A∑N, Jesuit Honor Society 1967--; B.A. Loyola College, 1969; Fellow, Harvard, 1969-1974; M.A. Harvard, 1970; Teacher, Cambridge Free School, 1970-1972; Diplome, Universite de Paris, 1973; Ph.D. Harvard, 1976; J.D. Yale Law School, 1981; Tutor, St. John’s College Santa Fe 1974--, Annapolis 1984--; Federal Executive Institute, Visiting Faculty 1999--; Senior Advisor for Seminars, Aspen Institute 2000--; Co-ordinator, AIDS Task Force, Corporate Council on Africa 2001-2002; Moderator, Weidenfeld Scholars Program, Oxford University 2008–. Michael Comenetz B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John’s College, Annapolis, 1975–. John Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Cognitive Psychology, University of California, San Diego, 1978; Tutor, St. John’s College, Santa Fe, 1975-85; Annapolis, 1985-; Assistant Dean, 1988-91; Director, Graduate Institute in Liberal Education, 1992-95; N.E.H. Chair in Modern Thought, 1997-99. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; M.A., Counseling, Loyola College, 1996; Tutor, St. John’s College, Annapolis, 1977-; Counselor and Therapist, 1996–. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John’s College, Annapolis, 1977–. Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John’s College, Annapolis, 1977–. Marilyn Douville Higuera B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John’s College, Annapolis, 1979-; Director of the Graduate Institute in Liberal Education, Annapolis, 2008-2011. Thomas May B.A., Loyola College, 1971; M.A., Fordham University, 1975; Assistant Professor, Loyola College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St. John’s College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, Annapolis, 1986-89, 1995-1998. James Howard Beall Active duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975, & Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., 1978-79; Project Scientist, BKD, Arlington, Virginia, 1979-81; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., 1981-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., 1983-; Tutor, St. John’s The The Faculty Curriculum 37 �College, Annapolis, 1982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, 1991–. 2008-2009; Board of Directors, Internati0nal Merleau-Ponty Circle, 2009-; Board of Directors, Marchutz School of Art, 2008–. Henry H. Higuera B.A., Cornell University, 1974; M.A., 1976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John’s College, Annapolis, 1982–. Nicholas A. Capozzoli, M.D. B. S., Manhattan College, 1964; M.D., New York University, 1968; M.A., St. John’s College Graduate Institute, 1981; Neurological Residency Training, Mt. Sinai Hospital, 1973; Board Certification from the American Board of Psychiatry and Neurology, 1976; Member, American Academy of Neurology, Anne Arundel County Medical Society; Attending Neurologist, Anne Arundel Medical Center, 1974-; Attending Neurologist/Assistant Professor of Neurology, Johns Hopkins Hospital, 1976-; Chairman, Professional Advisory Committee of the National Multiple Sclerosis Society, 1986-94; Medical Director of the Hospice Program, Anne Arundel Medical Center, 1980-87; Tutor, St. John’s College, 1985-; Chairman, Medical Ethics Committee, Anne Arundel Medical Center, 1985-94. Walter Sterling B.A., St. John’s College, 1965; M.A., Pennsylvania State University, 1966; Instructor, Pennsylvania State University 1966-68; Ph.D. Candidate, The Catholic University of America, 1970-74; Editor of St. John’s Review and Tutor, St. John’s College 1983–. Michael Blaustein B.A., St. John’s College, Annapolis, 1974; Ph.D., Harvard University, 1984; Tutor, St. John’s College, Annapolis, 1984–. Chester Burke B.A., St. John’s College, Annapolis, 1974; Master of Music, University of Michigan, 1979; Tutor, St. John’s College, Annapolis, 1984–. Michael G. Dink Harvard University, 1970-72; B.A., St. John’s College, Annapolis, 1975; M.A., 1978, Ph.D., 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John’s College, Santa Fe, 1980-84, Annapolis, 1984-. Director, Graduate Institute in Liberal Education, Annapolis, 19982001; Dean, 2005-2010. Anita L. Kronsberg B.A., St. John’s College, 1980; Tutor, St. John’s College, 1984-; Assistant Dean, 1998-2002; 2006–. Patricia M. Locke B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, 1984; Teaching Fellow, Boston College, 1978-82; Instructor, Assumption College, 1981; Tutor, St. John’s College, Annapolis, 1984-. American Association of University Women, Fellowship 2006-2007; Marchutz School of Art, 38 The Faculty Curriculum William Pastille B.A., Music, Brown University, 1976; M.A., Musicology, Cornell University, 1979; Ph.D., Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University of Wisconsin at Madison (1985-86); Tutor, St. John’s College of Annapolis, 1986-; Assistant Dean, St. John’s College of Annapolis, 1993-95; Director, Graduate Institute, St. John’s College of Annapolis, 20012003. Catherine R. Haigney B.A., 1981, M.A., 1983, Ph.D. in English Language and Literature, 1989, University of Virginia; Echols Scholar, Phelan Fellowship, Governor’s Fellowship, University of Virginia; Lecturer in English, Vanderbilt University, 1985-87; Adjunct Faculty, Goucher College, 1987-88; Tutor, St. John’s College, Annapolis, 1989–. Adam Schulman B.A., Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, St. John’s College, 1989–. �Judith L.A. Seeger B.A., Harvard University, 1966; Cornell University, 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John’s College, Annapolis, 1989-; Assistant Dean, St. John’s College, Annapolis, 2002-2006; Tutor, St. John’s College, Santa Fe, 2007-2008. Joan E. Silver B.A., State University of New York, College at Old Westbury, 1971; M.A., St. John’s College, Annapolis, 1976; Ph.D., Graduate Theological Union, in Theology and The Arts, 1993; Tutor, St. John’s College, Annapolis, 1974-77; Tutor, St. Mary’s College, Integral Program, 1977-79; Tutor, The Graduate Institute in Liberal Education, St. John’s College, Santa Fe, Summer 1985, 1986, 1987, 1988; Tutor, St. John’s College, Santa Fe, 1989-96; Annapolis, 1997–. Cordell D. K. Yee B.A., English, Pomona College, 1977; M.J. Journalism, University of California, Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University of Wisconsin-Madison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, 1988-89; Tutor, St. John’s College, Annapolis, 1989-; Visiting Assistant Scientist, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, Summers of 1990 and 1991. Andre Barbera B.A. in Music, Wesleyan University, 1974; Resident Fellow, Newberry Library, Chicago, 1978; Ph.D. in Musicology, University of North Carolina, 1980; Visiting Assistant Professor of Music, Cornell University, 1979-82; Assistant Professor of Music, University of Notre Dame, 1982-89; Visiting Assistant Professor of Music, St. Mary’s College, Notre Dame, 1989-90; Tutor, St. John’s College, Annapolis, 1990–. Kathleen C. Blits B.A., Mount Holyoke College, 1968; Graduate Study, New School for Social Research, 1970-72; M.S., 1985, Ph.D., 1989, University of Delaware; Tutor, St. John’s College, Annapolis, 1990–. Margaret Anne Kirby B.A., University of King’s College, 1977; M.A., Department of Classics, Dalhousie University, 1979; Commonwealth Scholar, Hertford College, Oxford University, 1980-82; M.Litt., Faculty of Modern Languages, Oxford University, 1982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, 1982; Junior Fellow, Massey College, University of Toronto, 1983-85; Ph.D., Department of Germanic Languages and Literatures, University of Toronto, 1988; Fellow and Tutor, University of King’s College, 1987-89; Tutor, St. John’s College, Santa Fe, 1990-96, Annapolis, 1997–. Erik Sageng B.A., University of Alaska, 1983; M.A., 1985, Ph.D., 1989, Princeton University; National Science Foundation Fellow, 1983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, 1987-88; Rockefeller Fellow, University of Oklahoma, 1989-90; Tutor, St. John’s College, Annapolis, 1990–. Eric M. Salem B.A., St. John’s College, 1977; M.A., University of Dallas, 1979; University of Heidelberg, 1980-81; Ph.D., University of Dallas, 1990; Fulbright Fellow, 1980-81; Assistant Professor, Whitney Young College, Kentucky State University, 1983-90; Tutor, St. John’s College, Annapolis, 1990-. Radoslav Datchev Degree in Philosophy, University of Sofia, 1982; Assistant Professor of Philosophy, University of Sofia, 1982-83; Tutor, St. John’s College, Annapolis,1992–. Carl Page B.A., University of Auckland, New Zealand, 1980; MA (Hons), University of Auckland, 1982; Ph.D., Pennsylvania State University, 1987; Assistant Professor of Philosophy, Emory University, 1987-94; Tutor, St. John’s College, Annapolis, 1994–. The The Faculty Curriculum 39 �William T. Braithwaite B.A., Virginia Military Institute, 1961; J.D., Washington & Lee University, 1964; U.S. Army, 1968-70; Associate, Partner, Mayer, Brown & Platt, Chicago, 1973-80; Associate Professor of Law, Loyola University, Chicago, 1980-95; Tutor, St. John’s College, Annapolis, 1995–. Robert Goldberg St. John’s College, Annapolis, 1977-79; B.A., Harvard College, 1981; M.A., 1983, Ph.D., 1990, University of Toronto; Adjunct Lecturer in Political Science, University of Toronto, 1989-90; Visiting Assistant Professor of Political Science, Kenyon College, 1990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, 199495; Tutor, St. John’s College, Annapolis, 1995–. Katherine Heines B.A., St. John’s College, Santa Fe, 1982; M.A., 1986; Ph.D., 1997, The Catholic University of America; Lecturer, The Catholic University of America, 198788; Instructor, Marquette University, 1988-89; Tutor, St. John’s College, Annapolis, 1995–. Emily H. Brooker Langston B.A., Emory University, 1987; M.A., University of Chicago, 1988; Jacob K. Javitz Fellow, 1989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, 1993; Ph.D. Candidate, Emory University, 1992-; Tutor, St. John’s College, Annapolis, 1995–. George A. Russell B.A., St. Francis College, 1973; M.A., The Catholic University of America, 1983; Ph.D., The Catholic University of America, 1994. Dean of Students, St. Patrick’s Academy, 1981-86; Teacher, Hamden Hall, 1986-91; Adjunct Lecturer, Albertus Magnus, 1986-91; Assistant Professor of Philosophy, Xavier University, 1991-95; Tutor, St. John’s College, Annapolis, 1995–. Jonathan N. Badger B.S., University of South Carolina (1987); M.A., North Carolina State University (1991); Earhart Fellow (1995); Ph.D., Fordham University (1996); Olin Fellow (2000-01); Tutor, St. John’s College, Annapolis 1996–. 40 The Faculty Curriculum Lijun Gu B.A., History, Beijing University, China, 1980-84; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, 1984-87; M.A., International Affairs, The George Washington University, 1987-89; Ph.D., Political Theory, The George Washington University, 1989-95; Adjunct Professor, Department of Political Science, The George Washington University, 1995; Tutor, St. John’s College, Annapolis, 1996–. Eric B. Stoltzfus B.A., Music, Goshen College, 1981; M.A., Musicology, and M.S., Library Science, The Catholic University of America, 1991: Music Librarian, St. John’s College, Annapolis, 1991-; Tutor, St. John’s College, Annapolis, 1996–. Michael W. Grenke B.A., University of Chicago, 1988; Ph.D., Boston College, 1994; Lecturer,University of New Hampshire, 1993; Postdoctoral fellow, Boston College, 1993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, 1995; Tutor, St. John’s College, Annapolis, 1997–. Paul W. Ludwig B.A., University of Tennessee, Chattanooga, 1987; M.A., Oxford University, 1995; M.A., University of Chicago, 1995; Ph.D., University of Chicago, 1997; Lecturer in the College, University of Chicago, 1996; Tutor, St. John’s College, Annapolis, 1997–. Brendon Lasell B.S., California Institute of Technology, 1990; M.S., 1991, Ph.D. 1994, University of Chicago; Lecturer in Mathematics, University of Chicago, 1992-93; Member, Institute for Advanced Study, 1994-95; Instructor in Mathematics, Princeton University, 1995-97; Tutor, St. John’s College, Santa Fe, 19972008; Annapolis, 2009–. Susan R. Paalman B.A., Rice University, 1990; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, 1997; Tutor, St. John’s College, Annapolis, 1997–. �Daniel Harrell B.A., Vanderbilt University, 1989; Ph.D., Emory University, 1997; Tutor, St. John’s College, Annapolis, 1998 –. Joseph C. Macfarland B.A., St. John’s College, Annapolis, 1987; Fulbright Fellow, visiting the Department of Medieval History, University of Bologna, 1993-94; Ph.D., Committee on Social Thought, University of Chicago, 1996; Program Coordinator for Fundamentals: Issues and Texts, University of Chicago, 1994-97; Tutor, St. John’s College, Annapolis 1998–. Gary Borjesson B.A., Whitman College, 1987; M.A., 1994, Ph.D., 1997, Emory University; Assistant Professor of Philosophy, University of Central Arkansas, 19971999; Tutor, St. John’s College, 1999–. Jeff J. S. Black B.A., Trinity College, University of Toronto, 1993; Ph.D., Boston College, 2005; Teaching Fellow, Boston College, 1998-1999; Tutor, St. John’s College, Annapolis, 1999-; Director of the Graduate Institute in Liberal Education, Annapolis, 2011–. Christopher Nathan Dugan B.A., College of William and Mary, 1992; Earl Warren Political Theory Fellowship, 1992-94; Ph.D. in Political Science, University of California, San Diego, 1999; Tutor, St. John’s College, Annapolis, 1999–. Mark W. Sinnett B.S., Mathematics, Texas Christian University, 1976; M.A., 1978, Doctoral Study in Mathematics, 1979-81, The University of Texas at Austin; Lecturer in Mathematics, Concordia Lutheran College, 1978-79; U.G. Marshall Fellow in Mathematics, 1981-83, Lecturer in Mathematics, 1983-84, Kansas University; B.D. (Hons.), Theology, St. Andrews University, 1988; Richard M. Weaver Fellow, 198485; Lecturer in Mathematics, San Jacinto College, 1988-89; Ph.D., Systematic Theology, Cambridge University, 1993; Minister of Word and Sacrement, Presbyterian Church (U.S.A.), 1993-; Minister, First Presbyterian Church, Stephenville, Texas, 1993-98; Visiting Scholar, St. John’s College, Cambridge, Summer, 1997; Senior Minister, Clemmons Presby- terian Church, Clemmons, North Carolina, 19982000; Tutor, St. John’s College, Annapolis, 2000–. Dylan Casey B.S., Physics, B.A., Political Philosophy, Michigan State University, 1991; Ph.D., Experimental Particle Physics, University of Rochester, 1997; Postdoctoral Fellow in Particle Physics, Michigan State University, 1997-2001; Tutor, St. John’s College, 2001–. Jeffrey Allen Smith B.A., Philosophy and Political Science, Emory University, 1989; Ph.D., Committee on Social Thought, The University of Chicago, 1997; Lecturer in the College, The University of Chicago, 19941997; Visiting Assistant Professor, Political Science, Colgate Unversity, 1998-99; Assistant Professor, Philosophy, Carthage College, 1999-2001; Tutor, St. John’s College, 2001–. John Tomarchio B.A., Columbia College, Columbia University, 1984; M.A., 1993, Ph.D., 1996; Lecturer, School of Philosophy, Catholic University of America, 1996; National Fulbright Research Fellow, Rome, 199495; National Endowment for the Humanities Post-Doctoral Fellow, Core Curriculum Program, Boston University, 1996-98; Assistant Professor, Department of Philosophy, Villanova University, 1998-2001; Tutor, St. John’s College, Annapolis, 2001–. Louis Petrich B.A., English, Northwestern University, 1982; M.A., 1986, Ph.D. Candidate, 1986-1990, Committee on Social Thought, The University of Chicago; Teaching Assistant in History, Philosophy, and Social Studies of Science and Medicine, The University of Chicago, 1985-1987; Dramaturg, Assistant Director and Actor, Court Theater, The University of Chicago, 1985-89; Fulbright Scholar, Alexandru I. Cuza University, Iasi, Romania, 199091; United States Peace Corp Volunteer, Masaryk University, Brno, Czechoslovakia, 1992-1993; Reader and Stage Crew, Folger Shakespeare Library and Theater, Washington, D.C., 1993-1995; Civic Education Project Fellow, Presov University, Slovakia, 1995-1997; CEP Fellow, Alexandru I. Cuza University, Iasi, Romania, 1997-1999; CEP Fellow, American University of Kyrgystan, 1999-2000; The Curriculum The Faculty 41 �Fulbright Scholar, Kyrgyz State National University and American University of Kyrgyzstan, 20002002; Principal Founder, American Studies Resources and Training Center, Bishkek, Kyrgystan, 2001-02; Tutor, St. John’s College, 2002–. Jason A. Tipton B.A., University of California, San Diego, 1993; M.A. Tulane University, 1999; M.S. Tulane University, 2001; Ph.D. Tulane University, 2002. Fulbright Scholar, Greece, 2000-01; Associate Member, American School of Classical Studies, Athens, 2000-01; Tutor, St. John’s College, 2002–. Matthew Caswell B.A. St. John’s College, Annapolis, 1996; Ph.D., Philosophy, Boston University, 2003; DAAD Fellow, Philipps-Universit¨at, Marburg, 2002-03; Instructor, Department of Philosophy, Boston University, 2003-05; Tutor. St. John’s College, 2005–. Fawn Trigg B.A., St. John’s College, Annapolis, 1988; Ph.D. candidate at the University of Chicago, Committee on Social Thought, 2004-; Faculty, Indiana University Northwest; The School of the Art Institute of Chicago; Tutor, St. John’s College, Annapolis, 2006–. Gregory Recco B.A., State University of New York at Stony Brook, 1994; Ph.D., Philosophy, Pennsylvania State University, 2002; Graduate Instructor, Pennsylvania State University, 1996-2003; Assistant Professor of Philosophy, Skidmore College, 20032007. Tutor, St. John’s College, Annapolis, 2007–. Michael Brogan B.A., Swarthmore College, 1997; Visiting Researcher, Katholieke Universiteit, Leuven, Belgium, 2003-04; Ph.D., Philosophy, Villanova University, 2007; Instructor, Villanova University, 2002-03; 2004-05; Tutor, St. John’s College, Annapolis, 2008–. 42 The Faculty Curriculum Matthew S. Linck B.F.A., Painting, Syracuse University, 1992; Ph.D., Philosophy, The New School for Social Research, 2004; Teaching Fellow, Eugene Lang College 2002-04; Adjunct Professor, Steinhardt School of Education, New York University, Fall 2004; Adjunct Professor, Purchase College, SUNY, 200406; Adjunct Professor, Long Island University, 2007; Adjunct Professor, New School for General Studies, 2006-08; Tutor, St. John’s College, Annapolis, 2008–. Sarah B. Benson B.A., Philosophy, Pennsylvania State University, 1991; M. A., Comparative Literature, University of Texas at Austin, 1994; M.A., History of Art, Cornell University, 1997; Ph.D., History of Art, Cornell University, 2001; Post-doctoral Intern, J. Paul Getty Center, Los Angeles, 2001-02; Visiting Researcher, Faculty of Architecture, Chiang Mai University, Thailand, 2003-04; Visiting Assistant Professor, History of Art, Cornell University, 200405; Lecture, Department of Art and Archeology, Princeton University, 2005-06;Visiting Fellow, Southeast Asia Program, Cornell University, 200607; Tutor, St. John’s College, Annapolis, 2011–. Hannah Hintze B. Mus., Woodwind Performance, B.A., Philosophy, Boston University, 1999; M.A., 2006; Ph.D. 2009, The Committee on Social Thought, University of Chicago; Phi Beta Kappa, 1999; Arthur J. Ennis Post-doctoral Teaching Fellowship, Villanova University, 2010-11; Tutor, St. John’s College, Annapolis, 2011–. Christine Lee B.A., B.S., Southern Methodist University, 2003; M.A., 2006, Ph.D., 2009, Political Science, Duke University; National Science Foundation Fellow, 2004-2007; Postdoctoral Fellow, University of Bristol, 2010-2013; Tutor, St. John's College, Annapolis, 2013–. �Robert Abbott B.A., St. John’s College, Annapolis, 2004; M.A., the Department of Germanic Studies, University of Chicago, 2010; Joint Ph.D., the Committee on Social Thought and the Department of Germanic Studies, University of Chicago (pending); Tutor, St. John’s College, Annapolis, 2013–. Sarah Stickney B.A., St. John’s College, 2004; Marchutz School of Art, Aix-en-Provence, France 2004-06; M.F.A., Poetry, University of New Hampshire, 2010; Fulbright Scholar, Bologna, Italy, 2010-11; Instructor, Johns Hopkins SAIS Center, Bologna, Italy, 2011-12; Tutor, St. John’s College, Annapolis 2013–. Brendan Boyle B.A., Classics, Princeton University, 1999; M.Phil., Classics, Cambridge University, 2000; Ph.D., Classics, University of Chicago, 2007; Assistant Professor of Classics, University of North Carolina at Chapel Hill, 2007-2012; Tutor, St. John’s College, 2013–. Matthew Holtzman B.A., St. John’s College, 2000; MSc., Philosophy, University of Edinburgh, 2003; Ph.D., Philosophy, Johns Hopkins University, 2010; Dean’s Teaching Fellow, Johns Hopkins, 2008; Instructor, Expository Writing Program, Johns Hopkins University, 2009-10; Visiting Assistant Professor, Washington College, 2011-2013; Tutor, St. John’s College, Annapolis, 2013–. Leah Lasell B.A., Mathematics, University of Chicago, 2000; Mathematics Teacher, St. Paul’s School, New Hampshire, 2000-2002, 2012-2013; M.A., St. John's College, Santa Fe, 2004; Ph.D., Philosophy, University of Texas, Austin, 2010; Tutor, St. John’s College, Annapolis 2013–. Rebecca Goldner A.B. Bowdoin College, 1996; Post-Baccalaureate Program in Classical Studies, 1998; M.A. Graduate Institute in Liberal Education, SJCA, 2002; M.A. in Philosophy Villanova University, 2005; Ph.D. in Philosophy 2013. Visiting Professor, Villanova Center for Liberal Education 2013-2014; Tutor, SCJA 2014-. SANTA FE President Michael P. Peters B.S., United States Military Academy at West Point, 1968; M.A., University of Washington, 1974; Platoon Leader, Executive Officer, and Armored Cavalry Troop Commander, United States Army, 1968-72; Assistant Professor of Economics, United States Military Academy, 1974-77; Soviet Foreign Area Officer, 1977-87; Executive Assistant, Office of the Chairman of the Joint Chiefs of Staff, 198789; Commander, 96th Civil Affairs Battalion (Airborne), 1989-91; Chief Conventional Arms Negotiations, 1991-92; Chief of Staff, United States Military Academy, 1992-95; Senior Vice President and Chief Operating Officer, 1995-2002, Executive Vice President, 2002-2005, Council on Foreign Relations; President, St. John’s College, Santa Fe, 2005–. Dean of the College in Santa Fe J. Walter Sterling IV B.A., St. John’s College, Annapolis, 1993; Jacob K. Javitts Fellow, U.S. Dept. of Education, 1993-97; M.A. Philosophy, Emory University, 1997; Philosophy Instructor, Loyola College in Maryland, 1997-99; Philosophy Instructor, Gwynedd-Mercy College 1999-2000; Intellectual Heritage Instructor, Temple University, 1999-2000; Adult Learning Instructor, Project H.O.M.E., Philadelphia, 200003; Tutor, St. John’s College, Santa Fe, 2003-; Dean, St. John’s College, Santa Fe, 2011–. Philip LeCuyer B.A., Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John’s College, Santa Fe, 1972–. The The Faculty Curriculum 43 �David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John’s College, Annapolis, 1972-80, Santa Fe, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Tutor, St. John’s College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85; Dean, 1991-1996. Elizabeth S. Engel B.A., Pomona College, 1967; M. Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John’s College, Santa Fe, 1975–. Lynda Lamson Myers B.A., St. John’s College, 1971; M.A., University of North Carolina, 1975; M.A., 1991, Ph.D., 1996, Catholic University of America; Tutor, St. John’s College, Santa Fe, 1977-; Director of the Graduate Institute in Liberal Education, 1985-88. Anthony James Carey St. John’s College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; M.A., 1973, Ph.D. 1998, Graduate Faculty, The New School for Social Research; U.S. Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John’s College, Annapolis, 1979-83, Santa Fe, 1984-; Dean, 1986-91, 1996-2000; Acting President, 2000; Distinguished Visiting Professor, United States Air Force Academy, 2004-2007; 2009-2014. 44 The Faculty Curriculum Charlotte Gray Martin B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John’s College, Santa Fe, 1980–. Peter Pesic A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John’s College, Santa Fe, 1980-2013; Musician-in-Residence, 1984-; Dorr Lecturer, University of North Carolina, 2003. Peano Prize, 2005. Fellow, American Association for the Advancement of Science, 2006–. Fellow, John Simon Guggenheim Memorial Foundation, 200708; Ronald James Alexander Memorial Lecturer on Musicology, Stanford University, 2008; Paul Leonard Lecturer in Philosophy, University of Nevada at Reno, 2009; Fellow, American Physical Society, 2010-; Visiting Scholar, Harvard University, 2010-2012; Price/Webster Prize, 2012; Associate, Department of Physics, Harvard University, 2013–; History of Science Society 2013 Joseph H. Hazen Education Prize. Edward Cary Stickney B.A., St. John’s College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John’s College, Santa Fe, 1980-; Director of The Graduate Institute, 1994-97. Janet A. Dougherty B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John’s College, Annapolis, 1982-85; Santa Fe, 1985–. �Stephen Frederick Houser B.A., St. John’s College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; M.A., University of Virginia, 1989; Ph.D., University of Virginia, 1990; President’s Fellow, University of Virginia, 1987-90; Tutor, St. John’s College, Santa Fe, 1983–. Frank N. Pagano A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John’s College, Santa Fe, 1983-; Director of the Graduate Institute, 2001-2004. Jorge H. Aigla Universidad Nacional Autónoma de Mexico, Mexico City, 1971-72; B.S., Saint Mary’s College, California, 1975; M.D., University of California San Francisco, 1979; American Heart Association Student Research Associate, 1974; Fellow, Cancer Research Institute, University of California San Francisco, 1976; Resident, Pathology Department, University of California San Francisco, 1979-80; Alpha Omega Alpha Medical National Honor Society, 1979; Assistant Medical Examiner, Coroner’s Office, City and County of San Francisco, 1980-81; Lecturer in Anatomy, Sonoma State University, California, 1981-82; Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-85; Private translator, 1982; Lecturer, Collegiate Seminar, Saint Mary’s College, California, 1982-85; Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John’s College, Santa Fe, 1985-; Head Karate-Do Instructor, 1986-; American Teachers Association of Martial Arts, Permanent Member, 1993; International Society of Okinawan Karate, 1994; 6th Dan, 2000; Kyoshi, 2006; 7th Dan, 2008; 8th Dan 2012; New Mexico Urasenke Japanese Tea Association, President, 2004-2008; 2009-2013; 2014-2013. John F. Cornell B.A., 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-80; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-85; Tutor, St. John’s College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; Post-Doctoral Fellow, Linguistics, Harvard University, 1982-85; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-85; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John’s College, Santa Fe, 1985–. David Lawrence Levine University of Pennsylvania, 1962; A.B. St. John’s College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary) 1967-70; University Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris, 1970; Language Study, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John’s College, Santa Fe, 1986, 1988-, Assistant Dean, Spring 1997, Director of the Graduate Institute in Liberal Education, 19972001; Dean, Santa Fe, 2001-2006. Thomas Scally B.A., St. Mary’s College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary’s College of California, 1971-74; Assistant Professor, California State University at Humboldt, 1975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, 1975-87; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-84; Visiting Tutor, St. John’s College, Santa Fe, 1987-89; Tutor, St. John’s College, Santa Fe, 1990–. The The Faculty Curriculum 45 �Grant H. Franks B.A., St. John’s College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, M.A., 1980; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; Clerk to Judge Cecil E. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor, St. John’s College, Santa Fe, 1988–. William S. Kerr B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois-Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate Fellowship, 1983-87, M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, 1987-88; Reynolds Fellowship, 1988-89; Instructor in Latin, University of New Mexico-Los Alamos, Summer 1985; Visiting Assistant Professor, University of Colorado-Boulder, Summer 1990; Certificate, Chinese Language Education Program, Providence University, Shalu, Taiwan, 1998; Tutor, St. John’s College, Santa Fe, 1989–. Krishnan Venkatesh B.A., English Literature, Magdalene College, Cambridge University, 1982; Wissenschafflicher Mitarbeiter (on Shakespeare editions), University of Muenster, West Germany, 1982-86; Lecturer in British and American Literature, Shanxi University, Taiyuan, People’s Republic of China, 1986-89; Guest Lecturer in Film Analysis, North China Film and Broadcasting Institute, 1989; Tutor, St. John’s College, Santa Fe, 1989- ; Graduate Institute Director, 2004-2009. Bruce M. Perry B.A., Greek, 1973, M.A, Classics, 1975, Ph.D., Classics, 1983, University of Washington; Ph.D. Asian and Middle Eastern Studies, 1995, University of Pennsylvania; Tutor, St. John’s College, Santa Fe, 1990–. Frank R. Hunt St. John’s College, Annapolis, 1971-73; Cornell University, 1973-74; B.A., New York University, 1976; M.A., 1980, Ph.D., 1985, The Catholic 46 The Faculty Curriculum University of America; Editor, Catholic University of America Press, 1980-86; Lecturer, Marymount University of Virginia, 1985-86; Editor, Princeton University Press, 1987-89; Tutor, St. John’s College, Santa Fe, 1990–. Victoria Mora B.A. in English-Philosophy, University of New Mexico, 1985; Yale University Teaching Fellow, 1986-88; M.A., M. Phil. in Philosophy, Yale University, 1990; Ford Foundation Dissertation Fellow, 1990-91; Ph.D. in Philosophy, Yale University, 1992; Philosophy Instructor, Albuquerque TV-I Community College, 1991-92; Tutor, St. John’s College, Santa Fe, 1992-; Dean, St. John’s College, Santa Fe, 2006-2011; Vice-President for Advancement, St. John’s College, Santa Fe, 2012–. Susan Stickney B.A., SUNY-Binghamton, 1970; Fulbright Scholar, Freiburg, Germany 19970-71; M.A., University of Michigan, 1972; German teacher, Olney Friends School, 1972-1975; Albert-Ludwigs University, Freiburg, Germany, 1975-1980; Ph.D., University of Massachusetts, Amherst, 1985; Tutor, St. John’s College, Santa Fe, 1992–. Michael David Rawn B.S., Mathematics, Rensselaer Polytechnic Institute, 1974; M.S., Mathematics, Brown University, 1977; Undergraduate Study in Mathematics Education, University of New Orleans, 1979-80; Graduate Study in Mathematics, Clarkson University, 1983-86; Ph.D., Mathematics, Indian Institute of Technology, Kharagpur, 1991; Instructor, University of New Orleans, 1977-80; Assistant Professor, Institut Supérieur Pédagogique de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St. Lawrence University, 1983-86; Assistant Professor, Manchester College, 1988-92; Tutor, St. John’s College, 1993–. Julie Reahard B.A., English, Michigan State University, 1980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, 1984; Ph.D., Comparative Literature, University of Colorado, Boulder, 1991; Teaching fellow, Department of English, University of Nevada, Reno, 1981-84; Instructor, Department of English, University of Colorado, �Boulder, 1987-88; Instructor, College of General Studies, University of Pennsylvania, 1988-89; Graduate Work, Literary Theory, University of Pennsylvania, 1988-91; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, 1992-93; Associate Professor, English Department, Providence University, Shalu, Taiwan, 1996-98; Tutor, St. John’s College, Santa Fe, 1993–. Claudia Hauer B.A., University of Chicago, 1986; M.A., 1991, Ph.D., 1993, Classics and Modern Greek Studies, University of Minnesota; Mochlos Archaeological Excavation, Crete, 1991; Visiting Assistant Professor of Classics, Cornell College, 1993-94; Tutor, St. John’s College, 1994-; Distinguished Visiting Professor, United States Air Force Academy, 20102012; 2014-2015. Caleb Thompson Tufts University 1980-1982; B.A., Philosophy, Clark University, 1985; M.A., Philosophy, University of Virginia, 1990; Ph.D., Philosophy, University of Virginia, 1994; Postdoctoral Fellow, SUNY at Buffalo, 1994-96; Hourani Lecturer, SUNY at Buffalo, 1994-95; Tutor, St. John’s College, Santa Fe, 1996–. Michael D. Bybee B.A., Philosophy, 1972, B.A., M.A., English, 1972, 1975, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, 1972-74; M.A., Ph.D., Philosophy, 1976, 1981, University of Hawaii; Assistant Professor of Philosophy, Idaho State University, 1982-84; Instructor of English, 1984-90,Senior Instructor of English, 1990-95, University of Oregon; Adjunct Assistant Professor of Rhetoric, San Diego State University, 1995-96; Tutor, St. John’s College, Santa Fe, 1996–. Judith I. Adam B.A., 1986, M.A., 1989, Political Science, University of Alberta; Ph.D., 1996, Political Science, Boston College; Tutor, St. John’s College, Santa Fe, 1996-; Assistant Dean, St. John’s College, Santa Fe, 20052008. Jacques Antoine Duvoisin B.A., 1980, St. John’s College, Annapolis; M.A., 1984, Ph.D., 1992, The Catholic University of America; Knights of Columbus Fellow, 1981-84; Visiting Fellow, University of London, School for Advanced Studies, Institute of Philosophy, Fall 2009; Tutor, St. John’s College, Santa Fe, 1997–. Matthew K. Davis B.A., St. John’s College, Annapolis, 1982; M.A. in Philosophy, Dalhousie University, 1984; Ph.D. Candidate in Philosophy and Classics, University of Pittsburgh, 1985-87; Ph.D. in Political Science, Boston College, 1995; Killam Fellow, 1983-84; Earhart Fellow, 1990-91; Bradley Fellow, 1993-96; Bradley Fellow, University of Toronto, 1996-98; Special Projects Editor, Books in Canada, 1997-98; Tutor, St. John’s College, Santa Fe, 1998-; Assistant Professor of Philosophy and Classics, Carthage College, 2002; Assistant Dean, 2003-05; Visiting Scholar, Boston College, 2005-06; Director of the Graduate Institute, St. John’s College, Santa Fe, 2009-2012. Mark Rollins A.B. Princeton University, 1977; M.A., Ph.D. in Philosophy, University of California, Berkeley, 1986, 1991; Teaching Fellow in Philosophy, University of California, Berkeley, 1978-83, and 1987; Teaching Fellow in the Core Curriculum, Harvard University, 1984-86, 1987, 1991-92, and 1995-97; Associate Research Professor, Instituto de Investigaciones Filosoficas, UNAM, Mexico City, 1988-91; Assistant Professor of Philosophy, American University in Bulgaria, 1992-95; Senior Analyst, education and family support policy, Abt Associates, Cambridge, MA, 1997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA., 1998; Visiting Professsor, University of Florence, and Visiting Scholar, Institute and Museum of the History of Science, Florence, Italy, 2005-2006; Visiting Professor, University of British Columbia, Vancouver, 2012-2013; Tutor, St. John’s College, Santa Fe, 1998–. The The Faculty Curriculum 47 �Richard A. McCombs, II B.A., B.S., Fordham University, 1990; Loyola Fellow, Fordham University, 1990-92; M.A., Fordham University, 1992; Teaching Fellow, Fordham University, 1992-94; Instructor, Marist College, 1995, Tutor, Rose Hill College, 1996-98; Instructor, University of South Carolina, 1999; Tutor, St. John’s College, Santa Fe, 1999-; Ph.D., Fordham University, 2000. Edward A. Walpin B.A., Political Science, Middlebury College, 1987; M.A., English, Middlebury College (Bread Loaf School of English), 1989; M.A., Political Science, Duke University, 1992; Ph.D., Political Science, Duke University, 1998; National Endowment for the Humanities Dissertation Grant, 1993-94; Exchange Fellow and Instructor, Institut für Politische Wissenschaft, Friedrick-Alexander Universität, Erlangen, Germany, 1994-95; Fellow, Instructor, and Project Coordinator, Kenan Ethics Program, Duke University, 1997-98; Consultant, PBS Frontline, 1998-99; Tutor, St. John’s College, Santa Fe, 1999-. Assistant Dean, St. John’s College, Santa Fe, 2010–2014. Michael E. Wolfe B.A., 1994, St. John’s College, Santa Fe; Dupont Fellowship, 1994-95, President’s Fellowship, University of Virginia, 1994-97; M.A., History of Religions, University of Virginia, 1997; M.A. Islamic Studies, Columbia University, 2007; Assistant Director of Admissions, St. John’s College, Santa Fe, 1997-99; Tutor, St. John’s College, Santa Fe, 1999-. Jan Arsenault B.A., St. John’s College, Santa Fe, 1982; M.A., University of Denver Counseling Psychology, 1989; Diploma in Analytical Psychology, C.G. Jung Institute of Santa Fe, 2006; Tutor, St. John’s College, 1996–; Assistant Dean, St. John’s College, Santa Fe, 2014-. 48 The Faculty Curriculum David Carl B.A., Philosophy, Pomona College, 1990; M.A., Philosophy, Claremont Graduate School, 1991; Ph.D., Comparative Literature, University of California at Davis, 2000; Lecturer in Philosophy, California State University San Bernardino, 1991-93; English Instructor, Wupertal, Germany, 1992; Philosophy and Religion Instructor, Diablo Valley College, 1993-95; Poet in Residence, Shakespeare and Company Bookstore, Paris, France, 1998; Comparative Literature Instructor, UC Davis, 19952000; Tutor, St. John’s College, Santa Fe, 2000-; Assistant Dean, St. John’s College, Santa Fe, 20082010; Graduate Institute Director, St. John’s College, Santa Fe, 2012–. Michael Golluber B.A., Liberal Arts, Sarah Lawrence College, 1988; M.A. , Philosophy, State University of New York at Stony Brook, 1991; Ph.D., Philosophy, Tulane University, 1998; Instructor of Philosophy, Southwestern University, 1996-98; Assistant Professor of Philosophy, Xavier University of Louisiana, 19982000; Tutor, St. John’s College, Santa Fe, 2000–. Patricia M. Greer B.A., College of Notre Dame of Maryland, 1966; M.A., Writing Seminars, Johns Hopkins University, 1967; Teaching Fellow, University of Southern California, 1968-69; M.A., St. John’s College, Annapolis, 1995; Ph.D., History of Religions, University of Virginia, 2002; Dupont Writing Fellowship, 200001; Adjunct Instructor, History of Asian Religions, University of Virginia, 1999; Visting Lecturer, Sanskrit Epics, Sweet Briar College, 1999; Tutor, St. John’s College, Santa Fe, 2001–. Jay Smith B.A., St. John’s College, 1977; M.A., Philosophy, Marquette University, 1979; Ph.D., Philosophy, Fordham University, 2002; Environmental Protection Agency, 1986-89; Environmental Consultant, 1990-2000; Tutor, St. John’s College, Santa Fe, 2001–. �Lise van Boxel B.A. Honors, High Distinction, English Specialist and Political Science Major, Trinity College, The University of Toronto, 1992; M.A., High Distinction, Political Philosophy, Boston College, 1995; Ph.D., Political Philosophy, The University of Toronto, 2006; Tutor, St. John’s College, Santa Fe, 2001–. Jessica Jerome B.A., University of California at Berkeley, 1993; Anthropology, University of Chicago, M.A., 1995, Ph.D., 2003; Visiting Assistant Professor, DePaul University, 2002-2003; Postdoctoral Fellow, MacLean Center for Bioethics, University of Chicago Hospitals, 2003-04; Tutor, St. John’s College, Santa Fe, 2005–. Kenneth B. Wolfe B.A., St. John’s College, Santa Fe, 1994; M.A., Latin, University of California at Berkeley, 1996; Ph.D., Classics, University of California at Berkeley, 2000; Visiting Assistant Professor in Classics and Humanities, Reed College, 2000-02; Tutor, St. John’s College, Santa Fe, 2002–. T. Andrew Kingston A.B., English, Kenyon College, 1995; Ph.D., Philosophy and Music, The University Professors Program, Boston University, 2003; Lecturer, English, Boston University, 2001-02; Visiting Instructor, Integrated Program in Humane Studies, Kenyon College, 2001-02; Adjunct Instructor, Jazz Piano, Kenyon College, 2001-02; Instructor, Writing Program, Boston University, 2002-03; The University Professor’s Program Post-Doctoral Fellow, Boston University, 2003-04; Instructor, Core Curriculum, Boston University, 2004-05; Tutor, St. John’s College, Santa Fe, 2005–. Philip Bartok B.S., Physics, University of Connecticut, 1992; Physics Instructor, Denver Institute of Technology, 1995; M.A., Philosophy, University of Notre Dame, 2004; Ph.D., Philosophy, University of Notre Dame, 2004; Tutor, St. John’s College, Sante Fe, 2003–. Jonathan Hand B.A., Government, Harvard University, 1981; Teacher, Colorado Springs School, 1984-86; Graduate Student, Political Science, Yale University, 1987-89; Visiting Student, Ecole des Hautes Etudes en Sciences Sociales, Paris, 1994-95; Ph.D., Committee on Social Thought, University of Chicago, 2002; Lecturer in the College, University of Chicago, 1998-2002; Visiting Assistant Professor, Political Science, Furman University, 2002-03; Tutor, St. John’s College, 2003–. Eric Poppele University of Chicago, 1979-80; B.A., St. John’s College, Santa Fe, 1989; M.S.E., Environmental Engineering, University of Michigan, 1991; Associate Engineer, Montgomery Watson, 1992-93; Environmental Engineer, Hinds Environmental, Inc., 1994-98; licensed Professional Engineer, New Mexico, 1997-; Ph.D., Civil Engineering, University of Minnesota, 2006; Tutor, St. John’s College, Santa Fe, 2003–. Greogory W. Schneider B.A., Philosophy, University of Dallas, 1990; M.D., University of Missouri-Columbia, 1995; Resident Physician, Family Medicine, University of Missouri– Columbia, 1995-98; M.L.A., Liberal Arts, Southern Methodist University, 2005; Certificate, UCLA Professional Program in Screenwriting, 2014; Assistant Professor of Family Medicine, Medical Ethics, and Literature and Medicine at the University of Texas Southwestern Medical School, 1998-2004; Tutor, St. John’s College, Santa Fe, 2005–. Michael Ehrmantraut B.A., Political Theory and International Relations, Michigan State University; Ph.D. Political Science, Boston College, 2001; Bradley Foundation Postdoctoral Fellowship, Boston College, 2002, Visiting Scholar, Boston College, 2003-2004; Tutor, St. John’s College, 2005–. The The Faculty Curriculum 49 �David McDonald B.A., St. John’s College, Santa Fe, 1995; Graduate Research Assistant, Theoretical Biology & Biophysics, Los Alamos National Laboratory, 199596; Programmer, Santa Fe Institute, Santa Fe, NM, 1996-98; Applications Developer, PE Informatics, Santa Fe, NM, 1998-99; Manager of Technical Services, Panorama Point Web Development, Santa Fe, NM, 1999-2001; Senior Technician, Theoretical Biology & Biophysics, Los Alamos National Laboratory, 2001-2007; Tutor, St. John’s College, Santa Fe, 2005–. Alan Zeitlin B.A. English University of California, Davis 1979; summa cum laude, Phi Beta Kappa M.A. English (Creative Writing) University of California, Davis 1985; J.D. University of California, Berkeley 1987; Visiting student Hebrew University 1988-89; Graduate student in Comparative Literature, University of California, Berkeley 1990-92; Ph.D. Classics University of California Berleley 1998; Lecturer, University of California, Berkeley, Spring 1999; Visiting Assistant Professor, Emory University, 1999-2000; Visiting Assistant Professor, Bard College, 2000-04; St. John’s College, 2005–. Christine Chen B.A., magna cum laude, Wellesley College, Russian Studies, 1999; 1998-1999, Yale University M.A., Harvard University, Regional Studies: Russia, Eastern Europe, Central Asia, 2001; Program Coordinator, Institute for Democracy in Eastern Europe, 2001-2002; Ph.D. candidate, Modern and Medieval Languages, Cambridge University, U.K.; Graduate tutor, departmental lecturer, Cambridge University, 2004-2006; Tutor, St. John’s College, 2006 JACK V. WALES, JR. B.S., Mechanical Engineering, Stanford University, 1968; Ranch Hand, 1969-1974; Graduate Study in Philosophy, University of Wisconsin-Green Bay, 1975-1978; Laboratory Instructor, University of Wisconsin-Green Bay, 1975-1978; Mathematics Teacher, The Thacher School, Ojai, California, 1978-2006; M.A., St. John’s College, Santa Fe, 2000; Tutor, St. John’s College, Santa Fe, 2007–. 50 The Faculty Curriculum Russell Winslow B.A., Literary Studies, University of Texas at Dallas, 1997; M.A., 2001, and Ph.D., 2006, Philosophy, Graduate Faculty of the New School for Social Research; Teaching fellow, Eugene Lang College, New York City, 2001-2005; Post-doctoral fellow at Fordham University College at Lincoln Center, 2006-2007; Tutor, St. John’s College, Santa Fe, 2007–. Topi Heikkerö M.Th., Theological Ethics and Philosophy of Religion, University of Helsinki, 2000; M.A., Theoretical Philosophy, University of Helsinki, 2005; Ph.D., Social Ethics, University of Helsinki, 2009; Researcher, Center for Social Ethics, University of Helsinki, 2002—2007; Visiting Scholar, Colorado School of Mines, 2003—2004; University Lecturer in Ethics, Department of Systematic Theology, University of Helsinki 2007; Tutor, St. John’s College, Santa Fe, 2008–. Llyd Ewan Wells B.A., Near Eastern Studies (Assyriology) and Natural Sciences, The Johns Hopkins University, general and departmental honors, Phi Beta Kappa, 1999; M.S. Oceanography, University of Washington, 2001; Graduate Certificate, Astrobiology, and Ph.D., Oceanography, University of Washington, 2006; Beneficial-Hodson Trust Scholar, Umm el-Marra, Syria, 1999; National Defense Science and Engineering Graduate Fellow, 1999–2002; National Science Foundation Integrated Graduate Education and Research Trainee, 2002–2005; Scholar in Residence, Center for Northern Studies, Sterling College, VT, 2006–2007; Andrew W. Mellon Postdoctoral Fellow in the Humanities, University of Pennsylvania, 2007–2008; Visiting Faculty, Wagner Free Institute of Science, 2008; Associate, Committee on Space Research (COSPAR), 2008–; Tutor, St. John’s College, 2008–. Guillermo Bleichmar B.A., English Literature, Columbia University, 1997; Ph.D., Comparative Literature, Harvard University, 2007; Harvard University Teaching Fellow, 2001-2005; Tutor, St. John’s College, 2009–. �Erika Troseth Martinez B.A., English, Colby College 1995; Ph.D., Linguistics, The Graduate Center, City University of New York, 2009; Tutor, St. John’s College 2010–. Natalie J. DeDeo B.A. Honors, Political Science, 2002, and M.A., Political Science, 2004, University of Alberta; Ph.D., Political Science, University of North Texas, 2009; Teaching Fellow, Department of Political Science and Honors College, University of North Texas, 2009-2010; Visiting Assistant Professor of Political Science, Southern Methodist University, 2010-2011; Tutor, St. John’s College, Santa Fe, 2011–. Sarah Davis B.A., Philosophy and Anthropology, Harvard University, 1999; M.A., Anthropology, 2007, and Ph.D., Anthropology, 2011, Emory University; Teaching Assistant and Instructor in Cultural Anthropology, Emory University, 2004, 2005, 2009; Tutor, St. John’s College, Santa Fe, 2012–. Marsaura Shukla B.A., St. John’s College, Annapolis, 1993; M.Phil. in Theology, Fordham University, 2000; Ph.D. in Theology, University of Chicago, 2012; Martin Marty Fellow, 2006-07; Alma Wilson Fellow, 2007-08; William Rainey Harper Fellow, 2008-09; Lilly Teaching Fellow, 2010-11; Instructor, University of Chicago, 2006-2011; Tutor, St. John’s College, 2012–. Raoni Padui B.A. Vassar College, 2003; M.A. Philosophy, Villanova University, 2005; Ph.D. Philosophy, Villanova University, 2012; Instructor, Villanova University, 2007-2011; Part-Time Faculty, University of New Mexico, Fall 2012; Tutor, St. John’s College, 2013–. David Levy B.A., St. John’s College, Annapolis, 2003; M.A., Pennsylvania State University, 2005; Ph.D., Philosophy, Political Science, Boston College, 2010; Visiting Assistant Professor, Emory University, Department of Political Science, 2010-2012; Tutor, St. John’s College, Santa Fe, 2012–. The The Faculty Curriculum 51 �RETIRED TUTORS OFFICERS, ASSOCIATES & STAFF Deborah Axelrod Gisela Berns Katherine Boaz David Bolotin Nancy Buchenauer Joseph Cohen Geoffrey Comber Don Cook E. Ray Davis, Jr. George Doskow Charles Fasanaro Howard J. Fisher Glenn A. Freitas R. Thomas Harris, Jr. Georgia S. Knight Samual S. Kutler Jon Lenkowski Nicholas Maistrellis Chaninah Maschler Basia Miller Roger S. Peterson Robert Richardson Joe Sachs Robert D. Sacks Thomas King Simpson Elliott Skinner Thomas J. Slakey Edward Grant Sparrow Kent Taylor Jonathan Tuck Stewart Umphrey Hans von Briesen Robert Williamson Edward Malcolm Wyatt Elliott Zuckerman ANNAPOLIS SANTA FE President Christopher B. Nelson President Michael P. Peters Dean Pamela Kraus Dean J. Walter Sterling Vice President for Advancement Barbara Goyette Vice President for Advancement Victoria Mora Treasurer Fred Billups Treasurer Bryan E. Valentine Director of the Graduate Institute Jeff J.S. Black Director of the Graduate Institute David Carl Assistant Dean Katherine Heines Assistant Dean Jan Arsenault Director of Admissions Sarah G. Morse Director of Admissions Yvette Sobky Shaffer Director of Alumni Relations Leo Pickens Director of Alumni Relations Sarah Palacios Director of Athletics Michael McQuarrie Director of Career Services Margaret E. Odell Director of Career Services Jaime Dunn Director of Financial Aid Michael Rodriguez Director of Financial Aid Dana Kennedy Library Director Jennifer Sprague Library Director Catherine M. Dixon Director of Communications Gabe Gomez Director of Communications Patricia Dempsey Registrar Marline Marquez Scally Registrar Jacqueline Thoms Director of Student Health Heidi Rogers Director of Student Health Nancy Calabrese Director of Human Resources Aaron Young HONORARY FELLOWS Sharon Bishop Ray Cave Stephen Feinberg Ronald Fielding Warren Winiarski Director of Personnel Deborah Anawalt 52 �Admissions ANNAPOLIS SANTA FE Admissions Office Admissions Office St. John’s College 60 College Avenue Annapolis, MD 21401 800-727-9238 Fax: 410-269-7916 annapolis.admissions@sjc.edu St. John’s College 1160 Camino Cruz Blanca Santa Fe, NM 87505 800-331-5232 Fax: 505-984-6162 santafe.admissions@sjc.edu Annual Expenses 2014–2015 STUDENT BUDGET Tuition $47,176 Room & Board1 $10,582 - $11,270 (Per semester: $5,291 - $5,635) Activities Fee $450 Health Insurance2 $1,549 Tuition Insurance3 $286 Graduation Fee4 $100 1 Contact your campus for specific options 2 Mandatory for international students. Automatically billed for domestic students, but refundable if waiver is submitted. Please refer to Health Center and Insurance Information. 3 Automatically billed for all students, but refundable if waiver is submitted to the Registrar 4 Mandatory for graduating seniors A typical student budget would include about $630 for books, $400 for personal expenses, and transportation according to the distance of the student's home from campus. Financial Aid ANNAPOLIS SANTA FE Financial Aid Office Financial Aid Office St. John’s College 60 College Avenue Annapolis, MD 21401 410-626-2502 Fax: 410-626-2885 annapolis.financialaid@sjc.edu St. John’s College 1160 Camino Cruz Blanca Santa Fe, NM 87505 505-984-6058 Fax: 505-984-6164 santafe.financialaid@sjc.edu For detailed, helpful, and the most current information about admissions and financial aid policies, procedures, and deadlines, please visit www.sjc.edu. Also, do not hesitate to call our Admissions Offices to speak to an Admissions Counselor for questions about admissions and financial aid. 53 �Spector Hall Conference Room 54 Chancellor Johnson House Bookstore Hodson House Annapolis Campus Map �Santa Fe Campus Map 55 �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 2014-2015 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 55 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 2014-2015 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2014-2015 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Description An account of the resource College catalog for the years 2014-2015 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/efd76954b2896c964cc484a3281b6bd0.pdf dff8ed68d23f67efd88c8eb22f123c57 PDF Text Text Statement of the St. John’s Program 2015–2016 �Statement of the St. John’s Program 2 015 – 2 016 Annapolis, Maryland 800-727-9238 Santa Fe, New Mexico 800-331-5232 www.sjc.edu Founded as King William’s School, 1696; chartered as St. John’s College, 1784; the Annapolis campus is accredited by the Middle States Association of Colleges and Schools (3624 Market Street, Philadelphia, PA 19104; 215-662-5606; www.msche.org); the Santa Fe campus is accredited by the North Central Association of Colleges and Schools (30 N. La Salle Street, Suite 2400, Chicago, IL 60602; 800-612-7440; www.ncahlc.org). The college is co-educational and has no religious affiliation. St. John’s admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, disability, or sexual orientation. Academic facilities and most residence halls are accessible to persons with physical disabilities. The college reserves the right to modify the programs and policies herein stated without notice. 1 �Annapolis College Calendar 2015-2016 2015-2016 August 25 Upperclass Registration August 26 Freshman Registration (8:30 a.m. - 12 noon) August 26 Convocation August 27 Freshmen and New Transfer Student Orientation August 27 Undergraduate Classes Begin with Seminars October 9–October 12 Long Weekend November 25-29 Thanksgiving Recess December 17 End of First Semester December 18–January 10 Winter Vacation January 11 Second Semester begins March 4–March 20 Spring Vacation May 13 End of Second Semester May 15 Commencement Summer 2016 June 15 August 6 Graduate Institute Summer Session Ends August 7 2 Graduate Institute Summer Session Begins Graduate Summer Commencement �Santa Fe College Calendar 2015-2016 2015-2016 August 25 Freshman Registration August 26 Upperclass Registration August 27 Convocation August 27 Undergraduate Classes Begin with Seminars October 16 – 19 Long Weekend November 25 – November 29 Thanksgiving Recess December 17 End of First Semester December 18 – January 17 Winter Vacation January 15 January Freshman Registration January 18 Second Semester Begins March 12 – 27 Spring Vacation May 19 End of Second Semester May 21 Commencement Summer 2016 May 30 January Freshman Second Semester Begins June 13 Graduate Institute Summer Session Begins August 4 January Freshman Second Semester Ends August 5 Graduate Institute Summer Session Ends 3 ��Table of Contents 6 Introduction The Curriculum 8 9 10 14 17 19 Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John’s List of Great Books The Academic Order 24 25 25 26 27 28 29 29 30 30 32 Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Careers After St. John’s Graduate Institute in Liberal Education Degree of Master of Arts in Liberal Arts Degree of Master of Arts in Eastern Classics 34 Bibliography 35 Board of Visitors and Governors 36 Faculty 53 Officers, Associates, and Staff 55 Admissions, Fees, and Financial Aid 56 Campus Maps 5 �Introduction St. John’s College is a community dedicated to liberal education. Liberally educated persons, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John’s College is persuaded that a genuine liberal education requires the study of great books — texts of words, symbols, notes, and pictures — because they are both timeless and timely. These books are the most important teachers. They illuminate the persisting questions of human existence and they bear directly on the problems we face today. They express most originally, and often most perfectly, the ideas by which contemporary life is knowingly or unknowingly governed. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not of merely academic concern, nor is it remote from our true interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for 6 The Introduction �each of them is introduced, supported, or criticized by the others. In that sense they converse with each other, and they draw the readers to take part, within the limits of their abilities, in a large and continuing conversation. This conversation, however, is unavoidably one sided. The books can only repeat what they have to say, without furnishing the clarifications that we desire. To overcome this limitation is the goal of the St. John’s seminar. Here a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another’s questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. It may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are — to help students gain understanding and make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the Program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John’s takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John’s seeks to restore the true meaning of liberal education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic — the arts of language; and arithmetic, geometry, music, and astronomy — the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measuring, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experimentation, mathematical demonstration, and musical analysis. They all serve the same end: to invite the students to think freely and critically for themselves. By these means, students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to know the world around them and to know themselves in this world, and to use that knowledge with wisdom. Under their guidance, men and women can free themselves from the constraint of prejudice and the narrowness of beaten paths. Under their discipline, men and women can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. The aim of the education offered by St. John’s College is the liberation of the human intellect. This is an education for all, regardless of a person’s race, ethnicity, sex, religious beliefs, country of origin, economic background, age, disability or sexual orientation. By reading great books and struggling together with the fundamental questions that they raise, students and their teachers learn from their differences and discover more deeply their shared humanity. In this and other ways, a diversity of background and experience enriches our community of learning. Because it offers an education for all, St. John’s College has sought and continues to seek to make its program of study known and available to people of diverse backgrounds. The Introduction 7 �THE CURRICULUM The Seminar The heart of the curriculum is the seminar—a discussion of assigned readings from the books of the program. In each seminar 17 to 21 students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, for two hours — sometimes longer if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around 80 pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students’ opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices and on humanity’s ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading, but bear only indirectly on the text itself in the minds of the participants. In the Coffee Shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument — an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of “following the argument,” of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open but with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best, the seminar may reach insights far beyond the initial views held by any of its members. Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the “right” opinion or interpretation. It is 8 The Curriculum �subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the Program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than 10 students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually, the students’ work is completed by some form of written work, either a formal paper or a presentation to the class. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. to guide the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues, and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question “Why?” But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students’ powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore, and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes a major part of the process called enabling (see page 28). THE PRECEPTORIAL For seven to eight weeks at the end of the first semester, seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of 25 to 30 preceptorials on books or Heidegger: Being and Time Design and Expression in the Visual Arts Joyce: Ulysses Saussure: Course in General Linguistics Readings in Lao Tsu and Confucius Aristotle: Metaphysics Darwin: Natural Selection Plato: Republic Marquez: One Hundred Years of Solitude Galileo: Dialogues on the Two Chief World Systems Shakespeare: Selected Plays Metaphysical Poets Bosch and Bruegel Kant: Critique of Judgment Hobbes: Leviathan Augustine: City of God Austen: Selected Novels Faraday: Experimental Researches in Electricity and Magnetism Ethical Problems in Medicine Thucydides: The Peloponnesian War The Curriculum 9 �THE TUTORIALS The seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning experiences must therefore support it; these are the tutorials in language, mathematics, and music. For each of four years, a student attends one language and one mathematics tutorial three times a week. Sophomores also attend a music tutorial. In the tutorials, seated around a table, 13 to 16 students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to one another. Other tutors occasionally attend, seeking to learn about a particular subject that they may later teach. Writing is assigned regularly in all classes: mathematics, music, and laboratory sections, as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. The Language Tutorial Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by training in the means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and ambiguities of terms; to the role of metaphors, analogies, and images; and to the logical relations that connect propositions. 10 The Curriculum The study of foreign languages (Greek in the first and second years; French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent, and effective — if it is to be adequate and persuasive. In the beginning, the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one that is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students’ concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one’s sensibility. �The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read — usually Racine’s Phèdre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire’s Les Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in transla- tion more ambitious than those attempted in the third year. The year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Robert Frost, W. B. Yeats, and Wallace Stevens. The Mathematics Tutorial Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning “to learn.” It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John’s is studied as a liberal art, not artificially separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry, and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John’s, mathematics becomes not only the most readily learnable liberal art but also one that provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world, not only must have some familiarity The Curriculum 11 �Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? What do “better” and “worse,” “ugly” and “beautiful” signify in mathematics? Do mathematical symbols constitute a language? Are there “mathematical objects”? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: 12 The Curriculum The students begin with the Elements of Euclid. Using Euclid’s organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects — its central expression found in the theory of ratios — which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy’s Almagest, centering their attention on the problem of “hypotheses” constructed to “save the appearances” in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John’s and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They study Copernicus’ transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the “analytic art” in general. �In the third year, students study calculus analytically in its modern form, originally in Leibniz’s work, and geometrically as Newton presented it in his Principia Mathematica. In the second semester, students take up Newton’s treatment of astronomy in the Principia, in which he brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a “dynamic” theory in which orbits are determined by laws of force. The year concludes with an examination of Dedekind’s theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year, the reading of Lobachevski’s approach to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. Seniors also study Einstein’s special theory of relativity, which challenges our conventional understanding of the nature of time and space. The Music Tutorial One of the aims of the St. John’s Program has been to restore music as part of the liberal arts curriculum. The study of music at St. John’s is not directed toward performance, but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind’s power to grasp number and measure. The liberal art of music was based, for them, on the ratios among whole numbers. In particular, the music program at St. John’s aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year, a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but complementary aspects of music. On the one hand, music is intimately related to language, rhetoric, and poetry. On the other, it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these are done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the St. Matthew Passion of Bach, the operas of Mozart, and the instrumental works of Beethoven are the real teachers. In the second semester, at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. The Curriculum 13 �THE LABORATORY Three hundred years ago, algebra and the arts of analytic geometry were introduced into European thought, mainly by René Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John’s Program and one that the college takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the Program exhibit the farreaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. St. John’s has a three-year laboratory in the natural sciences. In the laboratory, students pursue characteristic and related topics in physics, biology, and chemistry. The art of measurement involves the analytical study of the instruments of observation and measurement; in practica, students reproduce crucial experiments; and, throughout, the interplay of hypothesis, theory, and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The college does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. 14 The Curriculum The Organization of the Laboratory Work The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption, and observation. Thus certain integrated wholes of subject matters are selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called “exact.” A laboratory section consists of 14 to 16 students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. In most cases, the basis for discussion is a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �Laboratory Topics 3rd Year Topics in physics: mechanics, optics, heat, electricity, magnetism The general topics of study have been chosen from elementary physical and biological sciences. The sequence of study may be outlined as follows: 4th Year 1st Year 12 weeks: Observational biology 20 weeks: Studies of matter and measurement, leading to the atomic theory of chemistry 10 weeks: Quantum physics 18 weeks: Genetics, evolution, molecular biology The Curriculum 15 �The First Year The laboratory begins with 12 weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, and embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the nonliving in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature, and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year’s work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. The Third Year The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot, and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy, and potential fields to their reformulation in terms of derivative and integral; at the same time, the physical concepts serve to illustrate the mathematical ideas. The concepts 16 The Curriculum of mechanics are to be used to formulate alternative theories of light — corpuscular and wave — and the success of either theory in accounting for optical phenomena is examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell’s derivation of an electromagnetic theory of light. The Fourth Year In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first semester, the senior laboratory takes up anew the theory of atomism — but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrödinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. The laboratory program ends as it began — with a study of living organisms. In the spring of the senior year, students finally confront the evidence and arguments for their modern views of evolution and genetics. The semester begins with Darwin and Mendel, proceeds to a synthesis, and then traces developments in cellular and molecular biology which are thought to undergird this synthesis, as presented in seminal papers by twentieth-century biologists. In addition, this work raises questions about whether there is purpose in nature, whether there are natural kinds, what distinquishes living from non-living, whether living things have a wholeness, and if so, what is responsible for it. �THE FORMAL LECTURE The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar, tutorial, or laboratory readings, or it may open up a new field of interest and test the students’ readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John’s faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. The Curriculum 17 �Lectures and Concerts The following list provides some examples of lectures and concerts given on one or the other campus in recent years: “Reading, Writing, Listening, Talking” Eva Brann “Quantum Phenomena” Mark Rollins Bill Charlap Jazz Trio “Wordsworth and Keats” Ronald Sharp “On Reading the U.S. Constitution as a Great Book” William Braithwaite “T.S. Eliot’s Othello” Christopher Ricks “Does Beauty Have a Place in Liberal Education?” Daniel Harrell “Tonal Music and the Mozart Operas” Elliott Zuckerman “The Tocquevillean Moment” Wilfred McClay “Re-thinking Difference” Daniel Dahlstrom “The Metaphysics of Dante’s Commedia” Christian Moevs “Cicero and the Creation of Roman Philosophy” Walter Englert “Fields and Particles and Being” Dylan Casey “Invisible Beauty: Euler’s Astounding Formula” Grant Franks “Dialectic, Virtue and Recollection in Plato’s Meno” Laurence Berns “‘Lucky the One’: Kierkegaard’s Search for Morality in the Stories We Tell” Phil Hopkins Music of Liszt, Schuman and Chopin Awadagin Pratt 18 The Curriculum “Honor, Glory and Friendship in Homer’s Iliad and Aristotle’s Ethics” Michael Dink “Normal and Abnormal Neuronal Migration…or Why Your Brain is Wrinkled” John Rees “Wealth, Virtue and Corruption: Adam Smith’s Moral Philosophy” Lauren Brubaker Works by Thelonius Monk Cal Haines Tribute Trio “Why Was Spinoza Excommunicated?” Steven Nadler “Descartes, Newton and the Mathematical Character of Natural Philosophy” Mary Domski “Music, Meaning and Gods in Greek Tragedy” Mark Griffith “After the Beautiful: Hegel and the Philosophy of Pictorial Modernism” Robert Pippin “Michel de Montaigne’s Singular Essays: the Man, the Book, the Legacy” Colin Dickson “Conatus and the Pre-Scientific Basis of Spinoza’s Ethics” Richard Velkley �ST. JOHN’S LIST OF GREAT BOOKS The list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since 1937, it has been under continuous review at St. John’s College. The distribution of the books over the four years is significant. More than 2,000 years of intellectual history form the background of the first two years; about 300 years of history form the background for almost twice as many authors in the last two years. the reading into the nineteenth and twentieth centuries. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year ranges from the Hebrew Bible to the sixteenth-century seeds of modernity; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings The list of books that constitute the core of the St. John’s Program is subject to yearly review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses, although not always in their entirety. Books read in seminar are indicated by an asterisk. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St. John’s curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The Curriculum 19 �Freshman Year *Homer: *Aeschylus: *Sophocles: *Thucydides: *Euripides: *Herodotus: *Aristophanes: *Plato: Aristotle Euclid: *Lucretius: *Plutarch: Ptolemy: Pascal: Nicomachus: Lavoisier: Harvey: Essays by: Iliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes, Ajax Peloponnesian War Hippolytus, Bacchae Histories Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus *Poetics, *Physics,* Metaphysics, *Nicomachean Ethics, On Generation and Corruption, *Politics, Parts of Animals, Generation of Animals Elements On the Nature of Things “Lycurgus,” “Solon” Almagest Treatise on the Equilibrium of Liquids Arithmetic Elements of Chemistry Motion of the Heart and Blood Archimedes, Fahrenheit, Avogadro, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Gay-Lussac, Spemann, Stears, J.J. Thomson, Mendeleyev, Berthollet, J.L. Proust Sophomore Year Aristotle: Apollonius: *Virgil: *Plutarch: *Epictetus: *Tacitus: Ptolemy: *Plotinus: *Augustine: *Maimonides: *Anselm: *Aquinas: *Dante: *Chaucer: *Machiavelli: Copernicus: Kepler Livy Palestrina: *Montaigne: Viète: *Bacon: 20 The Curriculum *Hebrew Bible *New Testament *De Anima, On Interpretation, Prior Analytics, Categories Conics Aeneid “Caesar,” “Cato the Younger,” “Antony,” “Brutus” Discourses, Manual Annals Almagest The Enneads Confessions Guide for the Perplexed Proslogium Summa Theologiae Divine Comedy Canterbury Tales The Prince, Discourses On the Revolutions of the Spheres Epitome IV Early History of Rome Missa Papae Marcelli Essays Introduction to the Analytical Art Novum Organum �Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Monteverdi: Stravinsky: *Richard II, *Henry IV, *The Tempest, *As You Like It, *Hamlet, *Othello, *Macbeth, *King Lear, and Sonnets Marvell, Donne, and other 16th- and 17th-century poets Geometry, *Discourse on Method Generation of Conic Sections St. Matthew Passion, Inventions Quartets Operas Third Symphony Songs L’Orfeo Symphony of Psalms Junior Year *Cervantes: Galileo: *Hobbes: *Descartes: *Milton: La Rochefoucauld: La Fontaine: *Pascal: Huygens: *Eliot *Spinoza: *Locke: Racine: Newton: Leibniz: *Swift: *Hume: *Rousseau: *Molière *Adam Smith: *Kant: *Mozart: *Austen: Hawthorne Dedekind: *Hamilton, Jay and Madison: *Twain: *Wordsworth: Essays by: Don Quixote Two New Sciences Leviathan Meditations, Rules for the Direction of the Mind Paradise Lost Maximes Fables Pensées Treatise on Light, On the Movement of Bodies by Impact Middlemarch Theologico-Political Treatise Second Treatise of Government Phèdre Principia Mathematica *Monadology, *Discourse on Metaphysics, Essay on Dynamics, *Philosophical Essays,*Principles of Nature and Grace Gulliver’s Travels Treatise of Human Nature Social Contract, The Origin of Inequality Le Misanthrope Wealth of Nations Critique of Pure Reason, Foundations of the Metaphysics of Morals Don Giovanni Pride and Prejudice, Emma The Scarlett Letter Essays on the Theory of Numbers *Articles of Confederation, *Declaration of Independence, *Constitution of the United States of America The Federalist The Adventures of Huckleberry Finn The Two Part Prelude of 1799 Young, Taylor, Euler, D. Bernoulli, Ørsted, Ampère, Faraday, Maxwell The Curriculum 21 �Senior Year *Goethe: Darwin: *Hegel: Lobachevsky: *Kafka: *Plato: *Tocqueville: Hamilton, Jay and Madison *Lincoln: *F. Douglass: *Kierkegaard: *Wagner: *Marx: *Dostoevsky: *Tolstoy: *Melville: *O’Connor: *William James: *Nietzsche: *Freud: Baudelaire: *Booker T. Washington: *Du Bois: *Husserl: *Heidegger: Einstein: *Conrad: *Faulkner: Flaubert: *Woolf: Poems by: Essays by: *Supreme Court Opinions Faust Origin of Species Phenomenology of Mind, “Logic” (from the Encyclopedia) Theory of Parallels The Metamorphosis Phaedrus Democracy in America Documents from American History The Federalist Selected speeches Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital, Political and Economic Manuscripts of 1844, The German Ideology Brothers Karamazov War and Peace Benito Cereno Selected stories Psychology, Briefer Course Beyond Good and Evil Introductory Lectures on Psychoanalysis Les Fleurs du Mal Selected writings The Souls of Black Folk Crisis of the European Sciences Basic Writings Selected papers Heart of Darkness Go Down Moses Un Coeur Simple Mrs. Dalloway, To the Lighthouse Yeats, T. S. Eliot, Wallace Stevens, Valéry, Rimbaud Faraday, J. J. Thomson, Millikan, Minkowski, Rutherford, Davisson, Schrödinger, Bohr, de Broglie, Heisenberg, Mendel, Boveri, Sutton, Morgan, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, Hardy * These authors or works are read in seminar. The others are distributed among the tutorials and laboratory. 22 The Curriculum �Classification of Authors, According to Conventional Subject Matter, Through the Four Years Literature Philosophy History and and Theology Social Science Mathematics and Natural Science Music Freshman Year Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Pascal Fahrenheit Avogadro Virchow Mariotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Driesch Spemann Sophomore Year Virgil Dante Chaucer Shakespeare Donne Marvell Aristotle Epictetus Plotinus Hebrew Bible New Testament Augustine Anselm Aquinas Luther Montaigne Bacon Maimonides Plutarch Tacitus Livy Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete è Kepler Junior Year Cervantes Milton Swift Racine La Fontaine J.Austen La Rochefoucauld G.Eliot Molière Wordsworth Twain Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Locke Rousseau Adam Smith Hamilton, Jay, Madison Documents from American political history Galileo Young Euler Taylor Newton Leibniz Huygens Dedekind D. Bernoulli Faraday Maxwell Ørsted Ampère Mozart Senior Year Tolstoy Dostoevsky Baudelaire Rimbaud Valéry Yeats Kafka W. Stevens T. S. Eliot Conrad V. Woolf O’Connor Melville Faulkner Goethe Flaubert Hegel Kierkegaard Nietzsche W. James Heidegger Plato Husserl Hegel Marx Documents from American political history Tocqueville Lincoln Supreme Court opinions F. Douglass B. Washington Du Bois Hamilton, Jay, Madison Faraday Lobachevsky Rutherford Minkowski Davisson de Broglie Beadle & Tatum Boveri Sutton Morgan Sussman Hardy Mendel J. J. Thomson Bohr Millikan Schr¨dinger ö Darwin Freud Einstein Heisenberg Watson & Crick Jacob & Monod Wagner Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Monteverdi The Curriculum 23 �THE ACADEMIC ORDER The Tutors At St. John’s, the teaching members of the faculty are called tutors. The title “professor” is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the principal teacher of the class — it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration, or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John’s will not be limited to what fits neatly inside a single discipline, it is essential that St. John’s tutors re-educate themselves to acquire increased understanding in those parts of the Program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not avert their far-ranging questions with the reply that these matters are handled in another department. The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John’s Program. 24 The Academic Order This preparation is necessarily demanding because no full-time tutor is confined to a single part of the Program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John’s than the preparation for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are sometimes relieved of part of their ordinary teaching duties. The groups engage in a thorough study and exploration of a subject chosen by themselves or the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John’s curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John’s. �The Instruction Committee The Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on appointments to the faculty. The committee consists of the deans and 12 tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets annually, alternating between the two campuses, and the dean at the host campus presides at those annual meetings. The Library The library exists to support the academic program as well as the teaching and learning that occur in a variety of ways at St. John’s College. The books chosen for study at St. John’s form the basis of the collection, with additional volumes serving as secondary sources and representative works in the major fields of learning. The libraries on the two campuses have a total collection of over 180,000 items, including works in various languages and many diverse subject areas, with a concentration in the sciences and humanities. The library also collects periodicals and newspapers, audiovisual materials, audio recordings of faculty and Friday night lectures, faculty publications, and student prize essays. Interlibrary Loan services enable current students, faculty, and staff to request books and journal articles that are not part of the library’s collection from libraries throughout the country. In all its activities, the library seeks to participate in the program of the college and reflect its philosophy of education. spaces with subtle natural light are available for reading and contemplation. The music library is housed apart in the Mellon building, and offers sound recordings and printed scores, all available for loan. The Faith and John Meem Library opened in Santa Fe in 1990. It offers a variety of study areas designed to accommodate up to half of the student body at a given time, including two 24-hour study rooms, and a music room with listening carrels and a collection of compact discs, records, and DVDs. Both libraries hold interesting special collections, including several hundred early or first editions of works read in the Program. Most of the materials included in the Greenfield Library archival and special collections, such as St. John’s College photographs, a collection of fine art slides, college publications and records, and instruction manuals used by the tutors throughout the years, are available in the library. Some of the notable special collections available in the Greenfield Library are the collected papers and correspondence of Jacob Klein and the collected papers and correspondence of Stringfellow Barr. In addition, the Greenfield Library has retained several of the original books from the Bray Collection, dating from 1696 and known as the “first public library in America,” and possesses the Prettyman Collection of Signed and Inscribed Books, some 800 titles of first editions signed by the authors. Some of the pre-1930 materials are housed at the Maryland State Archives. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions on each poet, as well as other “belles letters.” In addition, the Santa Fe library contains a faculty and alumni publications collection and the Holtzman Music Collection. The libraries also provide public terminals for accessing the online catalog, electronic resources, and the Internet. The libraries subscribe to several electronic academic databases including JSTOR, OCLC FirstSearch (ArticleFirst/WorldCat), Oxford English Dictionary, Philosopher’s Index, and the Thesaurus Linguae Graecae. These and other databases can be accessed in the libraries, dorms, or by any computer that connects to the St. John’s network. The Greenfield Library, in Annapolis, is housed in a beautifully restored historic building that was once the Maryland Hall of Records. Comfortably situated study The Academic Order 25 �Schedules Perhaps the most distinctive mark of St. John’s College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid’s Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles’ funeral oration. Thus all students, having a common program of study, have a common ground for conversation. 26 The Academic Order Except for the preceptorials in the junior and senior years, and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three-and-one-half hours to four-and-onehalf hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Each week there are two evening seminars, lasting two hours or more. A formal lecture or concert is given once a week. Sixteen to 19 hours per week are spent in regular classes. The year is divided into two semesters of 16 weeks each. �A Sample Freshman Schedule, Annapolis HOUR 9:00 – 10:10 a.m. M O N DAY T U E S DAY Language 10:20 – 11:30 a.m. W E D N E S DAY Language Mathematics 1:00 – 3:40 p.m. Laboratory 8:00 – 10:00 p.m. T H U R S DAY Language Mathematics Chorus Seminar F R I DAY Mathematics Laboratory Seminar Formal Lecture W E D N E S DAY T H U R S DAY F R I DAY Mathematics Mathematics A Sample Freshman Schedule, Santa Fe HOUR 9:00 – 10:30 a.m. 10:30 a.m. – 12:00 p.m. M O N DAY Mathematics Music 1:30 – 4:30 p.m. 7:30 – 9:30 p.m. T U E S DAY Language Laboratory Seminar Language Language Laboratory Seminar Formal Lecture ESSAYS AND EXAMINATIONS The Algebra Examination Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the Program. Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered. Oral Examinations Toward the end of each semester, oral examinations are conducted for each student by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. The Final Essay and Oral Examination In the senior year, the student is required to present to the faculty a final essay related to some aspect of the four years’ work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined about it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student’s learning. The Academic Order 27 �In the junior year, conferences replace some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student’s work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college. The normal probationary period is one semester. Letter Grades ACADEMIC STANDING Because St. John’s classes are small and intimate, and because students participate actively, tutors are aware of their students’ progress from day to day. The tutors’ appraisals of a student are based on the student’s total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance, and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John’s is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John’s, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. The Don Rag Within the college, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores, and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students’ work during the semester; the students are then invited to respond to their tutors’ reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. 28 The Academic Order Students are encouraged not to work for grades, but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor’s comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, D or F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college. Sophomore Enabling Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student’s learning during the two years spent in the college. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student writing an acceptable senior essay. �THE ST. JOHN’S DEGREE, BACHELOR OF ARTS The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, and they spend their first summer completing their freshman year, so that they, too, complete a four-year curriculum. On the transcript, St. John’s seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately 134 semester hours. GRADUATE STUDY AND CAREERS AFTER ST. JOHN’S • 9.4% choose other fields, including urban planning, skilled craftsmanship, foreign service/Peace Corps, government service, veterinary medicine, homemaking, farming, armed forces, and conservation/ecology. Approximately 70% of our alumni pursue formal education beyond the baccalaureate level, with around 15% of each graduating class entering graduate and professional programs directly after St. Johns. Doctoral degrees earned by St. John’s alumni split about evenly between humanities and science/mathematics. Our students consistently score above the national average on the Graduate Record Exam (GRE) and Law School Admissions Test (LSAT). The Career Services office on each campus assists students in planning for advanced study and in preparing their applications. In a world in which careers and work environments are changing rapidly, a rigorous, broadly based liberal arts education is recognized increasingly as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have reaffirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John’s alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John’s graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 21.9% are in teaching or educational administration; about two-thirds of these work in colleges or universities; • 18.8% are in communications or the arts; • 17.3% are in business or business-related occupations; • 9.7% work in the field of law, with most in private practice or the judiciary; • 9.4% work in computers/sciences/mathematics; • 6.9% work in the health professions, mainly as physicians; • 6.6% work in social services, including counseling, psychology, social work, and the ministry; The Academic Order 29 �THE GRADUATE INSTITUTE IN LIBERAL EDUCATION The Graduate Institute at St. John’s College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, inspired by that of the undergraduate college, have two distinctive features: the curriculum consists exclusively of classic or great books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from adults with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS The aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are organized into five segments: Literature, Politics and Society, Philosophy and Theology, Mathematics and Natural Science, and History. Students must complete four of these five segments to earn the Master of Arts in Liberal Arts degree (36 semester credit hours). These segments taken together constitute a closely integrated program of study. Classes are small and based on discussion of classic texts, but differ in significant ways. The heart of the curriculum is the seminar in which 14 to 19 students engage in a discussion initiated by a tutor’s question about the assigned reading. In the 30 The Graduate Institute tutorial, a slightly smaller group of students focuses more intensively on smaller assignments, either mathematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students, engages in the study of a single book or topic and requires that students write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments are offered in the 16-week fall and spring terms, and usually two to four are offered in the eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet five days a week and start earlier in the day. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order compatible with the sequence of offerings. An optional master’s essay may be written by students who have completed at least two terms. The program leading to the Master of Arts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools. �THE LIBERAL ARTS CURRICULUM** Literature SEMINAR Homer: Iliad, Odyssey Aeschylus: Agamemnon, Libation Bearers, Eumenides Sophocles: Oedipus Rex, Oedipus at Colonus, Antigone Euripides: Hippolytus, Bacchae, Electra Aristophanes: Frogs TUTORIAL Chaucer: Canterbury Tales in Middle English* Shakespeare: King Lear Aristotle: Poetics Selected English lyric poetry Mathematics and Natural Science History SEMINAR Herodotus: Histories* Thucydides: Peloponnesian War* Livy: Early History of Rome* Polybius: Histories* Plutarch: “Caesar” and “Cato the Younger” Tacitus: Annals* Tocqueville: The Old Regime and the French Revolution* Plato: Timaeus* Lucretius: On the Nature of Things Aristotle: Physics* Ptolemy: Almagest* Galileo: Dialogue on the Two Chief World Systems* Darwin: The Origin of Species* Freud: Selected Works SEMINAR TUTORIAL TUTORIAL Cervantes: Don Quixote Joyce: Ulysses Virgil: Aeneid Eliot: Middlemarch Dostoevski: The Brothers Karamazov Light: Aristotle, Descartes, Huygens, and Newton Lavoisier: Elements of Chemistry Maxwell: Theory of Heat Bacon and the Principles of Natural Philosophy Galileo: Two New Sciences Augustine: The City of God* Vico: The New Science* Kant: Idea of a Universal History Herder: Ideas Toward the Philosophy of the History of Mankind* Hegel: Philosophy of History* Marx: The German Ideology Nietzsche: Uses and Abuses of History for Life Dilthey: Introduction to the Human Sciences* Collingwood: The Idea of History* Strauss: Political Philosophy and History* Politics and Society Philosophy and Theology PRECEPTORIAL SEMINAR SEMINAR Plutarch: “Lycurgus” and “Solon” Plato: Republic Aristotle: Politics* Machiavelli: The Prince Locke: Second Treatise of Civil Government Rousseau: On the Origin and Foundations of Inequality Marx: The Economic and Philosophic Manuscripts of 1844* Tocqueville: Democracy in America* Genesis Exodus Job Matthew Romans Augustine: Confessions* Thomas Aquinas: Summa Theologica* Kant: Groundwork of the Metaphysics of Morals Kierkegaard: Philosophical Fragments TUTORIAL TUTORIAL Aristotle: Nicomachean Ethics* Thomas Aquinas: Treatise on Law* Hobbes: Leviathan* Declaration of Independence Articles of Confederation U.S. Constitution Hamilton, Jay, and Madison: The Federalist* Selected U.S. Supreme Court Decisions Plato: Meno Aristotle: Metaphysics* Descartes: Meditations Hume: An Enquiry Concerning Human Understanding Kant: Prolegomena to Any Future Metaphysics Nietzsche: Beyond Good and Evil* Euclid: Elements* Lobachevski: The Theory of Parallels* PRECEPTORIAL PRECEPTORIAL (sample offerings) (sample offerings) PRECEPTORIAL ** Readings may differ slightly between campuses * Selections (sample offerings) Montesquieu: The Spirit of the Laws Shakespeare: The history plays Smith: The Wealth of Nations Rousseau: Emile Hegel: The Philosophy of Right Tolstoy: War and Peace Machiavelli: The Florentine Histories Weber: The Protestant Ethic and the Spirit of Capitalism Arendt: The Origins of Totalitarianism PRECEPTORIAL (sample offerings) (sample offerings) Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Investigations Nietzsche: Thus Spake Zarathustra The Graduate Institute 31 �DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS The aim of the Eastern Classics program is to help students seek a deeper understanding of the fundamental and enduring questions that have been raised by thoughtful human beings in the rich traditions of the East. Its course of study consists of 34 semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered only on the Santa Fe campus. The program includes a series of seminars, preceptorials, and a language tutorial in either Sanskrit or classical Chinese. In the seminar, 14 to 18 students discuss assigned readings from a wide range of Indian, Chinese, and Japanese texts. In the tutorial, students study either Sanskrit or classical Chinese. The goal is not mastery, but rather sufficient familiarity with the elements of the languages to gain some insight into their structure and to 32 The Graduate Institute translate selected short passages from classical texts. In the preceptorial, students study a single work or theme for an eight-week period. Each student is required to write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive nature of the program, full-time work is not encouraged. �THE EASTERN CLASSICS CURRICULUM Fall Semester Spring Semester CHINESE TUTORIAL CHINESE TUTORIAL (sample offerings) (sample offerings) Pronunciation & grammar Confucius: Analects* Lao Tzu: Tao Te Ching* T’ang Poetry Mencius: Works* PRECEPTORIAL SANSKRIT TUTORIAL SANSKRIT TUTORIAL (sample offerings) Gonda, A Concise Elementary Grammar of the Sanskrit Language Devanagari script (sample offerings) Bhagavad-Gita* Nagarjuna: Madhyamika-shastra* SEMINAR SEMINAR Lao Tzu: Tao Te Ching Confucius: Analects, The Great Learning and The Doctrine of the Mean Mo Tzu: Basic Writings of Mo Tzu* Chuang Tzu: Basic Writings Mencius: Works* Hsün Tzu: Writings of Hsün Tzu* Han Fei Tzu: Writings of Han Fei Tzu* Sima Qian: The Grand Scribe’s Records* I Ching Rig Veda Brhadaranyaka Upanishad Kena Upanishad Mundaka Upanishad Katha Upanishad Ishvara Krishna: Sankhya Karika Tattva-Kaumudi* Patanjali: Yoga Sutra Jayadeva: Gitagovinda PRECEPTORIAL (sample offerings) Mahabharata (required) I Ching (sample offerings) Confucius: Analects Chuang Tzu: Basic Writings Lao Tzu: Basic Writings Hui-Neng: Platform Sutra of the Sixth Patriarch Chu Hsi: Chu Tzu ch’uan-shu, and Chu Tzu wen-chi Kalidasa: Shakuntala, Kumarasambhava and Meghaduta Jaimini: Mimamsa Sutra* Kumarila Bhatta: Shlokavartika Katha Upanishad Institutes of Manu Kautilya: Artha-Shastra Kama Sutra* Mahabharata Bhagavad-Gita Abhinavagupta: Dhvanyaloka* Jayarasi Bhatta: Tattvopaplavasimha* Ashvaghosha: Buddhacarita Majjhima Nikaya* Vimalakirti Sutra* Nagarjuna: Madhyamika-shastra Chandrakirti: Prasannapada Lankavatara Sutra* Guadapada: The Great Karika on the Mandukya Upanishad Shankara: Commentary on the Vedanta Sutras T’ao Ch’ien: Record of the Peach Blossom Fountainhead Chinese Poetry* Diamond Sutra Heart Sutra (sample offerings) Rig Veda Upanishads Ts’ao Hsüeh-Ch’in: Story of the Stone Sima Qian: The Grand Scribe’s Records Neo-Confucian Texts Chinese Vernacular Prose of the Ming Dynasty Summer Semester SEMINAR The Tale of the Heike Lotus Sutra Sei Shonagon: The Pillow Book* Kenko: Essays in Idleness Dogen: Shobogenzo* Basho: The Narrow Road to the Deep North Chushingura: The Treasury of Loyal Retainers PRECEPTORIAL (sample offerings) Murasaki Shikibu: The Tale of Genji (required) *selections The Graduate Institute 33 �BIBLIOGRAPHY Books About Liberal Education Adler, Mortimer J., and Charles Van Doren: How to Read a Book, Simon and Schuster, 1972. Adler, Mortimer J., and Milton Mayer: The Revolution in Education, University of Chicago Press, 1958. Barzun, Jacques: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. Bell, Daniel: The Reforming of General Education, Columbia University Press, 1966. Bestor, Arthur E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. Bloom, Allan: Closing of the American Mind, Simon and Schuster, 1987. Bloom, Harold, The Western Canon, Harcourt Brace, 1994 Brann, Eva T.H.: Paradoxes of Education in a Republic, University of Chicago Press, 1979. Bruner, Jerome S.: The Process of Education, Harvard University Press, 1960. Buchanan, Scott: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. Darkey, William (editor et al): Three Dialogues on Liberal Education, St. John’s College Press, 1979. Hagstrom, Robert G.: Latticework; The New Investing, Texere, 2000. Harvard Committee Report: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. Hutchins, Robert M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. Klein, Jacob, Lectures and Essays, St. John’s College Press, 1985. Kronman, Anthony: Education’s End; Why Our Colleges and Universities Have Given Up on the Meaning of Life, Yale University Press, 2008. Lewis, C.S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. Maritain, Jacques: Education at the Crossroads, Yale University Press, 1943. Martin, Roger H.: Racing Odysseus, University of California, 2008. Meiklejohn, Alexander: Education Between Two Worlds, Harper and Brothers, 1942. Pieper, Josef: Leisure, the Basis of Culture, Liberty Fund, 1999. Denby, David. Great Books, Simon & Schuster, 1996. Smith, J. Winfree: A Search for the Liberal College; The Beginning of the St. John’s Program, St. John’s College Press, 1983. Erskine, John: My Life as a Teacher, J.B. Lippincott Co., 1948. Van Doren, Mark: Liberal Education, Henry Holt and Co., 1944. Goldwin, Robert A. (editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. Grant, Gerald and David Riesman: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. 34 Bibliography �BOARD OF VISITORS AND GOVERNORS Joanne Aitken Philadelphia, PA Erwin L. Greenberg Reisterstown, Maryland Pamela Saunders-Albin Santa Fe, New Mexico M. Brownell Anderson (HM)* Washington, DC Stewart Greenfield Westport, Connecticut Warren Spector New York, New York Elizabeth A. Bassan Kensington, Maryland Richard Groenendyke Tulsa, Oklahoma Jill Cooper Udall Santa Fe, New Mexico Robert Bienenfeld, Secretary Long Beach, California Joan Haratani Piedmont, California Harriet Warren (VE)* Atlanta, Georgia Sharon Bishop Markham, Virginia Lawrence J. Hogan, Ex Officio Governor of Maryland Annapolis, Maryland Julia Wilkinson (VE)* Austin, Texas Steven J. Bohlin Santa Fe, New Mexico Claiborne B. Booker Alexandria, Virginia Jana H. Carey Annapolis, Maryland Thomas M. Carnes (HM)* San Francisco, California Ray C. Cave (VE)* Boothbay, Maine Phelosha Collaros, Ex Officio President- Alumni Association Albuquerque, New Mexico Greg Curtis (VE)* Pittsburgh, Pennsylvania Matthew Davis, Dean – Santa Fe Santa Fe, New Mexico R. Weston Donehower New York, New York Bryan Dorland Berwyn Heights, Maryland Stephen L. Feinberg Santa Fe, New Mexico Ronald Fielding Kiawah Island, South Carolina Stephen Forman San Marino, California John L. Gray Washington, D.C. Anna Greenberg (HM)* Annapolis, Maryland Allan Hoffman (HM)* Lawrence, New York Harold Hughes Severna Park, Maryland Warren P. Winiarski (VE)* Yountville, California Delores Wolf Washington, DC *HM = Honorary Member Leslie Jump Walker Washington, DC VE=Visitor Emeritus Pamela Kraus, Dean – Annapolis Annapolis, Maryland Perry Lerner, Chair Philadelphia, Pennsylvania Susana Martinez, Ex Officio Governor of New Mexico Santa Fe, New Mexico Robert Mass New York, New York Wilfred M. McClay A73 Norman, Oklahoma Douglas K. Mayer New York, New York Charles Nelson (VE)* Annapolis, Maryland Christopher Nelson, President – Annapolis Annapolis, Maryland Michael Peters, President – Santa Fe Santa Fe, New Mexico Jamie Polk Santa Fe, New Mexico Theodore C. Rogers, Vice Chair New York, New York Board of VisitorThe Curriculum and Governors 35 �The Faculty ANNAPOLIS President Christopher B. Nelson B.A., St. John’s College, Santa Fe, 1970, St. John’s College, Annapolis, 1966-69; J.D., University of Utah College of Law, 1973; Associate, 1973-78 and Partner, 1979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, 1979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St. John’s College, 1991-; Former Member, Executive Committee, National Association of College and University Association; Past Chair, Annapolis Group (nation’s liberal arts colleges); Past Chair, AFS-USA Inter-cultural Exchange Program; Past Chair, Maryland Independent College & University Association; Chair, Shimer College Board of Trustees; Treasurer, Historic Annapolis Foundation. Dean of the College in Annapolis Pamela Kraus M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of America, 1975-80; Assistant Professor of Philosophy, The Catholic University of America, 1980-85; American Fellowships Program Panel, American Association of University Women, 1985; Tutor, St. John’s College, 1985-; Dean 2010 –. Eva T.H. Brann B.A., Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John’s College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting 36 The Faculty Curriculum Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-96; Dean, St. John’s College, Annapolis, 1990-97; Doctor of Humane Letters, Whitman College, 1995; Doctor of Letters, Middlebury College, 1999; Wilbur Cross Medal of the Yale Graduate School Alumni Association, 2006; Honorary Doctorate, Iona College, 2006; Distinguished Alumna Award, Brooklyn College, 2007. Harvey Flaumenhaft B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturer in Liberal Arts, University of Chicago, 1965-66; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John’s College, Annapolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, 1981; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, Department of Educational Studies, University of Delaware, 1989; Lynde and Harry Bradley Foundation Grant, 1992-94; Dean, St. John’s College, Annapolis, 1997-2005. John F. White B.A., St. John’s College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John’s College, Annapolis, 1971–. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John’s College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John’s College, Santa Fe, 1973-77, Annapolis, 1978–. �Deborah Schwartz Renaut B.A., St. John’s College, Annapolis, 1968; M.A., The Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John’s College, Annapolis, 1974–. David L. Townsend A∑N, Jesuit Honor Society 1967--; B.A. Loyola College, 1969; Fellow, Harvard, 1969-1974; M.A. Harvard, 1970; Teacher, Cambridge Free School, 1970-1972; Diplome, Universite de Paris, 1973; Ph.D. Harvard, 1976; J.D. Yale Law School, 1981; Tutor, St. John’s College Santa Fe 1974--, Annapolis 1984--; Federal Executive Institute, Visiting Faculty 1999--; Senior Advisor for Seminars, Aspen Institute 2000--; Co-ordinator, AIDS Task Force, Corporate Council on Africa 2001-2002; Moderator, Weidenfeld Scholars Program, Oxford University 2008–. Michael Comenetz B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John’s College, Annapolis, 1975–. John Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Cognitive Psychology, University of California, San Diego, 1978; Tutor, St. John’s College, Santa Fe, 1975-85; Annapolis, 1985-; Assistant Dean, 1988-91; Director, Graduate Institute in Liberal Education, 1992-95; N.E.H. Chair in Modern Thought, 1997-99. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; M.A., Counseling, Loyola College, 1996; Tutor, St. John’s College, Annapolis, 1977-; Counselor and Therapist, 1996–. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John’s College, Annapolis, 1977–. Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John’s College, Annapolis, 1977–. Marilyn Douville Higuera B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John’s College, Annapolis, 1979-; Director of the Graduate Institute in Liberal Education, Annapolis, 2008-2011. Thomas May B.A., Loyola College, 1971; M.A., Fordham University, 1975; Assistant Professor, Loyola College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St. John’s College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, Annapolis, 1986-89, 1995-1998. James Howard Beall Active duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975, & Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., 1978-79; Project Scientist, BKD, Arlington, Virginia, 1979-81; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., 1981-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., 1983-; Tutor, St. John’s The The Faculty Curriculum 37 �College, Annapolis, 1982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, 1991–. 2008-2009; Board of Directors, Internati0nal Merleau-Ponty Circle, 2009-; Board of Directors, Marchutz School of Art, 2008–. Henry H. Higuera B.A., Cornell University, 1974; M.A., 1976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John’s College, Annapolis, 1982–. Nicholas A. Capozzoli, M.D. B. S., Manhattan College, 1964; M.D., New York University, 1968; M.A., St. John’s College Graduate Institute, 1981; Neurological Residency Training, Mt. Sinai Hospital, 1973; Board Certification from the American Board of Psychiatry and Neurology, 1976; Member, American Academy of Neurology, Anne Arundel County Medical Society; Attending Neurologist, Anne Arundel Medical Center, 1974-; Attending Neurologist/Assistant Professor of Neurology, Johns Hopkins Hospital, 1976-; Chairman, Professional Advisory Committee of the National Multiple Sclerosis Society, 1986-94; Medical Director of the Hospice Program, Anne Arundel Medical Center, 1980-87; Tutor, St. John’s College, 1985-; Chairman, Medical Ethics Committee, Anne Arundel Medical Center, 1985-94. Walter Sterling B.A., St. John’s College, 1965; M.A., Pennsylvania State University, 1966; Instructor, Pennsylvania State University 1966-68; Ph.D. Candidate, The Catholic University of America, 1970-74; Editor of St. John’s Review and Tutor, St. John’s College 1983–. Michael Blaustein B.A., St. John’s College, Annapolis, 1974; Ph.D., Harvard University, 1984; Tutor, St. John’s College, Annapolis, 1984–. Chester Burke B.A., St. John’s College, Annapolis, 1974; Master of Music, University of Michigan, 1979; Tutor, St. John’s College, Annapolis, 1984–. Michael G. Dink Harvard University, 1970-72; B.A., St. John’s College, Annapolis, 1975; M.A., 1978, Ph.D., 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John’s College, Santa Fe, 1980-84, Annapolis, 1984-. Director, Graduate Institute in Liberal Education, Annapolis, 19982001; Dean, 2005-2010. Anita L. Kronsberg B.A., St. John’s College, 1980; Tutor, St. John’s College, 1984-; Assistant Dean, 1998-2002; 2006–. Patricia M. Locke B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, 1984; Teaching Fellow, Boston College, 1978-82; Instructor, Assumption College, 1981; Tutor, St. John’s College, Annapolis, 1984-. American Association of University Women, Fellowship 2006-2007; Marchutz School of Art, 38 The Faculty Curriculum William Pastille B.A., Music, Brown University, 1976; M.A., Musicology, Cornell University, 1979; Ph.D., Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University of Wisconsin at Madison (1985-86); Tutor, St. John’s College of Annapolis, 1986-; Assistant Dean, St. John’s College of Annapolis, 1993-95; Director, Graduate Institute, St. John’s College of Annapolis, 20012003. Catherine R. Haigney B.A., 1981, M.A., 1983, Ph.D. in English Language and Literature, 1989, University of Virginia; Echols Scholar, Phelan Fellowship, Governor’s Fellowship, University of Virginia; Lecturer in English, Vanderbilt University, 1985-87; Adjunct Faculty, Goucher College, 1987-88; Tutor, St. John’s College, Annapolis, 1989–. Adam Schulman B.A., Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, St. John’s College, 1989–. �Judith L.A. Seeger B.A., Harvard University, 1966; Cornell University, 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John’s College, Annapolis, 1989-; Assistant Dean, St. John’s College, Annapolis, 2002-2006; Tutor, St. John’s College, Santa Fe, 2007-2008. Joan E. Silver B.A., State University of New York, College at Old Westbury, 1971; M.A., St. John’s College, Annapolis, 1976; Ph.D., Graduate Theological Union, in Theology and The Arts, 1993; Tutor, St. John’s College, Annapolis, 1974-77; Tutor, St. Mary’s College, Integral Program, 1977-79; Tutor, The Graduate Institute in Liberal Education, St. John’s College, Santa Fe, Summer 1985, 1986, 1987, 1988; Tutor, St. John’s College, Santa Fe, 1989-96; Annapolis, 1997–. Cordell D. K. Yee B.A., English, Pomona College, 1977; M.J. Journalism, University of California, Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University of Wisconsin-Madison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, 1988-89; Tutor, St. John’s College, Annapolis, 1989-; Visiting Assistant Scientist, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, Summers of 1990 and 1991. Andre Barbera B.A. in Music, Wesleyan University, 1974; Resident Fellow, Newberry Library, Chicago, 1978; Ph.D. in Musicology, University of North Carolina, 1980; Visiting Assistant Professor of Music, Cornell University, 1979-82; Assistant Professor of Music, University of Notre Dame, 1982-89; Visiting Assistant Professor of Music, St. Mary’s College, Notre Dame, 1989-90; Tutor, St. John’s College, Annapolis, 1990–. Kathleen C. Blits B.A., Mount Holyoke College, 1968; Graduate Study, New School for Social Research, 1970-72; M.S., 1985, Ph.D., 1989, University of Delaware; Tutor, St. John’s College, Annapolis, 1990–. Margaret Anne Kirby B.A., University of King’s College, 1977; M.A., Department of Classics, Dalhousie University, 1979; Commonwealth Scholar, Hertford College, Oxford University, 1980-82; M.Litt., Faculty of Modern Languages, Oxford University, 1982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, 1982; Junior Fellow, Massey College, University of Toronto, 1983-85; Ph.D., Department of Germanic Languages and Literatures, University of Toronto, 1988; Fellow and Tutor, University of King’s College, 1987-89; Tutor, St. John’s College, Santa Fe, 1990-96, Annapolis, 1997–. Erik Sageng B.A., University of Alaska, 1983; M.A., 1985, Ph.D., 1989, Princeton University; National Science Foundation Fellow, 1983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, 1987-88; Rockefeller Fellow, University of Oklahoma, 1989-90; Tutor, St. John’s College, Annapolis, 1990–. Eric M. Salem B.A., St. John’s College, 1977; M.A., University of Dallas, 1979; University of Heidelberg, 1980-81; Ph.D., University of Dallas, 1990; Fulbright Fellow, 1980-81; Assistant Professor, Whitney Young College, Kentucky State University, 1983-90; Tutor, St. John’s College, Annapolis, 1990-. Radoslav Datchev Degree in Philosophy, University of Sofia, 1982; Assistant Professor of Philosophy, University of Sofia, 1982-83; Tutor, St. John’s College, Annapolis,1992–. Carl Page B.A., University of Auckland, New Zealand, 1980; MA (Hons), University of Auckland, 1982; Ph.D., Pennsylvania State University, 1987; Assistant Professor of Philosophy, Emory University, 1987-94; Tutor, St. John’s College, Annapolis, 1994–. The The Faculty Curriculum 39 �William T. Braithwaite B.A., Virginia Military Institute, 1961; J.D., Washington & Lee University, 1964; U.S. Army, 1968-70; Associate, Partner, Mayer, Brown & Platt, Chicago, 1973-80; Associate Professor of Law, Loyola University, Chicago, 1980-95; Tutor, St. John’s College, Annapolis, 1995–. Robert Goldberg St. John’s College, Annapolis, 1977-79; B.A., Harvard College, 1981; M.A., 1983, Ph.D., 1990, University of Toronto; Adjunct Lecturer in Political Science, University of Toronto, 1989-90; Visiting Assistant Professor of Political Science, Kenyon College, 1990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, 199495; Tutor, St. John’s College, Annapolis, 1995–. Katherine Heines B.A., St. John’s College, Santa Fe, 1982; M.A., 1986; Ph.D., 1997, The Catholic University of America; Lecturer, The Catholic University of America, 198788; Instructor, Marquette University, 1988-89; Tutor, St. John’s College, Annapolis, 1995–. Emily H. Brooker Langston B.A., Emory University, 1987; M.A., University of Chicago, 1988; Jacob K. Javitz Fellow, 1989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, 1993; Ph.D. Candidate, Emory University, 1992-; Tutor, St. John’s College, Annapolis, 1995–; Associate Dean of Graduate Programs 2015-. George A. Russell B.A., St. Francis College, 1973; M.A., The Catholic University of America, 1983; Ph.D., The Catholic University of America, 1994. Dean of Students, St. Patrick’s Academy, 1981-86; Teacher, Hamden Hall, 1986-91; Adjunct Lecturer, Albertus Magnus, 1986-91; Assistant Professor of Philosophy, Xavier University, 1991-95; Tutor, St. John’s College, Annapolis, 1995–. Jonathan N. Badger B.S., University of South Carolina (1987); M.A., North Carolina State University (1991); Earhart Fellow (1995); Ph.D., Fordham University (1996); Olin Fellow (2000-01); Tutor, St. John’s College, 40 The Faculty Curriculum Annapolis 1996–. Lijun Gu B.A., History, Beijing University, China, 1980-84; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, 1984-87; M.A., International Affairs, The George Washington University, 1987-89; Ph.D., Political Theory, The George Washington University, 1989-95; Adjunct Professor, Department of Political Science, The George Washington University, 1995; Tutor, St. John’s College, Annapolis, 1996–. Eric B. Stoltzfus B.A., Music, Goshen College, 1981; M.A., Musicology, and M.S., Library Science, The Catholic University of America, 1991: Music Librarian, St. John’s College, Annapolis, 1991-; Tutor, St. John’s College, Annapolis, 1996–. Michael W. Grenke B.A., University of Chicago, 1988; Ph.D., Boston College, 1994; Lecturer,University of New Hampshire, 1993; Postdoctoral fellow, Boston College, 1993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, 1995; Tutor, St. John’s College, Annapolis, 1997–. Paul W. Ludwig B.A., University of Tennessee, Chattanooga, 1987; M.A., Oxford University, 1995; M.A., University of Chicago, 1995; Ph.D., University of Chicago, 1997; Lecturer in the College, University of Chicago, 1996; Tutor, St. John’s College, Annapolis, 1997–. Brendon Lasell B.S., California Institute of Technology, 1990; M.S., 1991, Ph.D. 1994, University of Chicago; Lecturer in Mathematics, University of Chicago, 1992-93; Member, Institute for Advanced Study, 1994-95; Instructor in Mathematics, Princeton University, 1995-97; Tutor, St. John’s College, Santa Fe, 19972008; Annapolis, 2009–. Susan R. Paalman B.A., Rice University, 1990; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, 1997; Tutor, St. John’s College, Annapolis, 1997–. �Daniel Harrell B.A., Vanderbilt University, 1989; Ph.D., Emory University, 1997; Tutor, St. John’s College, Annapolis, 1998 –. Joseph C. Macfarland B.A., St. John’s College, Annapolis, 1987; Fulbright Fellow, visiting the Department of Medieval History, University of Bologna, 1993-94; Ph.D., Committee on Social Thought, University of Chicago, 1996; Program Coordinator for Fundamentals: Issues and Texts, University of Chicago, 1994-97; Tutor, St. John’s College, Annapolis 1998–. Gary Borjesson B.A., Whitman College, 1987; M.A., 1994, Ph.D., 1997, Emory University; Assistant Professor of Philosophy, University of Central Arkansas, 19971999; Tutor, St. John’s College, 1999–. Jeff J. S. Black B.A., Trinity College, University of Toronto, 1993; Ph.D., Boston College, 2005; Teaching Fellow, Boston College, 1998-1999; Tutor, St. John’s College, Annapolis, 1999-; Associate Dean of Graduate Programs, Annapolis, 2011–2015. Christopher Nathan Dugan B.A., College of William and Mary, 1992; Earl Warren Political Theory Fellowship, 1992-94; Ph.D. in Political Science, University of California, San Diego, 1999; Tutor, St. John’s College, Annapolis, 1999–. Mark W. Sinnett B.S., Mathematics, Texas Christian University, 1976; M.A., 1978, Doctoral Study in Mathematics, 1979-81, The University of Texas at Austin; Lecturer in Mathematics, Concordia Lutheran College, 1978-79; U.G. Marshall Fellow in Mathematics, 1981-83, Lecturer in Mathematics, 1983-84, Kansas University; B.D. (Hons.), Theology, St. Andrews University, 1988; Richard M. Weaver Fellow, 198485; Lecturer in Mathematics, San Jacinto College, 1988-89; Ph.D., Systematic Theology, Cambridge University, 1993; Minister of Word and Sacrement, Presbyterian Church (U.S.A.), 1993-; Minister, First Presbyterian Church, Stephenville, Texas, 1993-98; Visiting Scholar, St. John’s College, Cambridge, Summer, 1997; Senior Minister, Clemmons Presby- terian Church, Clemmons, North Carolina, 19982000; Tutor, St. John’s College, Annapolis, 2000–. Dylan Casey B.S., Physics, B.A., Political Philosophy, Michigan State University, 1991; Ph.D., Experimental Particle Physics, University of Rochester, 1997; Postdoctoral Fellow in Particle Physics, Michigan State University, 1997-2001; Tutor, St. John’s College, 2001–. Jeffrey Allen Smith B.A., Philosophy and Political Science, Emory University, 1989; Ph.D., Committee on Social Thought, The University of Chicago, 1997; Lecturer in the College, The University of Chicago, 19941997; Visiting Assistant Professor, Political Science, Colgate Unversity, 1998-99; Assistant Professor, Philosophy, Carthage College, 1999-2001; Tutor, St. John’s College, 2001–. John Tomarchio B.A., Columbia College, Columbia University, 1984; M.A., 1993, Ph.D., 1996; Lecturer, School of Philosophy, Catholic University of America, 1996; National Fulbright Research Fellow, Rome, 199495; National Endowment for the Humanities Post-Doctoral Fellow, Core Curriculum Program, Boston University, 1996-98; Assistant Professor, Department of Philosophy, Villanova University, 1998-2001; Tutor, St. John’s College, Annapolis, 2001–. Louis Petrich B.A., English, Northwestern University, 1982; M.A., 1986, Ph.D. Candidate, 1986-1990, Committee on Social Thought, The University of Chicago; Teaching Assistant in History, Philosophy, and Social Studies of Science and Medicine, The University of Chicago, 1985-1987; Dramaturg, Assistant Director and Actor, Court Theater, The University of Chicago, 1985-89; Fulbright Scholar, Alexandru I. Cuza University, Iasi, Romania, 199091; United States Peace Corp Volunteer, Masaryk University, Brno, Czechoslovakia, 1992-1993; Reader and Stage Crew, Folger Shakespeare Library and Theater, Washington, D.C., 1993-1995; Civic Education Project Fellow, Presov University, Slovakia, 1995-1997; CEP Fellow, Alexandru I. Cuza University, Iasi, Romania, 1997-1999; CEP Fellow, American University of Kyrgystan, 1999-2000; The Curriculum The Faculty 41 �Fulbright Scholar, Kyrgyz State National University and American University of Kyrgyzstan, 20002002; Principal Founder, American Studies Resources and Training Center, Bishkek, Kyrgystan, 2001-02; Tutor, St. John’s College, 2002–. Jason A. Tipton B.A., University of California, San Diego, 1993; M.A. Tulane University, 1999; M.S. Tulane University, 2001; Ph.D. Tulane University, 2002. Fulbright Scholar, Greece, 2000-01; Associate Member, American School of Classical Studies, Athens, 2000-01; Tutor, St. John’s College, 2002–. Matthew Caswell B.A. St. John’s College, Annapolis, 1996; Ph.D., Philosophy, Boston University, 2003; DAAD Fellow, Philipps-Universit¨at, Marburg, 2002-03; Instructor, Department of Philosophy, Boston University, 2003-05; Tutor. St. John’s College, 2005–. Fawn Trigg B.A., St. John’s College, Annapolis, 1988; Ph.D. candidate at the University of Chicago, Committee on Social Thought, 2004-; Faculty, Indiana University Northwest; The School of the Art Institute of Chicago; Tutor, St. John’s College, Annapolis, 2006–. Gregory Recco B.A., State University of New York at Stony Brook, 1994; Ph.D., Philosophy, Pennsylvania State University, 2002; Graduate Instructor, Pennsylvania State University, 1996-2003; Assistant Professor of Philosophy, Skidmore College, 20032007. Tutor, St. John’s College, Annapolis, 2007–. Michael Brogan B.A., Swarthmore College, 1997; Visiting Researcher, Katholieke Universiteit, Leuven, Belgium, 2003-04; Ph.D., Philosophy, Villanova University, 2007; Instructor, Villanova University, 2002-03; 2004-05; Tutor, St. John’s College, Annapolis, 2008–. 42 The Faculty Curriculum Matthew S. Linck B.F.A., Painting, Syracuse University, 1992; Ph.D., Philosophy, The New School for Social Research, 2004; Teaching Fellow, Eugene Lang College 2002-04; Adjunct Professor, Steinhardt School of Education, New York University, Fall 2004; Adjunct Professor, Purchase College, SUNY, 200406; Adjunct Professor, Long Island University, 2007; Adjunct Professor, New School for General Studies, 2006-08; Tutor, St. John’s College, Annapolis, 2008–. Sarah B. Benson B.A., Philosophy, Pennsylvania State University, 1991; M. A., Comparative Literature, University of Texas at Austin, 1994; M.A., History of Art, Cornell University, 1997; Ph.D., History of Art, Cornell University, 2001; Post-doctoral Intern, J. Paul Getty Center, Los Angeles, 2001-02; Visiting Researcher, Faculty of Architecture, Chiang Mai University, Thailand, 2003-04; Visiting Assistant Professor, History of Art, Cornell University, 200405; Lecture, Department of Art and Archeology, Princeton University, 2005-06;Visiting Fellow, Southeast Asia Program, Cornell University, 200607; Tutor, St. John’s College, Annapolis, 2011–. Hannah Hintze B. Mus., Woodwind Performance, B.A., Philosophy, Boston University, 1999; M.A., 2006; Ph.D. 2009, The Committee on Social Thought, University of Chicago; Phi Beta Kappa, 1999; Arthur J. Ennis Post-doctoral Teaching Fellowship, Villanova University, 2010-11; Tutor, St. John’s College, Annapolis, 2011–. Christine Lee B.A., B.S., Southern Methodist University, 2003; M.A., 2006, Ph.D., 2009, Political Science, Duke University; National Science Foundation Fellow, 2004-2007; Postdoctoral Fellow, University of Bristol, 2010-2013; Tutor, St. John's College, Annapolis, 2013–. Robert Abbott B.A., St. John’s College, Annapolis, 2004; M.A., the Department of Germanic Studies, University of Chicago, 2010; Joint Ph.D., the Committee on Social Thought and the Department of Germanic Studies, University of Chicago (pending); Tutor, St. John’s College, Annapolis, 2013–. �Sarah Stickney B.A., St. John’s College, 2004; Marchutz School of Art, Aix-en-Provence, France 2004-06; M.F.A., Poetry, University of New Hampshire, 2010; Fulbright Scholar, Bologna, Italy, 2010-11; Instructor, Johns Hopkins SAIS Center, Bologna, Italy, 2011-12; Tutor, St. John’s College, Annapolis 2013–. Brendan Boyle B.A., Classics, Princeton University, 1999; M.Phil., Classics, Cambridge University, 2000; Ph.D., Classics, University of Chicago, 2007; Assistant Professor of Classics, University of North Carolina at Chapel Hill, 2007-2012; Tutor, St. John’s College, 2013–. Matthew Holtzman B.A., St. John’s College, 2000; MSc., Philosophy, University of Edinburgh, 2003; Ph.D., Philosophy, Johns Hopkins University, 2010; Dean’s Teaching Fellow, Johns Hopkins, 2008; Instructor, Expository Writing Program, Johns Hopkins University, 2009-10; Visiting Assistant Professor, Washington College, 2011-2013; Tutor, St. John’s College, Annapolis, 2013–. Leah Lasell B.A., Mathematics, University of Chicago, 2000; Mathematics Teacher, St. Paul’s School, New Hampshire, 2000-2002, 2012-2013; M.A., St. John's College, Santa Fe, 2004; Ph.D., Philosophy, University of Texas, Austin, 2010; Tutor, St. John’s College, Annapolis 2013–. Karin Ekholm B.A., St. John’s College, Annapolis, 2000; M.A., 2004, PhD. 2010, History and Philosophy of Science, Indiana University. Research and Teaching Associate in History of Medicine, University of Cambridge, 2011-12. Rebecca Goldner B.A., Classics, Magna cum laude, Bowdoin College, 1996; Post-Baccalaureate, Classical Studies, University of Pennsylvania, 1997-98; M.A, Liberal Arts, St. John’s College, 2002; M.A., 2005, Ph.D., 2013, Philosophy, Villanova University. Marius Kempe B. A. with Honors, Music, Oxford, 2009; MPhil in Human Evolution, Cambridge University, 2010; Ph.D., Anthropology, University of Durham, 2013. Ron Haflidson B. A. with Honors, Classics and Early Modern Studies, King’s College, Dalhousie University, 2004; M.A. Religious Studies, McMaster University, 2007; Ph.D. Practical Theology, New College, University of Edinburgh, 2014. Bryan Luther B. S., Physics, Honors Tutorial College, Ohio University, 1983; B.A., Mathematics, Ohio University, 1983; M. S. Physics, Ohio State University, 1988; PhD., Nuclear Physics, Ohio State University, 1993. National Merit Scholar; Phi Beta Kappa; 1994 Louis Rosen Prize for Outstanding Ph.D. thesis; Ole and Lucy Flaat Distinguished Teaching Award, 2001. Zena Hitz B.A. St. John’s College, 1995; M.Phil., Classics, Cambridge University, 1996; Ph.D., Philosophy, Princeton University, 2005. Lecturer, McGill University, 2004; Assistant Professor, Auburn University, 2005-6; Assistant Professor, The University of Maryland, 2006-12. Erica Beall BB.A. St. John’s College, 2007; M.A. Social Psychology, University of Southern California, 2013; Ph.D., Psychology, University of Southern California, 2015 expected. SANTA FE President Michael P. Peters B.S., United States Military Academy at West Point, 1968; M.A., University of Washington, 1974; Platoon Leader, Executive Officer, and Armored Cavalry Troop Commander, United States Army, 1968-72; Assistant Professor of Economics, United States Military Academy, 1974-77; Soviet Foreign Area Officer, 1977-87; Executive Assistant, Office of the Chairman of the Joint Chiefs of Staff, 198789; Commander, 96th Civil Affairs Battalion (Airborne), 1989-91; Chief Conventional Arms Negotiations, 1991-92; Chief of Staff, United States Military Academy, 1992-95; Senior Vice President and Chief Operating Officer, 1995-2002, Executive Vice President, 2002-2005, Council on Foreign Relations; President, St. John’s College, Santa Fe, 2005–. The The Faculty Curriculum 43 �J. Walter Sterling IV B.A., St. John’s College, Annapolis, 1993; Jacob K. Javitts Fellow, U.S. Dept. of Education, 1993-97; M.A. Philosophy, Emory University, 1997; Philosophy Instructor, Loyola College in Maryland, 1997-99; Philosophy Instructor, Gwynedd-Mercy College 1999-2000; Intellectual Heritage Instructor, Temple University, 1999-2000; Adult Learning Instructor, Project H.O.M.E., Philadelphia, 200003; Tutor, St. John’s College, Santa Fe, 2003-; Dean, St. John’s College, Santa Fe, 2011–2014. Philip LeCuyer B.A., Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John’s College, Santa Fe, 1972–. David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John’s College, Annapolis, 1972-80, Santa Fe, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Tutor, St. John’s College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85; Dean, 1991-1996. Elizabeth S. Engel B.A., Pomona College, 1967; M. Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John’s College, Santa Fe, 1975–. 44 The Faculty Curriculum Anthony James Carey St. John’s College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; M.A., 1973, Ph.D. 1998, Graduate Faculty, The New School for Social Research; U.S. Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John’s College, Annapolis, 1979-83, Santa Fe, 1984-; Dean, 1986-91, 1996-2000; Acting President, 2000; Distinguished Visiting Professor, United States Air Force Academy, 2004-2007; 2009-2014. Charlotte Gray Martin B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John’s College, Santa Fe, 1980–. Peter Pesic A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John’s College, Santa Fe, 1980-2013; Musician-in-Residence, 1984-; Dorr Lecturer, University of North Carolina, 2003. Peano Prize, 2005. Fellow, American Association for the Advancement of Science, 2006–. Fellow, John Simon Guggenheim Memorial Foundation, 200708; Ronald James Alexander Memorial Lecturer on Musicology, Stanford University, 2008; Paul Leonard Lecturer in Philosophy, University of Nevada at Reno, 2009; Fellow, American Physical Society, 2010-; Visiting Scholar, Harvard University, 2010-2012; Price/Webster Prize, 2012; Associate, Department of Physics, Harvard University, 2013–; History of Science Society 2013 Joseph H. Hazen Education Prize. Edward Cary Stickney B.A., St. John’s College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John’s College, Santa Fe, 1980-; Director of The Graduate Institute, 1994-97. �Janet A. Dougherty B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John’s College, Annapolis, 1982-85; Santa Fe, 1985–. Stephen Frederick Houser B.A., St. John’s College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; M.A., University of Virginia, 1989; Ph.D., University of Virginia, 1990; President’s Fellow, University of Virginia, 1987-90; Tutor, St. John’s College, Santa Fe, 1983–. Frank N. Pagano A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John’s College, Santa Fe, 1983-; Director of the Graduate Institute, 2001-2004. Jorge H. Aigla Universidad Nacional Autónoma de Mexico, Mexico City, 1971-72; B.S., Saint Mary’s College, California, 1975; M.D., University of California San Francisco, 1979; American Heart Association Student Research Associate, 1974; Fellow, Cancer Research Institute, University of California San Francisco, 1976; Resident, Pathology Department, University of California San Francisco, 1979-80; Alpha Omega Alpha Medical National Honor Society, 1979; Assistant Medical Examiner, Coroner’s Office, City and County of San Francisco, 1980-81; Lecturer in Anatomy, Sonoma State University, California, 1981-82; Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-85; Private translator, 1982; Lecturer, Collegiate Seminar, Saint Mary’s College, California, 1982-85; Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John’s College, Santa Fe, 1985-; Head Karate-Do Instructor, 1986-; American Teachers Association of Martial Arts, Permanent Member, 1993; International Society of Okinawan Karate, 1994; 6th Dan, 2000; Kyoshi, 2006; 7th Dan, 2008; 8th Dan 2012; New Mexico Urasenke Japanese Tea Association, President, 2004-2008; 2009-2013; 2014-2013; Visiting Science Research Assistant, Nara Women’s Univer- sity, Nara, Japan, 2014-2015; Sho Dan Black Belt, Japan Iaido Federation (Swordsmanship), Fu Shin Ryu, Kansai, Nara, Japan, 2015. John F. Cornell B.A., 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-80; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-85; Tutor, St. John’s College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; Post-Doctoral Fellow, Linguistics, Harvard University, 1982-85; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-85; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John’s College, Santa Fe, 1985–. David Lawrence Levine University of Pennsylvania, 1962; A.B. St. John’s College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary) 1967-70; University Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris, 1970; Language Study, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John’s College, Santa Fe, 1986, 1988-, Assistant Dean, Spring 1997, Director of the Graduate Institute in Liberal Education, 19972001; Dean, Santa Fe, 2001-2006. The The Faculty Curriculum 45 �Thomas Scally B.A., St. Mary’s College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary’s College of California, 1971-74; Assistant Professor, California State University at Humboldt, 1975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, 1975-87; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-84; Visiting Tutor, St. John’s College, Santa Fe, 1987-89; Tutor, St. John’s College, Santa Fe, 1990–. Grant H. Franks B.A., St. John’s College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, M.A., 1980; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; Clerk to Judge Cecil E. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor, St. John’s College, Santa Fe, 1988–. William S. Kerr B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois-Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate Fellowship, 1983-87, M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, 1987-88; Reynolds Fellowship, 1988-89; Instructor in Latin, University of New Mexico-Los Alamos, Summer 1985; Visiting Assistant Professor, University of Colorado-Boulder, Summer 1990; Certificate, Chinese Language Education Program, Providence University, Shalu, Taiwan, 1998; Tutor, St. John’s College, Santa Fe, 1989–. Krishnan Venkatesh B.A., English Literature, Magdalene College, Cambridge University, 1982; Wissenschafflicher Mitarbeiter (on Shakespeare editions), University of Muenster, West Germany, 1982-86; Lecturer in British and American Literature, Shanxi University, Taiyuan, People’s Republic of China, 1986-89; Guest Lecturer in Film Analysis, North China Film and Broadcasting Institute, 1989; Tutor, St. John’s College, Santa Fe, 1989- ; Graduate Institute Director, 2004-2009. 46 The Faculty Curriculum Bruce M. Perry B.A., Greek, 1973, M.A, Classics, 1975, Ph.D., Classics, 1983, University of Washington; Ph.D. Asian and Middle Eastern Studies, 1995, University of Pennsylvania; Tutor, St. John’s College, Santa Fe, 1990–. Frank R. Hunt St. John’s College, Annapolis, 1971-73; Cornell University, 1973-74; B.A., New York University, 1976; M.A., 1980, Ph.D., 1985, The Catholic University of America; Editor, Catholic University of America Press, 1980-86; Lecturer, Marymount University of Virginia, 1985-86; Editor, Princeton University Press, 1987-89; Tutor, St. John’s College, Santa Fe, 1990–. Victoria Mora B.A. in English-Philosophy, University of New Mexico, 1985; Yale University Teaching Fellow, 1986-88; M.A., M. Phil. in Philosophy, Yale University, 1990; Ford Foundation Dissertation Fellow, 1990-91; Ph.D. in Philosophy, Yale University, 1992; Philosophy Instructor, Albuquerque TV-I Community College, 1991-92; Tutor, St. John’s College, Santa Fe, 1992-; Dean, St. John’s College, Santa Fe, 2006-2011; Vice-President for Advancement, St. John’s College, Santa Fe, 2012–. Susan Stickney B.A., SUNY-Binghamton, 1970; Fulbright Scholar, Freiburg, Germany 19970-71; M.A., University of Michigan, 1972; German teacher, Olney Friends School, 1972-1975; Albert-Ludwigs University, Freiburg, Germany, 1975-1980; Ph.D., University of Massachusetts, Amherst, 1985; Tutor, St. John’s College, Santa Fe, 1992–. Michael David Rawn B.S., Mathematics, Rensselaer Polytechnic Institute, 1974; M.S., Mathematics, Brown University, 1977; Undergraduate Study in Mathematics Education, University of New Orleans, 1979-80; Graduate Study in Mathematics, Clarkson University, 1983-86; Ph.D., Mathematics, Indian Institute of Technology, Kharagpur, 1991; Instructor, University of New Orleans, 1977-80; Assistant Professor, Institut Supérieur Pédagogique de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St. Lawrence University, 1983-86; Assistant Professor, Manchester College, 1988-92; Tutor, St. John’s College, 1993–. �Julie Reahard B.A., English, Michigan State University, 1980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, 1984; Ph.D., Comparative Literature, University of Colorado, Boulder, 1991; Teaching fellow, Department of English, University of Nevada, Reno, 1981-84; Instructor, Department of English, University of Colorado, Boulder, 1987-88; Instructor, College of General Studies, University of Pennsylvania, 1988-89; Graduate Work, Literary Theory, University of Pennsylvania, 1988-91; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, 1992-93; Associate Professor, English Department, Providence University, Shalu, Taiwan, 1996-98; Tutor, St. John’s College, Santa Fe, 1993–. Claudia Hauer B.A., University of Chicago, 1986; M.A., 1991, Ph.D., 1993, Classics and Modern Greek Studies, University of Minnesota; Mochlos Archaeological Excavation, Crete, 1991; Visiting Assistant Professor of Classics, Cornell College, 1993-94; Tutor, St. John’s College, 1994-; Distinguished Visiting Professor, United States Air Force Academy, 20102012; 2014-2015. Caleb Thompson Tufts University 1980-1982; B.A., Philosophy, Clark University, 1985; M.A., Philosophy, University of Virginia, 1990; Ph.D., Philosophy, University of Virginia, 1994; Postdoctoral Fellow, SUNY at Buffalo, 1994-96; Hourani Lecturer, SUNY at Buffalo, 1994-95; Tutor, St. John’s College, Santa Fe, 1996–. Michael D. Bybee B.A., Philosophy, 1972, B.A., M.A., English, 1972, 1975, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, 1972-74; M.A., Ph.D., Philosophy, 1976, 1981, University of Hawaii; Assistant Professor of Philosophy, Idaho State University, 1982-84; Instructor of English, 1984-90,Senior Instructor of English, 1990-95, University of Oregon; Adjunct Assistant Professor of Rhetoric, San Diego State University, 1995-96; Tutor, St. John’s College, Santa Fe, 1996–. Judith I. Adam B.A., 1986, M.A., 1989, Political Science, University of Alberta; Ph.D., 1996, Political Science, Boston College; Tutor, St. John’s College, Santa Fe, 1996-; Assistant Dean, St. John’s College, Santa Fe, 20052008. Jacques Antoine Duvoisin B.A., 1980, St. John’s College, Annapolis; M.A., 1984, Ph.D., 1992, The Catholic University of America; Knights of Columbus Fellow, 1981-84; Visiting Fellow, University of London, School for Advanced Studies, Institute of Philosophy, Fall 2009; Tutor, St. John’s College, Santa Fe, 1997–. Dean of the College in Santa Fe Matthew K. Davis B.A., St. John’s College, Annapolis, 1982; M.A. in Philosophy, Dalhousie University, 1984; Ph.D. Candidate in Philosophy and Classics, University of Pittsburgh, 1985-87; Ph.D. in Political Science, Boston College, 1995; Killam Fellow, 1983-84; Earhart Fellow, 1990-91; Bradley Fellow, 1993-96; Bradley Fellow, University of Toronto, 1996-98; Special Projects Editor, Books in Canada, 1997-98; Tutor, St. John’s College, Santa Fe, 1998-; Assistant Professor of Philosophy and Classics, Carthage College, 2002; Assistant Dean, 2003-05; Visiting Scholar, Boston College, 2005-06; Director of the Graduate Institute, St. John’s College, Santa Fe, 2009-2012;Dean, St. John’s College, Santa Fe, 2015 - . Mark Rollins A.B. Princeton University, 1977; M.A., Ph.D. in Philosophy, University of California, Berkeley, 1986, 1991; Teaching Fellow in Philosophy, University of California, Berkeley, 1978-83, and 1987; Teaching Fellow in the Core Curriculum, Harvard University, 1984-86, 1987, 1991-92, and 1995-97; Associate Research Professor, Instituto de Investigaciones Filosoficas, UNAM, Mexico City, 1988-91; Assistant Professor of Philosophy, American University in Bulgaria, 1992-95; Senior Analyst, education and family support policy, Abt Associates, Cambridge, MA, 1997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA., 1998; Visiting Professsor, University of Florence, and Visiting Scholar, Institute and Museum of the History of Science, Florence, Italy, 2005-2006; Visiting Professor, University of British Columbia, Vancouver, 2012-2013; Tutor, St. John’s College, Santa Fe, 1998–. The The Faculty Curriculum 47 �Richard A. McCombs, II B.A., B.S., Fordham University, 1990; Loyola Fellow, Fordham University, 1990-92; M.A., Fordham University, 1992; Teaching Fellow, Fordham University, 1992-94; Instructor, Marist College, 1995, Tutor, Rose Hill College, 1996-98; Instructor, University of South Carolina, 1999; Tutor, St. John’s College, Santa Fe, 1999-; Ph.D., Fordham University, 2000. English Instructor, Wupertal, Germany, 1992; Philosophy and Religion Instructor, Diablo Valley College, 1993-95; Poet in Residence, Shakespeare and Company Bookstore, Paris, France, 1998; Comparative Literature Instructor, UC Davis, 19952000; Tutor, St. John’s College, Santa Fe, 2000-; Assistant Dean, St. John’s College, Santa Fe, 20082010; Associate Dean of Graduate Programs, St. John’s College, Santa Fe, 2012–. Edward A. Walpin B.A., Political Science, Middlebury College, 1987; M.A., English, Middlebury College (Bread Loaf School of English), 1989; M.A., Political Science, Duke University, 1992; Ph.D., Political Science, Duke University, 1998; National Endowment for the Humanities Dissertation Grant, 1993-94; Exchange Fellow and Instructor, Institut für Politische Wissenschaft, Friedrick-Alexander Universität, Erlangen, Germany, 1994-95; Fellow, Instructor, and Project Coordinator, Kenan Ethics Program, Duke University, 1997-98; Consultant, PBS Frontline, 1998-99; Tutor, St. John’s College, Santa Fe, 1999-. Assistant Dean, St. John’s College, Santa Fe, 2010–2014. Michael Golluber B.A., Liberal Arts, Sarah Lawrence College, 1988; M.A. , Philosophy, State University of New York at Stony Brook, 1991; Ph.D., Philosophy, Tulane University, 1998; Instructor of Philosophy, Southwestern University, 1996-98; Assistant Professor of Philosophy, Xavier University of Louisiana, 19982000; Tutor, St. John’s College, Santa Fe, 2000–. Michael E. Wolfe B.A., 1994, St. John’s College, Santa Fe; Dupont Fellowship, 1994-95, President’s Fellowship, University of Virginia, 1994-97; M.A., History of Religions, University of Virginia, 1997; M.A. Islamic Studies, Columbia University, 2007; Assistant Director of Admissions, St. John’s College, Santa Fe, 1997-99; Tutor, St. John’s College, Santa Fe, 1999-. Jan Arsenault B.A., St. John’s College, Santa Fe, 1982; M.A., University of Denver Counseling Psychology, 1989; Diploma in Analytical Psychology, C.G. Jung Institute of Santa Fe, 2006; Tutor, St. John’s College, 1996–; Assistant Dean, St. John’s College, Santa Fe, 2014-. David Carl B.A., Philosophy, Pomona College, 1990; M.A., Philosophy, Claremont Graduate School, 1991; Ph.D., Comparative Literature, University of California at Davis, 2000; Lecturer in Philosophy, California State University San Bernardino, 1991-93; 48 The Faculty Curriculum Patricia M. Greer B.A., College of Notre Dame of Maryland, 1966; M.A., Writing Seminars, Johns Hopkins University, 1967; Teaching Fellow, University of Southern California, 1968-69; M.A., St. John’s College, Annapolis, 1995; Ph.D., History of Religions, University of Virginia, 2002; Dupont Writing Fellowship, 200001; Adjunct Instructor, History of Asian Religions, University of Virginia, 1999; Visting Lecturer, Sanskrit Epics, Sweet Briar College, 1999; Tutor, St. John’s College, Santa Fe, 2001–. Jay Smith B.A., St. John’s College, 1977; M.A., Philosophy, Marquette University, 1979; Ph.D., Philosophy, Fordham University, 2002; Environmental Protection Agency, 1986-89; Environmental Consultant, 1990-2000; Tutor, St. John’s College, Santa Fe, 2001–. Lise van Boxel B.A. Honors, High Distinction, English Specialist and Political Science Major, Trinity College, The University of Toronto, 1992; M.A., High Distinction, Political Philosophy, Boston College, 1995; Ph.D., Political Philosophy, The University of Toronto, 2006; Tutor, St. John’s College, Santa Fe, 2001–. �Kenneth B. Wolfe B.A., St. John’s College, Santa Fe, 1994; M.A., Latin, University of California at Berkeley, 1996; Ph.D., Classics, University of California at Berkeley, 2000; Visiting Assistant Professor in Classics and Humanities, Reed College, 2000-02; Tutor, St. John’s College, Santa Fe, 2002–. Philip Bartok B.S., Physics, University of Connecticut, 1992; Physics Instructor, Denver Institute of Technology, 1995; M.A., Philosophy, University of Notre Dame, 2004; Ph.D., Philosophy, University of Notre Dame, 2004; Tutor, St. John’s College, Sante Fe, 2003–. Jonathan Hand B.A., Government, Harvard University, 1981; Teacher, Colorado Springs School, 1984-86; Graduate Student, Political Science, Yale University, 1987-89; Visiting Student, Ecole des Hautes Etudes en Sciences Sociales, Paris, 1994-95; Ph.D., Committee on Social Thought, University of Chicago, 2002; Lecturer in the College, University of Chicago, 1998-2002; Visiting Assistant Professor, Political Science, Furman University, 2002-03; Tutor, St. John’s College, 2003–. Eric Poppele University of Chicago, 1979-80; B.A., St. John’s College, Santa Fe, 1989; M.S.E., Environmental Engineering, University of Michigan, 1991; Associate Engineer, Montgomery Watson, 1992-93; Environmental Engineer, Hinds Environmental, Inc., 1994-98; licensed Professional Engineer, New Mexico, 1997-; Ph.D., Civil Engineering, University of Minnesota, 2006; Tutor, St. John’s College, Santa Fe, 2003–. Jessica Jerome B.A., University of California at Berkeley, 1993; Anthropology, University of Chicago, M.A., 1995, Ph.D., 2003; Visiting Assistant Professor, DePaul University, 2002-2003; Postdoctoral Fellow, MacLean Center for Bioethics, University of Chicago Hospitals, 2003-04; Tutor, St. John’s College, Santa Fe, 2005–. T. Andrew Kingston A.B., English, Kenyon College, 1995; Ph.D., Philosophy and Music, The University Professors Program, Boston University, 2003; Lecturer, English, Boston University, 2001-02; Visiting Instructor, Integrated Program in Humane Studies, Kenyon College, 2001-02; Adjunct Instructor, Jazz Piano, Kenyon College, 2001-02; Instructor, Writing Program, Boston University, 2002-03; The University Professor’s Program Post-Doctoral Fellow, Boston University, 2003-04; Instructor, Core Curriculum, Boston University, 2004-05; Tutor, St. John’s College, Santa Fe, 2005–. Greogory W. Schneider B.A., Philosophy, University of Dallas, 1990; M.D., University of Missouri-Columbia, 1995; Resident Physician, Family Medicine, University of Missouri– Columbia, 1995-98; M.L.A., Liberal Arts, Southern Methodist University, 2005; Certificate, UCLA Professional Program in Screenwriting, 2014; Assistant Professor of Family Medicine, Medical Ethics, and Literature and Medicine at the University of Texas Southwestern Medical School, 1998-2004; Tutor, St. John’s College, Santa Fe, 2005–. Michael Ehrmantraut B.A., Political Theory and International Relations, Michigan State University; Ph.D. Political Science, Boston College, 2001; Bradley Foundation Postdoctoral Fellowship, Boston College, 2002, Visiting Scholar, Boston College, 2003-2004; Tutor, St. John’s College, 2005–. David McDonald B.A., St. John’s College, Santa Fe, 1995; Graduate Research Assistant, Theoretical Biology & Biophysics, Los Alamos National Laboratory, 199596; Programmer, Santa Fe Institute, Santa Fe, NM, 1996-98; Applications Developer, PE Informatics, Santa Fe, NM, 1998-99; Manager of Technical Services, Panorama Point Web Development, Santa Fe, NM, 1999-2001; Senior Technician, Theoretical Biology & Biophysics, Los Alamos National Laboratory, 2001-2007; Tutor, St. John’s College, Santa Fe, 2005–. The The Faculty Curriculum 49 �Alan Zeitlin B.A. English University of California, Davis 1979; summa cum laude, Phi Beta Kappa M.A. English (Creative Writing) University of California, Davis 1985; J.D. University of California, Berkeley 1987; Visiting student Hebrew University 1988-89; Graduate student in Comparative Literature, University of California, Berkeley 1990-92; Ph.D. Classics University of California Berleley 1998; Lecturer, University of California, Berkeley, Spring 1999; Visiting Assistant Professor, Emory University, 1999-2000; Visiting Assistant Professor, Bard College, 2000-04; St. John’s College, 2005–. Christine Chen B.A., magna cum laude, Wellesley College, Russian Studies, 1999; 1998-1999, Yale University M.A., Harvard University, Regional Studies: Russia, Eastern Europe, Central Asia, 2001; Program Coordinator, Institute for Democracy in Eastern Europe, 2001-2002; Ph.D. candidate, Modern and Medieval Languages, Cambridge University, U.K.; Graduate tutor, departmental lecturer, Cambridge University, 2004-2006; Tutor, St. John’s College, 2006 JACK V. WALES, JR. B.S., Mechanical Engineering, Stanford University, 1968; Ranch Hand, 1969-1974; Graduate Study in Philosophy, University of Wisconsin-Green Bay, 1975-1978; Laboratory Instructor, University of Wisconsin-Green Bay, 1975-1978; Mathematics Teacher, The Thacher School, Ojai, California, 1978-2006; M.A., St. John’s College, Santa Fe, 2000; Tutor, St. John’s College, Santa Fe, 2007–. Russell Winslow B.A., Literary Studies, University of Texas at Dallas, 1997; M.A., 2001, and Ph.D., 2006, Philosophy, Graduate Faculty of the New School for Social Research; Teaching fellow, Eugene Lang College, New York City, 2001-2005; Post-doctoral fellow at Fordham University College at Lincoln Center, 2006-2007; Tutor, St. John’s College, Santa Fe, 2007–. Topi Heikkerö M.Th., Theological Ethics and Philosophy of Religion, University of Helsinki, 2000; M.A., Theoretical Philosophy, University of Helsinki, 2005; Ph.D., Social Ethics, University of Helsinki, 50 The Faculty Curriculum 2009; Researcher, Center for Social Ethics, University of Helsinki, 2002—2007; Visiting Scholar, Colorado School of Mines, 2003—2004; University Lecturer in Ethics, Department of Systematic Theology, University of Helsinki 2007; Tutor, St. John’s College, Santa Fe, 2008–. Llyd Ewan Wells B.A., Near Eastern Studies (Assyriology) and Natural Sciences, The Johns Hopkins University, general and departmental honors, Phi Beta Kappa, 1999; M.S. Oceanography, University of Washington, 2001; Graduate Certificate, Astrobiology, and Ph.D., Oceanography, University of Washington, 2006; Beneficial-Hodson Trust Scholar, Umm el-Marra, Syria, 1999; National Defense Science and Engineering Graduate Fellow, 1999–2002; National Science Foundation Integrated Graduate Education and Research Trainee, 2002–2005; Scholar in Residence, Center for Northern Studies, Sterling College, VT, 2006–2007; Andrew W. Mellon Postdoctoral Fellow in the Humanities, University of Pennsylvania, 2007–2008; Visiting Faculty, Wagner Free Institute of Science, 2008; Associate, Committee on Space Research (COSPAR), 2008–; Tutor, St. John’s College, 2008–. Guillermo Bleichmar B.A., English Literature, Columbia University, 1997; Ph.D., Comparative Literature, Harvard University, 2007; Harvard University Teaching Fellow, 2001-2005; Tutor, St. John’s College, 2009–. Erika Troseth Martinez B.A., English, Colby College 1995; Ph.D., Linguistics, The Graduate Center, City University of New York, 2009; Tutor, St. John’s College 2010–. Natalie J. Elliot B.A. Honors, Political Science, 2002, and M.A., Political Science, 2004, University of Alberta; Ph.D., Political Science, University of North Texas, 2009; Teaching Fellow, Department of Political Science and Honors College, University of North Texas, 2009-2010; Visiting Assistant Professor of Political Science, Southern Methodist University, 2010-2011; Tutor, St. John’s College, Santa Fe, 2011–. �Sarah Davis B.A., Philosophy and Anthropology, Harvard University, 1999; M.A., Anthropology, 2007, and Ph.D., Anthropology, 2011, Emory University; Teaching Assistant and Instructor in Cultural Anthropology, Emory University, 2004, 2005, 2009; Tutor, St. John’s College, Santa Fe, 2012–. David Levy B.A., St. John’s College, Annapolis, 2003; M.A., Pennsylvania State University, 2005; Ph.D., Philosophy, Political Science, Boston College, 2010; Visiting Assistant Professor, Emory University, Department of Political Science, 2010-2012; Tutor, St. John’s College, Santa Fe, 2012–. Marsaura Shukla B.A., St. John’s College, Annapolis, 1993; M.Phil. in Theology, Fordham University, 2000; Ph.D. in Theology, University of Chicago, 2012; Martin Marty Fellow, 2006-07; Alma Wilson Fellow, 2007-08; William Rainey Harper Fellow, 2008-09; Lilly Teaching Fellow, 2010-11; Instructor, University of Chicago, 2006-2011; Tutor, St. John’s College, 2012–. Raoni Padui B.A. Vassar College, 2003; M.A. Philosophy, Villanova University, 2005; Ph.D. Philosophy, Villanova University, 2012; Instructor, Villanova University, 2007-2011; Part-Time Faculty, University of New Mexico, Fall 2012; Tutor, St. John’s College, 2013–. Allison Levy B.A., Political Science, Boston College, 2006; M.A., Political Science, Boston College, 2008; Ph.D. Candidate, Political Science, Boston College, 2015;Tutor, St. John’s College, Santa Fe, 2015. Meagan McGuinness B.A., English/Creative Writing, Western Washington University, 2004; M.F.A., Creative Writing/Poetry, Texas State University, 2007; Ph.D., English, University of Oregon, 2012; Tutor, St. John’s College, Santa Fe, 2015. The The Faculty Curriculum 51 �RETIRED TUTORS OFFICERS, ASSOCIATES & STAFF Deborah Axelrod Gisela Berns Katherine Boaz David Bolotin Nancy Buchenauer Joseph Cohen Geoffrey Comber Don Cook E. Ray Davis, Jr. George Doskow Charles Fasanaro Howard J. Fisher Glenn A. Freitas R. Thomas Harris, Jr. Georgia S. Knight Samual S. Kutler Jon Lenkowski Nicholas Maistrellis Chaninah Maschler Lynda Lamson Meyers Basia Miller Roger S. Peterson Robert Richardson Joe Sachs Robert D. Sacks Thomas King Simpson Elliott Skinner Thomas J. Slakey Edward Grant Sparrow Kent Taylor Jonathan Tuck Stewart Umphrey Hans von Briesen Robert Williamson Edward Malcolm Wyatt Elliott Zuckerman ANNAPOLIS SANTA FE President Christopher B. Nelson President Michael P. Peters Dean Pamela Kraus Dean J. Walter Sterling Vice President for Advancement Barbara Goyette Vice President for Advancement Victoria Mora Treasurer Fred Billups Treasurer Bryan E. Valentine Associate Dean of Graduate Programs Emily H. Brooker Langston Associate Dean of Graduate Programs David Carl Assistant Dean Katherine Heines Assistant Dean Jan Arsenault Director of Admissions Benjamin Baum Director of Admissions Yvette Sobky Shaffer Director of Alumni Relations Leo Pickens Director of Alumni Relations Sarah Palacios Director of Athletics Michael McQuarrie Director of Career Services Margaret E. Odell Director of Career Services Jaime Dunn Director of Financial Aid Michael Rodriguez Director of Financial Aid Dana Kennedy Library Director Jennifer Sprague Library Director Catherine M. Dixon Registrar Marline Marquez Scally Registrar Jacqueline Thoms Director of Student Health Heidi Rogers Director of Student Health Nancy Calabrese Director of Human Resources Aaron Young Director of Personnel Deborah Anawalt Director of Labs William Donahue HONORARY FELLOWS Sharon Bishop Ray Cave Stephen Feinberg Ronald Fielding Warren Winiarski 52 �Admissions ANNAPOLIS SANTA FE Admissions Office Admissions Office St. John’s College 60 College Avenue Annapolis, MD 21401 800-727-9238 Fax: 410-269-7916 annapolis.admissions@sjc.edu St. John’s College 1160 Camino Cruz Blanca Santa Fe, NM 87505 800-331-5232 Fax: 505-984-6162 santafe.admissions@sjc.edu Annual Expenses 2015–2016 UNDERGRADUATE STUDENT BUDGET Tuition $48,544 Room & Board1 $10,890 - $12,098 (Per semester: $5,455 - $6,049) Activities Fee $450 Health Insurance (mandatory) Annapolis Santa Fe2 $1,499/Domestic (refundable with waiver), International (mandatory) $1,659 International (mandatory) Health Office Fee (Santa Fe, mandatory) $250 Tuition Insurance (optional) $342 Santa Fe Book Fee (mandatory) $400 Annapolis Manual Fee (mandatory) $125 Graduation Fee (graduating seniors only) $100 1 Contact your campus for specific options. 2 Santa Fe does not provide health insurance for domestic students. Santa Fe students must provide proof of health insurance through their own plan. A typical student budget would include about $400 for personal expenses, and costs of transportation. The college also charges deposits for registrations and rooms. See each campus’business offices for details. Financial Aid ANNAPOLIS SANTA FE Financial Aid Office Financial Aid Office St. John’s College 60 College Avenue Annapolis, MD 21401 410-626-2502 Fax: 410-626-2885 annapolis.financialaid@sjc.edu St. John’s College 1160 Camino Cruz Blanca Santa Fe, NM 87505 505-984-6058 Fax: 505-984-6164 santafe.financialaid@sjc.edu For detailed, helpful, and the most current information about admissions and financial aid policies, procedures, and deadlines, please visit www.sjc.edu. Also, do not hesitate to call our Admissions Offices to speak to an Admissions Counselor for questions about admissions and financial aid. 53 �Spector Hall Conference Room 54 Chancellor Johnson House Bookstore Hodson House Annapolis Campus Map �Santa Fe Campus Map 55 �“The Statement of the St. John’s Program and the provisions contained in the Statement are not and may not be regarded as an express or implied contract between any person (including any current or perspective student, faculty or staff member) and the College. The Statement is for general informational purposes only. The College reserves the right, in its sole discretion, to change any provision of the Statement, including the program requirements, courses, fees, schedules, deadlines, calendars, and any other information contained within the Statement, without notice. “ � Statement of the St. John’s Program 2015–2016 �Statement of the St. John’s Program 2 015 – 2 016 Annapolis, Maryland 800-727-9238 Santa Fe, New Mexico 800-331-5232 www.sjc.edu Founded as King William’s School, 1696; chartered as St. John’s College, 1784; the Annapolis campus is accredited by the Middle States Association of Colleges and Schools (3624 Market Street, Philadelphia, PA 19104; 215-662-5606; www.msche.org); the Santa Fe campus is accredited by the North Central Association of Colleges and Schools (30 N. La Salle Street, Suite 2400, Chicago, IL 60602; 800-612-7440; www.ncahlc.org). The college is co-educational and has no religious affiliation. St. John’s admits qualified students of any race, religion, or national or ethnic origin, without regard to sex, age, disability, or sexual orientation. Academic facilities and most residence halls are accessible to persons with physical disabilities. The college reserves the right to modify the programs and policies herein stated without notice. 1 �Annapolis College Calendar 2015-2016 2015-2016 August 25 Upperclass Registration August 26 Freshman Registration (8:30 a.m. - 12 noon) August 26 Convocation August 27 Freshmen and New Transfer Student Orientation August 27 Undergraduate Classes Begin with Seminars October 9–October 12 Long Weekend November 25-29 Thanksgiving Recess December 17 End of First Semester December 18–January 10 Winter Vacation January 11 Second Semester begins March 4–March 20 Spring Vacation May 13 End of Second Semester May 15 Commencement Summer 2016 June 15 August 6 Graduate Institute Summer Session Ends August 7 2 Graduate Institute Summer Session Begins Graduate Summer Commencement �Santa Fe College Calendar 2015-2016 2015-2016 August 25 Freshman Registration August 26 Upperclass Registration August 27 Convocation August 27 Undergraduate Classes Begin with Seminars October 16 – 19 Long Weekend November 25 – November 29 Thanksgiving Recess December 17 End of First Semester December 18 – January 17 Winter Vacation January 15 January Freshman Registration January 18 Second Semester Begins March 12 – 27 Spring Vacation May 19 End of Second Semester May 21 Commencement Summer 2016 May 30 January Freshman Second Semester Begins June 13 Graduate Institute Summer Session Begins August 4 January Freshman Second Semester Ends August 5 Graduate Institute Summer Session Ends 3 ��Table of Contents 6 Introduction The Curriculum 8 9 10 14 17 19 Seminar Preceptorial Tutorials Laboratory Formal Lecture St. John’s List of Great Books The Academic Order 24 25 25 26 27 28 29 29 30 30 32 Tutors Instruction Committee Library Schedules Essays and Examinations Academic Standing Degree of Bachelor of Arts Graduate Study and Careers After St. John’s Graduate Institute in Liberal Education Degree of Master of Arts in Liberal Arts Degree of Master of Arts in Eastern Classics 34 Bibliography 35 Board of Visitors and Governors 36 Faculty 53 Officers, Associates, and Staff 55 Admissions, Fees, and Financial Aid 56 Campus Maps 5 �Introduction St. John’s College is a community dedicated to liberal education. Liberally educated persons, the college believes, acquire a lifelong commitment to the pursuit of fundamental knowledge and to the search for unifying ideas. They are intelligently and critically appreciative of their common heritage and conscious of their social and moral obligations. They are well equipped to master the specific skills of any calling, and they possess the means and the will to become free and responsible citizens. St. John’s College is persuaded that a genuine liberal education requires the study of great books — texts of words, symbols, notes, and pictures — because they are both timeless and timely. These books are the most important teachers. They illuminate the persisting questions of human existence and they bear directly on the problems we face today. They express most originally, and often most perfectly, the ideas by which contemporary life is knowingly or unknowingly governed. Their authors can speak to us almost as freshly as when they spoke for the first time, for what they have to tell us is not of merely academic concern, nor is it remote from our true interests. They change our minds, move our hearts, and touch our spirits. The books speak to us in more than one way. In raising the persisting human questions, they lend themselves to different interpretations that reveal a variety of independent and yet complementary meanings. And while seeking the truth, they please us as works of art with a clarity and a beauty that reflect their intrinsic intelligibility. They are, therefore, properly called great, whether they are epic poems or political treatises, and whether their subject matter is scientific, historical, or philosophical. They are also linked together, for 6 The Introduction �each of them is introduced, supported, or criticized by the others. In that sense they converse with each other, and they draw the readers to take part, within the limits of their abilities, in a large and continuing conversation. This conversation, however, is unavoidably one sided. The books can only repeat what they have to say, without furnishing the clarifications that we desire. To overcome this limitation is the goal of the St. John’s seminar. Here a number of students of varied backgrounds, faced with a text that may present unfamiliar thoughts, attempt to discuss it reasonably. It is presupposed that the students are willing to submit their opinions to one another’s questions. The demands of the individual and those of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern itself primarily with trying to establish the meaning of a poem or the validity of an argument. It may concern itself with more general or with very contemporary questions that thrust themselves forward. The students bring to the seminar the assumptions they have derived from their experience in the contemporary world. Through discussion they acquire a new perspective, which enables them to recognize both the sameness of a recurrent problem and the variety of its historical manifestations. Principally, however, the aim is to ascertain not how things were, but how things are — to help students gain understanding and make reasonable decisions in whatever circumstances they face. And it is the ultimate aim of the Program that the habits of thought and discussion thus begun by the students should continue with them throughout their lives. Most of the teaching at St. John’s takes the form of a discussion. The conversational methods of the seminar are carried over into the tutorials. As much as possible, the actual instruction in all classes and laboratories is made to depend on the activity and initiative of the students. The tutors function as guides, more intent on listening to the students and working with them than imposing upon them their own understandings. St. John’s seeks to restore the true meaning of liberal education. The primary function of the liberal arts has always been to bring about an awareness of the forms that are embodied in combinations of words and in numbers so that they become means of understanding. Traditionally, the liberal arts were seven in number: grammar, rhetoric, logic — the arts of language; and arithmetic, geometry, music, and astronomy — the arts of mathematics. In more contemporary terms, the liberal arts bring to light what is involved in the use of words and numbers in all kinds of discursive thought, in analyzing, speaking, and writing, and also in measuring, deducing, and demonstrating. There are many ways to develop these arts. The curriculum emphasizes six of them: discussion, translation, writing, experimentation, mathematical demonstration, and musical analysis. They all serve the same end: to invite the students to think freely and critically for themselves. By these means, students will be able to envisage actual situations, to deliberate by articulating clear alternatives with the hope of arriving at a proper choice. The acquisition of these intellectual skills will serve the students who have learned them throughout their lives. Knowledge advances and the fundamental outlook of humanity may change over the centuries, but these arts of understanding remain in one form or another indispensable. They enable men and women to know the world around them and to know themselves in this world, and to use that knowledge with wisdom. Under their guidance, men and women can free themselves from the constraint of prejudice and the narrowness of beaten paths. Under their discipline, men and women can acquire the habit of listening to reason. A genuinely conceived liberal arts curriculum cannot avoid aiming at these most far-reaching of all human goals. The aim of the education offered by St. John’s College is the liberation of the human intellect. This is an education for all, regardless of a person’s race, ethnicity, sex, religious beliefs, country of origin, economic background, age, disability or sexual orientation. By reading great books and struggling together with the fundamental questions that they raise, students and their teachers learn from their differences and discover more deeply their shared humanity. In this and other ways, a diversity of background and experience enriches our community of learning. Because it offers an education for all, St. John’s College has sought and continues to seek to make its program of study known and available to people of diverse backgrounds. The Introduction 7 �THE CURRICULUM The Seminar The heart of the curriculum is the seminar—a discussion of assigned readings from the books of the program. In each seminar 17 to 21 students work with two members of the faculty who serve as leaders. The group meets twice a week, on Monday and Thursday evenings, for two hours — sometimes longer if the topic under discussion has aroused a sustained and lively conversation. The assignment for each seminar amounts, on the average, to around 80 pages of reading, but may be much shorter if the text happens to be particularly difficult. The seminar begins with a question asked by one of the leaders. Thereafter the seminar consists mostly of student discussion. Students talk with one another, not just to the leaders. They do not raise their hands for permission to be heard, but enter the discussion or withdraw from it at will. The resulting informality is tempered by the use of formal modes of address. Once under way, the seminar may take many forms. It may range from the most particular to the most general. The reading of Thucydides, for example, is almost certain to elicit a discussion of war and aggression and to bring to the surface the students’ opinions and fears about the wisdom or error of national policies. Homer and Dante prompt reflections on human virtues and vices and on humanity’s ultimate fate. Sometimes a seminar will devote all its time to an interpretation of the assigned reading, staying close to the text; at other times the talk may range widely over topics suggested by the reading, but bear only indirectly on the text itself in the minds of the participants. In the Coffee Shop after seminar, students from different groups compare the points made in their discussions. Except for the requirements of common courtesy, there are only two rules: first, all opinions must be heard and explored, however sharply they may clash; second, every opinion must be supported by argument — an unsupported opinion does not count. In a freshman seminar the students may tend to express their opinions with little regard for their relevance to the question or their relation to the opinions of others. Gradually, in their interplay with one another, the students learn to proceed with care, keeping to the topic and trying to uncover the meanings of the terms they use. They learn that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy, and it can require a different approach. Such progress in learning together may be crowned by sudden insights on the part of a few of the seminar members, or by occasions when the seminar as a whole achieves illumination. The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of “following the argument,” of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open but with certain alternatives clearly outlined. The progress of the seminar is not particularly smooth; the discussion may sometimes branch off and entangle itself in irrelevant difficulties. Only gradually can the logical rigor of an argument emerge within the sequence of analogies and other imaginative devices by which the discussion is kept alive. A seminar may also degenerate into rather empty talk, without being able for some time to extricate itself from such a course. At its best, the seminar may reach insights far beyond the initial views held by any of its members. Under these circumstances, the primary role of the leaders is not to give information, nor is it to produce the “right” opinion or interpretation. It is 8 The Curriculum �subjects of particular interest to the tutors who offer them. Students may suggest a topic and invite a tutor to study it with them. Although many preceptorials study one of the books of the seminar list, or a theme suggested by the Program, some preceptorials may deal with books and themes the students would not otherwise encounter. There are generally not more than 10 students in a preceptorial. Guided by a tutor, they proceed at a pace more leisurely than that permitted by the seminar. Usually, the students’ work is completed by some form of written work, either a formal paper or a presentation to the class. Listed below are some of the preceptorial subjects offered on the two campuses in recent years. to guide the discussion, to keep it moving, to raise objections and to help the students in every way possible to understand the author, the issues, and themselves. The most useful instrument for this purpose is the question; perhaps the most useful device of all is the question “Why?” But the leaders may also take a definite and positive stand and enter directly into the argument. If they do so, however, they can expect no special consideration. Reason is the only recognized authority. Consequently, all opinions must be defended with reason, and any single opinion can prevail only by general consent. The aim is always to develop the students’ powers of reason and understanding and to help them arrive at intelligent opinions of their own. Every freshman, sophomore, and junior submits an essay on some theme suggested by the seminar readings. In Santa Fe, an essay is submitted each semester; in Annapolis, each year. The essay is not a research paper with extensive footnotes and a bibliography, but rather an attempt on the part of the students to set out in writing, as clearly as they can, their own thoughts on some aspect of the liberal arts. The essay in the second semester becomes the center of their final oral examinations. For sophomores the annual essay holds a position of special importance: it becomes a major part of the process called enabling (see page 28). THE PRECEPTORIAL For seven to eight weeks at the end of the first semester, seminars of the junior and senior classes are replaced by preceptorials. These are small groups of students engaged in the study of one book, or in exploration of one subject through several books. Students are usually given a choice of 25 to 30 preceptorials on books or Heidegger: Being and Time Design and Expression in the Visual Arts Joyce: Ulysses Saussure: Course in General Linguistics Readings in Lao Tsu and Confucius Aristotle: Metaphysics Darwin: Natural Selection Plato: Republic Marquez: One Hundred Years of Solitude Galileo: Dialogues on the Two Chief World Systems Shakespeare: Selected Plays Metaphysical Poets Bosch and Bruegel Kant: Critique of Judgment Hobbes: Leviathan Augustine: City of God Austen: Selected Novels Faraday: Experimental Researches in Electricity and Magnetism Ethical Problems in Medicine Thucydides: The Peloponnesian War The Curriculum 9 �THE TUTORIALS The seminar cannot suffice as the only setting for liberal education. By its very nature, the seminar does not give the student an opportunity to cultivate the habits of methodical and careful study and of persistently precise discussion and writing. Other learning experiences must therefore support it; these are the tutorials in language, mathematics, and music. For each of four years, a student attends one language and one mathematics tutorial three times a week. Sophomores also attend a music tutorial. In the tutorials, seated around a table, 13 to 16 students study and learn together under the direct guidance and instruction of a tutor. The tutorial provides conditions for a small group to work together toward a careful analysis, often through translation or demonstration, of an important work. As in the seminar, students talk freely with one another and with the tutor, but the discussion focuses sharply on assigned tasks. There are opportunities for all students to contribute their measure of instruction and insight to one another. Other tutors occasionally attend, seeking to learn about a particular subject that they may later teach. Writing is assigned regularly in all classes: mathematics, music, and laboratory sections, as well as in language tutorials. The students are thus called upon continually to articulate and organize their thinking in both the written and spoken forms. The Language Tutorial Specialization in higher education has led to a profound neglect of language skills. As country is separated from country by the barrier of language, so profession is separated from profession by technical jargon. Primarily, the language tutorial attempts to remedy this condition by training in the means of precise communication. In a broad sense, it may be thought of as a present-day restoration of the traditional studies of grammar, rhetoric, and logic. The tutorial seeks to foster an intelligent and active grasp of the relations between language on the one hand and thought and imagination on the other. To do this, it must direct attention to fundamental ways in which words can be put together; to the modes of signifying things; to the varied connotations and ambiguities of terms; to the role of metaphors, analogies, and images; and to the logical relations that connect propositions. 10 The Curriculum The study of foreign languages (Greek in the first and second years; French in the third and fourth years) provides an effective means to these ends. By studying these languages, by translating from them into English, and by comparing them with each other and with English, the students learn something of the nature of languages in general and of their own in particular. During the four years, then, they study language as the discourse of reason, as the articulation of experience, and as the medium of the art of poetry; and both directly and indirectly, through the intermediary of foreign tongues, they study their own language. They discover the resources of articulate speech and learn the rules that must govern it if it is to be clear, consistent, and effective — if it is to be adequate and persuasive. In the beginning, the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus the rapid reading for the seminar, with its attention to the large outlines and to the general trend and development of the central idea, is supplemented and corrected by a more precise and analytical study, one that is concerned with particular details and shades of meaning and with the abstract logical structure and rhetorical pattern of a given work. Those are matters that do not come directly into seminar discussions. The students’ concern with them in the language tutorial improves all their reading, for whatever immediate end, deepens and enriches their understanding, and increases their ability to think clearly and to speak well. A secondary purpose of the language tutorial is support of the seminar. Some of the works read for seminar are also studied in the tutorial, free from the veil of ready-made translation. Issues are brought to the fore that might otherwise have been neglected, and they can be discussed with greater precision than the seminar usually permits. This habit of precision, in its turn, can then become more common in seminar. The language tutorial cannot and should not aim at mastery of the foreign language, but the students can reasonably expect to obtain a knowledge of grammatical forms and a grasp of the peculiar qualities of the languages that they study. To experience the individuality of another language is to extend the boundaries of one’s sensibility. �The choice of foreign languages is in part dictated by the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the pattern and aims of the tutorial. The first year of Greek, however, goes well with the freshman seminar and mathematics tutorial, and the continuance of Greek into the second year advances the work of the first. The second year ends with analysis and discussion of works by Shakespeare, Donne, and other English poets. The French of the third year begins with a brief, intensive study of French grammar followed by the reading of a French text. The aim here is economical progress toward facility in the reading of simple French. Then follows examination of the form and content of French prose selections. Discussions of both form and content are related to appropriate writing assignments, including exercises in translation in which the students attempt to match in their own tongue the excellence of their models. In the second semester a play is read — usually Racine’s Phèdre. The principal activity of the fourth year is the reading of French prose and poetry, including a number of poems from Baudelaire’s Les Fleurs du Mal. Its immediate object is the understanding and enjoyment of each poem in its parts and as a whole. It also provides a substantial basis for discussion of the art of poetry and clarification of the relation of that art to the traditional liberal arts of language. Writing assignments include exercises in transla- tion more ambitious than those attempted in the third year. The year ends with analysis and discussion of modern British and American poets, such as T. S. Eliot, Robert Frost, W. B. Yeats, and Wallace Stevens. The Mathematics Tutorial Mathematics is a vital part of education; that this is true or ought to be is suggested by the word itself, for it is derived from a Greek word meaning “to learn.” It is regrettable, then, that students should come to dislike mathematics or to think of themselves as unmathematical. It is equally regrettable that competent mathematicians are often unaware of the philosophical assumptions upon which mathematical equations and formulas are based. Mathematics at St. John’s is studied as a liberal art, not artificially separated from what have come to be called the humanities. When mathematics is taught at an unhurried pace, in an atmosphere of reflective inquiry, and from treatises chosen not only for their matter but also for their elegance and imagination, as it is at St. John’s, mathematics becomes not only the most readily learnable liberal art but also one that provides ready access to others and significant analogies with them. There are two main reasons for studying mathematics. First, it pervades our modern world, perhaps even defines it. Therefore anyone who means to criticize or reform, to resist or cooperate with this world, not only must have some familiarity The Curriculum 11 �Why and how do mathematical proofs carry such conviction? What is a mathematical system and what are its proper beginnings and ends? What is the relation of logic to mathematics? What do “better” and “worse,” “ugly” and “beautiful” signify in mathematics? Do mathematical symbols constitute a language? Are there “mathematical objects”? How might the discoverer of a particular theorem have come to see it? By means of such questions, which grow out of the daily work and which excite the intellect and the imagination at the same time, a discussion is initiated in the mathematics tutorial that is easily and often carried over into the larger sphere of the seminar. with the mathematical methods by which it is managed, but also must have thought about the assumptions that underlie their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count and measure things in the universe. The second main reason for studying mathematics concerns the mathematics tutorial more specifically. Since mathematics has, as its name implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it means to come to know something. To prepare themselves for such reflection, students study artfully composed mathematical treatises, demonstrate propositions at the blackboard, and solve problems. By doing this over four years, they learn a good deal of mathematics and they gain noticeably in rigor of thought, nimbleness of imagination, and elegance of expression. But while they are practicing the art of mathematics in all its rigor, they are continually encouraged to reflect on their own activity. Scores of questions, of which the following are examples, are raised during the four years: 12 The Curriculum The students begin with the Elements of Euclid. Using Euclid’s organization of the mathematical discoveries of his predecessors, the students gain a notion of deductive science and of a mathematical system in general; they become acquainted with one view of mathematical objects — its central expression found in the theory of ratios — which is buried under the foundations of modern mathematics. After Euclid, they begin the study of Ptolemy’s Almagest, centering their attention on the problem of “hypotheses” constructed to “save the appearances” in the heavens. That the tutorial reads Ptolemy indicates the difference between the mathematics tutorial at St. John’s and the ordinary course in mathematics. Ptolemy presents a mathematical theory of the heavenly motions, but he gives more than that: his work is both an example of mathematics applied to phenomena and a companion to the philosophical, poetic, and religious readings that are taken up in the first and second years. In the second year, the students continue the study of Ptolemy, with emphasis upon those difficulties and complexities of the geocentric system that are brilliantly transformed by the Copernican revolution. They study Copernicus’ transformation of the Ptolemaic theory into heliocentric form. They next take up the Conics of Apollonius to learn a synthetic presentation of the very objects whose analytical treatment by Descartes marks the beginning of modern mathematics. After this they study analytic geometry, which presents the conic sections in algebraic form. They thus gain an understanding of algebra as the “analytic art” in general. �In the third year, students study calculus analytically in its modern form, originally in Leibniz’s work, and geometrically as Newton presented it in his Principia Mathematica. In the second semester, students take up Newton’s treatment of astronomy in the Principia, in which he brings heavenly and earthly motions under one law and replaces a purely geometric astronomy with a “dynamic” theory in which orbits are determined by laws of force. The year concludes with an examination of Dedekind’s theory of real numbers, the endeavor to provide a rigorous arithmetical foundation for the calculus. The mathematics tutorial is both an introduction to physics and a foundation for the study of the philosophical outlook of the modern world. In the fourth year, the reading of Lobachevski’s approach to non-Euclidean geometry invites reflection on the postulates of geometry, as well as on the nature of the geometric art as a whole. Seniors also study Einstein’s special theory of relativity, which challenges our conventional understanding of the nature of time and space. The Music Tutorial One of the aims of the St. John’s Program has been to restore music as part of the liberal arts curriculum. The study of music at St. John’s is not directed toward performance, but toward an understanding of the phenomena of music. The ancients accorded music a place among the liberal arts because they understood it as one of the essential functions of the mind, associated with the mind’s power to grasp number and measure. The liberal art of music was based, for them, on the ratios among whole numbers. In particular, the music program at St. John’s aims at the understanding of music through close study of musical theory and analysis of works of musical literature. In the freshman year, students meet once a week to study the fundamentals of melody and its notation. Demonstration takes place primarily by singing, and by the second semester the students perform some of the great choral works. In the sophomore year, a tutorial meets three times a week. Besides continuing the singing, the music tutorial reflects two different but complementary aspects of music. On the one hand, music is intimately related to language, rhetoric, and poetry. On the other, it is a unique and self-sufficient art, which has its roots deep in nature. The work of the tutorial includes an investigation of rhythm in words as well as in notes, a thorough investigation of the diatonic system, a study of the ratios of musical intervals, and a consideration of melody, counterpoint, and harmony. None of these are done apart from the sounding reality of good music. The inventions of Bach, the songs of Schubert, the masses of Palestrina, the St. Matthew Passion of Bach, the operas of Mozart, and the instrumental works of Beethoven are the real teachers. In the second semester, at least one major work is analyzed closely. Seminars on great works of music are included as part of the regular seminar schedule. Instead of reading a text, students listen to recordings of a composition and familiarize themselves with its score before the seminar meets. Group discussion of a work of music, as of a book, facilitates and enriches the understanding of it. The Curriculum 13 �THE LABORATORY Three hundred years ago, algebra and the arts of analytic geometry were introduced into European thought, mainly by René Descartes. This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great revolutions in industry, politics, morals, and religion. It has redefined and transformed our whole natural and cultural world. It is a focal point of the St. John’s Program and one that the college takes special care to emphasize. There is scarcely an item in the curriculum that does not bear upon it. The last two years of the Program exhibit the farreaching changes that flow from it, and these could not be appreciated without the first two years, which cover the period from Homer to Descartes. Modern mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known to us as the laboratory. The intellectual tools of the laboratory are the consequence of the vast project of study conceived by the great thinkers of the seventeenth century. They are based on a mathematical interpretation of the universe, which transforms the universe into a great book written in mathematical characters. St. John’s has a three-year laboratory in the natural sciences. In the laboratory, students pursue characteristic and related topics in physics, biology, and chemistry. The art of measurement involves the analytical study of the instruments of observation and measurement; in practica, students reproduce crucial experiments; and, throughout, the interplay of hypothesis, theory, and fact has to be carefully scrutinized. All of this is supported by the mathematics tutorials, which provide the necessary understanding of mathematical techniques. The task, however, is not to cover exhaustively the various scientific disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the significance of science as a human enterprise involving fundamental assumptions and a variety of skills. The college does not subscribe to the sharp separation of scientific studies from the humanities, as if they were distinct and autonomous domains of learning. Different fields of exploration require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life. 14 The Curriculum The Organization of the Laboratory Work The laboratory program is largely determined by three considerations relevant to the liberalization of the study of science: (1) The formally scheduled experimental work must be combined with a full and free discussion of the instruments and principles involved in it. (2) The content of the work should be so chosen as to enable the students to trace a scientific discipline to its roots in principle, assumption, and observation. Thus certain integrated wholes of subject matters are selected as problems in which the roles of theory and experimentation can be distinguished through critical study. (3) The schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The students must have time to satisfy themselves as to the degree of accuracy their instruments permit, to analyze procedures for sources of error, to consider alternative methods, and on occasion to repeat an entire experiment. Only thus can they come to a mature understanding of the sciences called “exact.” A laboratory section consists of 14 to 16 students working under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week. A laboratory session may be used for exposition and discussion of theory, for experimentation, or for both, as the progress of the work requires. In most cases, the basis for discussion is a classic paper or other text directly related to the topic at hand; writings of Aristotle, Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford, and Bohr are among those regularly used in this way. In all the work of the laboratory and in the laboratory manuals written at the college, the purpose is to achieve an intimate mixture of critical discussion and empirical inquiry. �Laboratory Topics 3rd Year Topics in physics: mechanics, optics, heat, electricity, magnetism The general topics of study have been chosen from elementary physical and biological sciences. The sequence of study may be outlined as follows: 4th Year 1st Year 12 weeks: Observational biology 20 weeks: Studies of matter and measurement, leading to the atomic theory of chemistry 10 weeks: Quantum physics 18 weeks: Genetics, evolution, molecular biology The Curriculum 15 �The First Year The laboratory begins with 12 weeks devoted to topics in observational biology: classification of types, anatomical structure, cells and their aggregation and differentiation, and embryological development. Close observation by the naked eye or with microscopes is accompanied by constant theoretical interpretation, based on reading important works of biological scientists. Here the student confronts organisms as self-moving entities with properties of wholeness, intimately dependent on, yet distinct from, the surrounding world. The freshman laboratory next turns to the nonliving in a search for fundamental laws. Archimedes on the lever and on hydrostatics is studied, then the laws of equilibrium of gases, temperature, and calorimetry are taken up, experimentally and in discussion of the relevant theories. These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles. The student compares the views of Aristotle and Lavoisier on the nature of substance and substantial change, and goes on to study and discuss important original texts bearing on the development of the atomic-molecular theory. Experiments are performed to help with the understanding of the texts and the physical and chemical transformation of which they speak. The year’s work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination. The Third Year The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes, Huygens, Newton, Leibniz, Carnot, and Maxwell. The mathematical tools of physics are to be put to work in the laboratory at the same time that their rigorous development is pursued in the mathematics tutorials. As the tools of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy, and potential fields to their reformulation in terms of derivative and integral; at the same time, the physical concepts serve to illustrate the mathematical ideas. The concepts 16 The Curriculum of mechanics are to be used to formulate alternative theories of light — corpuscular and wave — and the success of either theory in accounting for optical phenomena is examined. The fundamental phenomena of electricity and magnetism are studied observationally and experimentally, and formulated in mathematical terms. The final and culminating topic of the year is Maxwell’s derivation of an electromagnetic theory of light. The Fourth Year In many ways, the work of the senior year is a return to questions the students first confronted as freshmen. During the first semester, the senior laboratory takes up anew the theory of atomism — but the atom itself has become the object of study. Prepared by work with electrical phenomena, the student can focus on the questions of atomic stability that led to the revolutionary quantum hypothesis of Bohr and the wave mechanics of de Broglie and Schrödinger. Through a sequence of historic scientific papers and related experiments, the concepts of particle and wave, of discreteness and continuity, gain new meaning. The laboratory program ends as it began — with a study of living organisms. In the spring of the senior year, students finally confront the evidence and arguments for their modern views of evolution and genetics. The semester begins with Darwin and Mendel, proceeds to a synthesis, and then traces developments in cellular and molecular biology which are thought to undergird this synthesis, as presented in seminal papers by twentieth-century biologists. In addition, this work raises questions about whether there is purpose in nature, whether there are natural kinds, what distinquishes living from non-living, whether living things have a wholeness, and if so, what is responsible for it. �THE FORMAL LECTURE The curriculum as described so far calls for student participation at every active stage of the work. On Friday evenings, however, a different form of instruction occurs. The formal lecture is the occasion when the students have an opportunity to listen steadily and attentively. The subject may be closely connected with seminar, tutorial, or laboratory readings, or it may open up a new field of interest and test the students’ readiness to absorb new information and to follow arguments in unfamiliar fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of the St. John’s faculty. Visitors may be from the academic world or from the arena of public affairs; they may be poets or artists. Sometimes a concert replaces a lecture. The lecture is followed by a discussion. Here the lecturers submit themselves to prolonged questioning by the students, with the faculty participating. Often the discussion turns into a seminar. Thus the formal lecture serves two purposes: it inculcates in the students the habit of listening and following the exposition of a subject they may not be familiar with, and it also provides them an opportunity, in the discussion period, to exercise their dialectical skills in a setting very different from the classroom. It is here that they can test the degree of their understanding and the applicability of what they have learned. The lectures range through a variety of subjects. Sometimes the students are confronted with opposing views on a given subject. Some of the lectures have immediate repercussions in the seminars and tutorials. The Curriculum 17 �Lectures and Concerts The following list provides some examples of lectures and concerts given on one or the other campus in recent years: “Reading, Writing, Listening, Talking” Eva Brann “Quantum Phenomena” Mark Rollins Bill Charlap Jazz Trio “Wordsworth and Keats” Ronald Sharp “On Reading the U.S. Constitution as a Great Book” William Braithwaite “T.S. Eliot’s Othello” Christopher Ricks “Does Beauty Have a Place in Liberal Education?” Daniel Harrell “Tonal Music and the Mozart Operas” Elliott Zuckerman “The Tocquevillean Moment” Wilfred McClay “Re-thinking Difference” Daniel Dahlstrom “The Metaphysics of Dante’s Commedia” Christian Moevs “Cicero and the Creation of Roman Philosophy” Walter Englert “Fields and Particles and Being” Dylan Casey “Invisible Beauty: Euler’s Astounding Formula” Grant Franks “Dialectic, Virtue and Recollection in Plato’s Meno” Laurence Berns “‘Lucky the One’: Kierkegaard’s Search for Morality in the Stories We Tell” Phil Hopkins Music of Liszt, Schuman and Chopin Awadagin Pratt 18 The Curriculum “Honor, Glory and Friendship in Homer’s Iliad and Aristotle’s Ethics” Michael Dink “Normal and Abnormal Neuronal Migration…or Why Your Brain is Wrinkled” John Rees “Wealth, Virtue and Corruption: Adam Smith’s Moral Philosophy” Lauren Brubaker Works by Thelonius Monk Cal Haines Tribute Trio “Why Was Spinoza Excommunicated?” Steven Nadler “Descartes, Newton and the Mathematical Character of Natural Philosophy” Mary Domski “Music, Meaning and Gods in Greek Tragedy” Mark Griffith “After the Beautiful: Hegel and the Philosophy of Pictorial Modernism” Robert Pippin “Michel de Montaigne’s Singular Essays: the Man, the Book, the Legacy” Colin Dickson “Conatus and the Pre-Scientific Basis of Spinoza’s Ethics” Richard Velkley �ST. JOHN’S LIST OF GREAT BOOKS The list of books that serves as the core of the curriculum had its beginnings at Columbia College, at the University of Chicago, and at the University of Virginia. Since 1937, it has been under continuous review at St. John’s College. The distribution of the books over the four years is significant. More than 2,000 years of intellectual history form the background of the first two years; about 300 years of history form the background for almost twice as many authors in the last two years. the reading into the nineteenth and twentieth centuries. The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year ranges from the Hebrew Bible to the sixteenth-century seeds of modernity; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings The list of books that constitute the core of the St. John’s Program is subject to yearly review by the Instruction Committee of the faculty. Those listed here are read at one or both campuses, although not always in their entirety. Books read in seminar are indicated by an asterisk. The chronological order in which the books are read is primarily a matter of convenience and intelligibility; it does not imply a historical approach to the subject matter. The St. John’s curriculum seeks to convey to students an understanding of the fundamental problems that human beings have to face today and at all times. It invites them to reflect both on their continuities and their discontinuities. The Curriculum 19 �Freshman Year *Homer: *Aeschylus: *Sophocles: *Thucydides: *Euripides: *Herodotus: *Aristophanes: *Plato: Aristotle Euclid: *Lucretius: *Plutarch: Ptolemy: Pascal: Nicomachus: Lavoisier: Harvey: Essays by: Iliad, Odyssey Agamemnon, Libation Bearers, Eumenides, Prometheus Bound Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes, Ajax Peloponnesian War Hippolytus, Bacchae Histories Clouds Meno, Gorgias, Republic, Apology, Crito, Phaedo, Symposium, Parmenides, Theaetetus, Sophist, Timaeus, Phaedrus *Poetics, *Physics,* Metaphysics, *Nicomachean Ethics, On Generation and Corruption, *Politics, Parts of Animals, Generation of Animals Elements On the Nature of Things “Lycurgus,” “Solon” Almagest Treatise on the Equilibrium of Liquids Arithmetic Elements of Chemistry Motion of the Heart and Blood Archimedes, Fahrenheit, Avogadro, Dalton, Cannizzaro, Virchow, Mariotte, Driesch, Gay-Lussac, Spemann, Stears, J.J. Thomson, Mendeleyev, Berthollet, J.L. Proust Sophomore Year Aristotle: Apollonius: *Virgil: *Plutarch: *Epictetus: *Tacitus: Ptolemy: *Plotinus: *Augustine: *Maimonides: *Anselm: *Aquinas: *Dante: *Chaucer: *Machiavelli: Copernicus: Kepler Livy Palestrina: *Montaigne: Viète: *Bacon: 20 The Curriculum *Hebrew Bible *New Testament *De Anima, On Interpretation, Prior Analytics, Categories Conics Aeneid “Caesar,” “Cato the Younger,” “Antony,” “Brutus” Discourses, Manual Annals Almagest The Enneads Confessions Guide for the Perplexed Proslogium Summa Theologiae Divine Comedy Canterbury Tales The Prince, Discourses On the Revolutions of the Spheres Epitome IV Early History of Rome Missa Papae Marcelli Essays Introduction to the Analytical Art Novum Organum �Shakespeare: Poems by: Descartes: Pascal: Bach: Haydn: Mozart: Beethoven: Schubert: Monteverdi: Stravinsky: *Richard II, *Henry IV, *The Tempest, *As You Like It, *Hamlet, *Othello, *Macbeth, *King Lear, and Sonnets Marvell, Donne, and other 16th- and 17th-century poets Geometry, *Discourse on Method Generation of Conic Sections St. Matthew Passion, Inventions Quartets Operas Third Symphony Songs L’Orfeo Symphony of Psalms Junior Year *Cervantes: Galileo: *Hobbes: *Descartes: *Milton: La Rochefoucauld: La Fontaine: *Pascal: Huygens: *Eliot *Spinoza: *Locke: Racine: Newton: Leibniz: *Swift: *Hume: *Rousseau: *Molière *Adam Smith: *Kant: *Mozart: *Austen: Hawthorne Dedekind: *Hamilton, Jay and Madison: *Twain: *Wordsworth: Essays by: Don Quixote Two New Sciences Leviathan Meditations, Rules for the Direction of the Mind Paradise Lost Maximes Fables Pensées Treatise on Light, On the Movement of Bodies by Impact Middlemarch Theologico-Political Treatise Second Treatise of Government Phèdre Principia Mathematica *Monadology, *Discourse on Metaphysics, Essay on Dynamics, *Philosophical Essays,*Principles of Nature and Grace Gulliver’s Travels Treatise of Human Nature Social Contract, The Origin of Inequality Le Misanthrope Wealth of Nations Critique of Pure Reason, Foundations of the Metaphysics of Morals Don Giovanni Pride and Prejudice, Emma The Scarlett Letter Essays on the Theory of Numbers *Articles of Confederation, *Declaration of Independence, *Constitution of the United States of America The Federalist The Adventures of Huckleberry Finn The Two Part Prelude of 1799 Young, Taylor, Euler, D. Bernoulli, Ørsted, Ampère, Faraday, Maxwell The Curriculum 21 �Senior Year *Goethe: Darwin: *Hegel: Lobachevsky: *Kafka: *Plato: *Tocqueville: Hamilton, Jay and Madison *Lincoln: *F. Douglass: *Kierkegaard: *Wagner: *Marx: *Dostoevsky: *Tolstoy: *Melville: *O’Connor: *William James: *Nietzsche: *Freud: Baudelaire: *Booker T. Washington: *Du Bois: *Husserl: *Heidegger: Einstein: *Conrad: *Faulkner: Flaubert: *Woolf: Poems by: Essays by: *Supreme Court Opinions Faust Origin of Species Phenomenology of Mind, “Logic” (from the Encyclopedia) Theory of Parallels The Metamorphosis Phaedrus Democracy in America Documents from American History The Federalist Selected speeches Selected speeches Philosophical Fragments, Fear and Trembling Tristan and Isolde Capital, Political and Economic Manuscripts of 1844, The German Ideology Brothers Karamazov War and Peace Benito Cereno Selected stories Psychology, Briefer Course Beyond Good and Evil Introductory Lectures on Psychoanalysis Les Fleurs du Mal Selected writings The Souls of Black Folk Crisis of the European Sciences Basic Writings Selected papers Heart of Darkness Go Down Moses Un Coeur Simple Mrs. Dalloway, To the Lighthouse Yeats, T. S. Eliot, Wallace Stevens, Valéry, Rimbaud Faraday, J. J. Thomson, Millikan, Minkowski, Rutherford, Davisson, Schrödinger, Bohr, de Broglie, Heisenberg, Mendel, Boveri, Sutton, Morgan, Beadle & Tatum, Sussman, Watson & Crick, Jacob & Monod, Hardy * These authors or works are read in seminar. The others are distributed among the tutorials and laboratory. 22 The Curriculum �Classification of Authors, According to Conventional Subject Matter, Through the Four Years Literature Philosophy History and and Theology Social Science Mathematics and Natural Science Music Freshman Year Homer Aeschylus Sophocles Euripides Aristophanes Plato Aristotle Lucretius Herodotus Thucydides Plutarch Euclid Nicomachus Ptolemy Lavoisier Dalton Archimedes Pascal Fahrenheit Avogadro Virchow Mariotte Gay-Lussac Proust Cannizzaro Berthollet Mendeleyev J. J. Thomson Harvey Driesch Spemann Sophomore Year Virgil Dante Chaucer Shakespeare Donne Marvell Aristotle Epictetus Plotinus Hebrew Bible New Testament Augustine Anselm Aquinas Luther Montaigne Bacon Maimonides Plutarch Tacitus Livy Machiavelli Ptolemy Apollonius Copernicus Descartes Pascal Viete è Kepler Junior Year Cervantes Milton Swift Racine La Fontaine J.Austen La Rochefoucauld G.Eliot Molière Wordsworth Twain Descartes Pascal Hobbes Spinoza Locke Leibniz Hume Kant Locke Rousseau Adam Smith Hamilton, Jay, Madison Documents from American political history Galileo Young Euler Taylor Newton Leibniz Huygens Dedekind D. Bernoulli Faraday Maxwell Ørsted Ampère Mozart Senior Year Tolstoy Dostoevsky Baudelaire Rimbaud Valéry Yeats Kafka W. Stevens T. S. Eliot Conrad V. Woolf O’Connor Melville Faulkner Goethe Flaubert Hegel Kierkegaard Nietzsche W. James Heidegger Plato Husserl Hegel Marx Documents from American political history Tocqueville Lincoln Supreme Court opinions F. Douglass B. Washington Du Bois Hamilton, Jay, Madison Faraday Lobachevsky Rutherford Minkowski Davisson de Broglie Beadle & Tatum Boveri Sutton Morgan Sussman Hardy Mendel J. J. Thomson Bohr Millikan Schr¨dinger ö Darwin Freud Einstein Heisenberg Watson & Crick Jacob & Monod Wagner Palestrina Bach Mozart Beethoven Schubert Stravinsky Haydn Des Prez Monteverdi The Curriculum 23 �THE ACADEMIC ORDER The Tutors At St. John’s, the teaching members of the faculty are called tutors. The title “professor” is avoided to signify that it is not the chief role of the tutors to expound doctrines in their field of expertise. Instead, learning is a cooperative enterprise carried out in small groups with persons at different stages of learning working together. All participants in a class are expected to prepare for their discussion by studying the text that is the principal teacher of the class — it might be Plato or Newton or Jane Austen or one of the other authors who wrote from the high point of their learning. What then is the role of the reading and talking teachers, the tutors? First of all, they should be good questioners, able to raise important issues that will engage the intellectual and imaginative powers of their students. Next, they must be good listeners, able to determine the difficulties of their students and to help them to reformulate their observations and examine their opinions. The tutors should be ready to supply helpful examples and to encourage students to examine the implications of their first attempts at understanding. In summary, the role of the tutors is to question, to listen, and to help. The help might take the form of translation, experimentation, demonstration, or explanation, but first of all the tutor will call on the students to try to help themselves. In order that conversations at St. John’s will not be limited to what fits neatly inside a single discipline, it is essential that St. John’s tutors re-educate themselves to acquire increased understanding in those parts of the Program that are outside their field of post-graduate training. For example, tutors with advanced degrees in mathematics would prepare themselves to lead language tutorials requiring translations from Sophocles or Racine. The advantage of this for students is that they are under the guidance of active learners who will not avert their far-ranging questions with the reply that these matters are handled in another department. The advantage of this for tutors is that they are involved with a variety of works of such richness that they are continually tempted to strive for greater comprehension of them. Some tutors do find time to write articles and books, but their first duty is to prepare themselves to teach the St. John’s Program. 24 The Academic Order This preparation is necessarily demanding because no full-time tutor is confined to a single part of the Program. They are, and have to be, teaching members of a seminar and of either two tutorials or of one tutorial and a laboratory section, and they are continually teaching their colleagues and learning from them. It is important that tutors have time to probe more deeply into the foundations and wider contexts of what is studied at St. John’s than the preparation for classes usually allows. In order to avoid staleness and the ever-present danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical leaves, faculty study groups are set up. Leaders of such groups are sometimes relieved of part of their ordinary teaching duties. The groups engage in a thorough study and exploration of a subject chosen by themselves or the Instruction Committee of the faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the St. John’s curriculum, the work of the study groups opens new perspectives for teaching and learning at St. John’s. �The Instruction Committee The Instruction Committee is a committee of tutors responsible for advising the deans on all matters of instruction. It also advises the presidents on appointments to the faculty. The committee consists of the deans and 12 tutors, six elected by the tutors on each campus of the college; the presidents sit with the Instruction Committee ex officio. The deans preside over the Instruction Committee meetings on their own campus; the members of the committee on each campus constitute the Instruction Committee for that campus and meet regularly throughout the year. The full committee meets annually, alternating between the two campuses, and the dean at the host campus presides at those annual meetings. The Library The library exists to support the academic program as well as the teaching and learning that occur in a variety of ways at St. John’s College. The books chosen for study at St. John’s form the basis of the collection, with additional volumes serving as secondary sources and representative works in the major fields of learning. The libraries on the two campuses have a total collection of over 180,000 items, including works in various languages and many diverse subject areas, with a concentration in the sciences and humanities. The library also collects periodicals and newspapers, audiovisual materials, audio recordings of faculty and Friday night lectures, faculty publications, and student prize essays. Interlibrary Loan services enable current students, faculty, and staff to request books and journal articles that are not part of the library’s collection from libraries throughout the country. In all its activities, the library seeks to participate in the program of the college and reflect its philosophy of education. spaces with subtle natural light are available for reading and contemplation. The music library is housed apart in the Mellon building, and offers sound recordings and printed scores, all available for loan. The Faith and John Meem Library opened in Santa Fe in 1990. It offers a variety of study areas designed to accommodate up to half of the student body at a given time, including two 24-hour study rooms, and a music room with listening carrels and a collection of compact discs, records, and DVDs. Both libraries hold interesting special collections, including several hundred early or first editions of works read in the Program. Most of the materials included in the Greenfield Library archival and special collections, such as St. John’s College photographs, a collection of fine art slides, college publications and records, and instruction manuals used by the tutors throughout the years, are available in the library. Some of the notable special collections available in the Greenfield Library are the collected papers and correspondence of Jacob Klein and the collected papers and correspondence of Stringfellow Barr. In addition, the Greenfield Library has retained several of the original books from the Bray Collection, dating from 1696 and known as the “first public library in America,” and possesses the Prettyman Collection of Signed and Inscribed Books, some 800 titles of first editions signed by the authors. Some of the pre-1930 materials are housed at the Maryland State Archives. The Witter Bynner Collection and the Edgar Allen Poe Collection in Santa Fe contain first editions on each poet, as well as other “belles letters.” In addition, the Santa Fe library contains a faculty and alumni publications collection and the Holtzman Music Collection. The libraries also provide public terminals for accessing the online catalog, electronic resources, and the Internet. The libraries subscribe to several electronic academic databases including JSTOR, OCLC FirstSearch (ArticleFirst/WorldCat), Oxford English Dictionary, Philosopher’s Index, and the Thesaurus Linguae Graecae. These and other databases can be accessed in the libraries, dorms, or by any computer that connects to the St. John’s network. The Greenfield Library, in Annapolis, is housed in a beautifully restored historic building that was once the Maryland Hall of Records. Comfortably situated study The Academic Order 25 �Schedules Perhaps the most distinctive mark of St. John’s College is the fact that all the students of the same year are reading the same books at the same time with the same immediate preparation. This may be the week when all freshmen are learning the Greek alphabet; or the weeks when they are meeting the highest type of Greek mathematics in the fifth book of Euclid’s Elements; or the time of the first assignment in Thucydides, when students and seminar leaders are thinking about the implications for liberty in Pericles’ funeral oration. Thus all students, having a common program of study, have a common ground for conversation. 26 The Academic Order Except for the preceptorials in the junior and senior years, and certain periods of laboratory work for which the upperclassmen may choose their own time, the schedule is the same for all students. The language, mathematics, and music tutorials each meet for three-and-one-half hours to four-and-onehalf hours per week. Freshmen, juniors, and seniors spend up to six hours each week in the laboratory. Each week there are two evening seminars, lasting two hours or more. A formal lecture or concert is given once a week. Sixteen to 19 hours per week are spent in regular classes. The year is divided into two semesters of 16 weeks each. �A Sample Freshman Schedule, Annapolis HOUR 9:00 – 10:10 a.m. M O N DAY T U E S DAY Language 10:20 – 11:30 a.m. W E D N E S DAY Language Mathematics 1:00 – 3:40 p.m. Laboratory 8:00 – 10:00 p.m. T H U R S DAY Language Mathematics Chorus Seminar F R I DAY Mathematics Laboratory Seminar Formal Lecture W E D N E S DAY T H U R S DAY F R I DAY Mathematics Mathematics A Sample Freshman Schedule, Santa Fe HOUR 9:00 – 10:30 a.m. 10:30 a.m. – 12:00 p.m. M O N DAY Mathematics Music 1:30 – 4:30 p.m. 7:30 – 9:30 p.m. T U E S DAY Language Laboratory Seminar Language Language Laboratory Seminar Formal Lecture ESSAYS AND EXAMINATIONS The Algebra Examination Annually in Annapolis and each semester in Santa Fe, all freshmen, sophomores, and juniors submit essays to their seminar leaders on some aspect of the liberal arts. These essays are based directly upon books in the Program. Before the second semester of their sophomore year, students must pass an examination in elementary algebra and trigonometry. Review sessions are offered. Oral Examinations Toward the end of each semester, oral examinations are conducted for each student by the seminar leaders. The students are questioned freely and informally on the texts they have read or the paper they have written and on their critical and interpretive opinions. It is not the principal aim of the examiners to find out how much students remember. Students are encouraged to consider the different parts of their study in relation to each other and to problems that may not have been treated in any of their classes. For freshmen, the first oral examination of the year is given before the winter vacation, and for juniors and seniors just before preceptorials begin. The Final Essay and Oral Examination In the senior year, the student is required to present to the faculty a final essay related to some aspect of the four years’ work. It is not intended to be a piece of specialized research, but rather a sustained performance in the liberal arts. Four weeks at the start of the second semester are reserved for essay writing; during this period the seniors attend no classes. If the final essay is approved by the faculty committee to which it has been assigned for reading, the student is examined about it by the committee in an hour-long public examination. No degree is awarded unless both the essay and the oral examination are satisfactory. The senior essay is regarded as a culmination of the student’s learning. The Academic Order 27 �In the junior year, conferences replace some of the don rags. In conferences, students report on their own work, and then the tutors comment on that report. By the time students are seniors, it is assumed that they can evaluate their own work, and there is no don rag unless a tutor believes that there is a special need for one. If a student’s work as a whole falls below a satisfactory level, the student may be placed on academic probation, with the stipulation of conditions that must be met if the student is to continue in the college. The normal probationary period is one semester. Letter Grades ACADEMIC STANDING Because St. John’s classes are small and intimate, and because students participate actively, tutors are aware of their students’ progress from day to day. The tutors’ appraisals of a student are based on the student’s total performance as a member of the tutorials and seminar. It is assumed that each student has the required capacities to pursue this course of study until there is clear evidence to the contrary. The curriculum is varied and rich enough for great diversity of interest, performance, and achievement, and there is ample room within it for a wide range of ability and for individual choice and guidance. Moreover, St. John’s is free from the pressures of conventional examinations and competition for grades. Because student participation is essential to the way in which classes are conducted at St. John’s, attendance at all regularly scheduled college exercises is required. A record of absences is kept. This record is taken into consideration whenever there is occasion to determine academic standing. The Don Rag Within the college, the most important form of evaluation is the don rag. Once a semester, freshmen, sophomores, and juniors meet with their tutors in the don rag. The tutors report to one of the seminar leaders on the students’ work during the semester; the students are then invited to respond to their tutors’ reports and comment on their own work. Advice may be requested and given; difficulties may be aired; but grades are not reported or discussed. 28 The Academic Order Students are encouraged not to work for grades, but to develop their powers of understanding. Therefore, within the college, grading is not of central importance. Students are told their grades only on request. The tutor’s comprehensive judgment of a student is reported to the dean each semester as a conventional letter grade, A, B, C, D or F, where C indicates that the work is at a satisfactory level. Such a grading system is necessary for students who wish to enter graduate or professional school, or to transfer to another college. If it becomes evident that a student is not progressing or that the learning process has stopped, the student is asked to leave the college. Sophomore Enabling Sophomore enabling is a review by the Instruction Committee, with the advice of all the tutors of sophomores, of the student’s learning during the two years spent in the college. The sophomore essay is especially important in the enabling procedure. Consequently, no students are enabled to enter the junior class unless they have written a satisfactory essay, and then only if in the judgment of the Instruction Committee they are sufficiently prepared for the work of the final two years. In particular, the enabling judgment looks to the possibility of the student writing an acceptable senior essay. �THE ST. JOHN’S DEGREE, BACHELOR OF ARTS The student who completes the four-year curriculum satisfactorily is awarded the degree of Bachelor of Arts. Students who enter in the January session graduate in three and one-half years, and they spend their first summer completing their freshman year, so that they, too, complete a four-year curriculum. On the transcript, St. John’s seminars, tutorials, and laboratories are translated into terms of conventional subjects. The curriculum is the equivalent of approximately 134 semester hours. GRADUATE STUDY AND CAREERS AFTER ST. JOHN’S • 9.4% choose other fields, including urban planning, skilled craftsmanship, foreign service/Peace Corps, government service, veterinary medicine, homemaking, farming, armed forces, and conservation/ecology. Approximately 70% of our alumni pursue formal education beyond the baccalaureate level, with around 15% of each graduating class entering graduate and professional programs directly after St. Johns. Doctoral degrees earned by St. John’s alumni split about evenly between humanities and science/mathematics. Our students consistently score above the national average on the Graduate Record Exam (GRE) and Law School Admissions Test (LSAT). The Career Services office on each campus assists students in planning for advanced study and in preparing their applications. In a world in which careers and work environments are changing rapidly, a rigorous, broadly based liberal arts education is recognized increasingly as perhaps the best long-term career preparation. Research studies in business and the professions and recent national commission reports have reaffirmed the value of the liberal arts in inculcating broadly applicable skills, such as analytical and problem solving abilities, written and oral communications skills, and the ability to adapt to diverse and changing circumstances. Many St. John’s alumni, for example, have demonstrated an unusual ability to master complex and unfamiliar tasks and bodies of knowledge, and to forge creative and satisfying careers. St. John’s graduates follow a wide variety of career paths. Surveys of alumni have yielded the following statistics: • 21.9% are in teaching or educational administration; about two-thirds of these work in colleges or universities; • 18.8% are in communications or the arts; • 17.3% are in business or business-related occupations; • 9.7% work in the field of law, with most in private practice or the judiciary; • 9.4% work in computers/sciences/mathematics; • 6.9% work in the health professions, mainly as physicians; • 6.6% work in social services, including counseling, psychology, social work, and the ministry; The Academic Order 29 �THE GRADUATE INSTITUTE IN LIBERAL EDUCATION The Graduate Institute at St. John’s College offers a Master of Arts in Liberal Arts on both campuses and a Master of Arts in Eastern Classics on the Santa Fe campus. These programs, inspired by that of the undergraduate college, have two distinctive features: the curriculum consists exclusively of classic or great books used as texts, and all classes are conducted as small group discussions. Applications are encouraged from adults with diverse educational and cultural backgrounds and with varied interests and professions. DEGREE OF MASTER OF ARTS IN LIBERAL ARTS The aim of the program is to help students formulate and respond to fundamental questions about themselves and their world by reading and discussing with others the great books of the Western tradition. The readings are organized into five segments: Literature, Politics and Society, Philosophy and Theology, Mathematics and Natural Science, and History. Students must complete four of these five segments to earn the Master of Arts in Liberal Arts degree (36 semester credit hours). These segments taken together constitute a closely integrated program of study. Classes are small and based on discussion of classic texts, but differ in significant ways. The heart of the curriculum is the seminar in which 14 to 19 students engage in a discussion initiated by a tutor’s question about the assigned reading. In the 30 The Graduate Institute tutorial, a slightly smaller group of students focuses more intensively on smaller assignments, either mathematical proofs, short literary texts, or dense arguments of philosophy or political theory. The preceptorial, with an even smaller number of students, engages in the study of a single book or topic and requires that students write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. At least two segments are offered in the 16-week fall and spring terms, and usually two to four are offered in the eight-week summer term. In the fall and spring terms, classes meet only two days a week, in the late afternoons and evenings, making it possible for students who work to participate. During the summer, classes meet five days a week and start earlier in the day. Schedules vary somewhat between the two campuses. Students may matriculate in any of the three terms, and take segments in any order compatible with the sequence of offerings. An optional master’s essay may be written by students who have completed at least two terms. The program leading to the Master of Arts in Liberal Arts is accredited by the North Central and the Middle States Associations of Colleges and Secondary Schools. �THE LIBERAL ARTS CURRICULUM** Literature SEMINAR Homer: Iliad, Odyssey Aeschylus: Agamemnon, Libation Bearers, Eumenides Sophocles: Oedipus Rex, Oedipus at Colonus, Antigone Euripides: Hippolytus, Bacchae, Electra Aristophanes: Frogs TUTORIAL Chaucer: Canterbury Tales in Middle English* Shakespeare: King Lear Aristotle: Poetics Selected English lyric poetry Mathematics and Natural Science History SEMINAR Herodotus: Histories* Thucydides: Peloponnesian War* Livy: Early History of Rome* Polybius: Histories* Plutarch: “Caesar” and “Cato the Younger” Tacitus: Annals* Tocqueville: The Old Regime and the French Revolution* Plato: Timaeus* Lucretius: On the Nature of Things Aristotle: Physics* Ptolemy: Almagest* Galileo: Dialogue on the Two Chief World Systems* Darwin: The Origin of Species* Freud: Selected Works SEMINAR TUTORIAL TUTORIAL Cervantes: Don Quixote Joyce: Ulysses Virgil: Aeneid Eliot: Middlemarch Dostoevski: The Brothers Karamazov Light: Aristotle, Descartes, Huygens, and Newton Lavoisier: Elements of Chemistry Maxwell: Theory of Heat Bacon and the Principles of Natural Philosophy Galileo: Two New Sciences Augustine: The City of God* Vico: The New Science* Kant: Idea of a Universal History Herder: Ideas Toward the Philosophy of the History of Mankind* Hegel: Philosophy of History* Marx: The German Ideology Nietzsche: Uses and Abuses of History for Life Dilthey: Introduction to the Human Sciences* Collingwood: The Idea of History* Strauss: Political Philosophy and History* Politics and Society Philosophy and Theology PRECEPTORIAL SEMINAR SEMINAR Plutarch: “Lycurgus” and “Solon” Plato: Republic Aristotle: Politics* Machiavelli: The Prince Locke: Second Treatise of Civil Government Rousseau: On the Origin and Foundations of Inequality Marx: The Economic and Philosophic Manuscripts of 1844* Tocqueville: Democracy in America* Genesis Exodus Job Matthew Romans Augustine: Confessions* Thomas Aquinas: Summa Theologica* Kant: Groundwork of the Metaphysics of Morals Kierkegaard: Philosophical Fragments TUTORIAL TUTORIAL Aristotle: Nicomachean Ethics* Thomas Aquinas: Treatise on Law* Hobbes: Leviathan* Declaration of Independence Articles of Confederation U.S. Constitution Hamilton, Jay, and Madison: The Federalist* Selected U.S. Supreme Court Decisions Plato: Meno Aristotle: Metaphysics* Descartes: Meditations Hume: An Enquiry Concerning Human Understanding Kant: Prolegomena to Any Future Metaphysics Nietzsche: Beyond Good and Evil* Euclid: Elements* Lobachevski: The Theory of Parallels* PRECEPTORIAL PRECEPTORIAL (sample offerings) (sample offerings) PRECEPTORIAL ** Readings may differ slightly between campuses * Selections (sample offerings) Montesquieu: The Spirit of the Laws Shakespeare: The history plays Smith: The Wealth of Nations Rousseau: Emile Hegel: The Philosophy of Right Tolstoy: War and Peace Machiavelli: The Florentine Histories Weber: The Protestant Ethic and the Spirit of Capitalism Arendt: The Origins of Totalitarianism PRECEPTORIAL (sample offerings) (sample offerings) Aristotle: On the Soul Heidegger: Selected Works Spinoza: Ethics Wittgenstein: Philosophical Investigations Nietzsche: Thus Spake Zarathustra The Graduate Institute 31 �DEGREE OF MASTER OF ARTS IN EASTERN CLASSICS The aim of the Eastern Classics program is to help students seek a deeper understanding of the fundamental and enduring questions that have been raised by thoughtful human beings in the rich traditions of the East. Its course of study consists of 34 semester credit hours, completed in one calendar year, beginning in the fall and concluding in the summer. It is offered only on the Santa Fe campus. The program includes a series of seminars, preceptorials, and a language tutorial in either Sanskrit or classical Chinese. In the seminar, 14 to 18 students discuss assigned readings from a wide range of Indian, Chinese, and Japanese texts. In the tutorial, students study either Sanskrit or classical Chinese. The goal is not mastery, but rather sufficient familiarity with the elements of the languages to gain some insight into their structure and to 32 The Graduate Institute translate selected short passages from classical texts. In the preceptorial, students study a single work or theme for an eight-week period. Each student is required to write a substantial paper. Faculty members are called tutors, not professors, and they lead classes by posing questions and guiding the discussion, rather than by lecturing in their field of expertise. Classes meet in late afternoons and evenings to accommodate students who work part-time, but due to the intensive nature of the program, full-time work is not encouraged. �THE EASTERN CLASSICS CURRICULUM Fall Semester Spring Semester CHINESE TUTORIAL CHINESE TUTORIAL (sample offerings) (sample offerings) Pronunciation & grammar Confucius: Analects* Lao Tzu: Tao Te Ching* T’ang Poetry Mencius: Works* PRECEPTORIAL SANSKRIT TUTORIAL SANSKRIT TUTORIAL (sample offerings) Gonda, A Concise Elementary Grammar of the Sanskrit Language Devanagari script (sample offerings) Bhagavad-Gita* Nagarjuna: Madhyamika-shastra* SEMINAR SEMINAR Lao Tzu: Tao Te Ching Confucius: Analects, The Great Learning and The Doctrine of the Mean Mo Tzu: Basic Writings of Mo Tzu* Chuang Tzu: Basic Writings Mencius: Works* Hsün Tzu: Writings of Hsün Tzu* Han Fei Tzu: Writings of Han Fei Tzu* Sima Qian: The Grand Scribe’s Records* I Ching Rig Veda Brhadaranyaka Upanishad Kena Upanishad Mundaka Upanishad Katha Upanishad Ishvara Krishna: Sankhya Karika Tattva-Kaumudi* Patanjali: Yoga Sutra Jayadeva: Gitagovinda PRECEPTORIAL (sample offerings) Mahabharata (required) I Ching (sample offerings) Confucius: Analects Chuang Tzu: Basic Writings Lao Tzu: Basic Writings Hui-Neng: Platform Sutra of the Sixth Patriarch Chu Hsi: Chu Tzu ch’uan-shu, and Chu Tzu wen-chi Kalidasa: Shakuntala, Kumarasambhava and Meghaduta Jaimini: Mimamsa Sutra* Kumarila Bhatta: Shlokavartika Katha Upanishad Institutes of Manu Kautilya: Artha-Shastra Kama Sutra* Mahabharata Bhagavad-Gita Abhinavagupta: Dhvanyaloka* Jayarasi Bhatta: Tattvopaplavasimha* Ashvaghosha: Buddhacarita Majjhima Nikaya* Vimalakirti Sutra* Nagarjuna: Madhyamika-shastra Chandrakirti: Prasannapada Lankavatara Sutra* Guadapada: The Great Karika on the Mandukya Upanishad Shankara: Commentary on the Vedanta Sutras T’ao Ch’ien: Record of the Peach Blossom Fountainhead Chinese Poetry* Diamond Sutra Heart Sutra (sample offerings) Rig Veda Upanishads Ts’ao Hsüeh-Ch’in: Story of the Stone Sima Qian: The Grand Scribe’s Records Neo-Confucian Texts Chinese Vernacular Prose of the Ming Dynasty Summer Semester SEMINAR The Tale of the Heike Lotus Sutra Sei Shonagon: The Pillow Book* Kenko: Essays in Idleness Dogen: Shobogenzo* Basho: The Narrow Road to the Deep North Chushingura: The Treasury of Loyal Retainers PRECEPTORIAL (sample offerings) Murasaki Shikibu: The Tale of Genji (required) *selections The Graduate Institute 33 �BIBLIOGRAPHY Books About Liberal Education Adler, Mortimer J., and Charles Van Doren: How to Read a Book, Simon and Schuster, 1972. Adler, Mortimer J., and Milton Mayer: The Revolution in Education, University of Chicago Press, 1958. Barzun, Jacques: The American University, Harper and Row, 1970. Teacher in America, Little, Brown and Co., 1945. Bell, Daniel: The Reforming of General Education, Columbia University Press, 1966. Bestor, Arthur E.: Educational Wastelands, The University of Illinois Press, Urbana, 1953. The Restoration of Learning, Knopf, 1955. Bloom, Allan: Closing of the American Mind, Simon and Schuster, 1987. Bloom, Harold, The Western Canon, Harcourt Brace, 1994 Brann, Eva T.H.: Paradoxes of Education in a Republic, University of Chicago Press, 1979. Bruner, Jerome S.: The Process of Education, Harvard University Press, 1960. Buchanan, Scott: Embers of the World, edited by Harris Wofford, Jr., Center for the Study of Democratic Institutions, Santa Barbara, California, 1970. Darkey, William (editor et al): Three Dialogues on Liberal Education, St. John’s College Press, 1979. Hagstrom, Robert G.: Latticework; The New Investing, Texere, 2000. Harvard Committee Report: General Education in a Free Society, The University, Cambridge, Massachusetts, 1945. Hutchins, Robert M.: The Conflict in Education in a Democratic Society, Harper and Brothers, 1953. Education for Freedom, Louisiana State University Press, 1943. The Higher Learning in America, Yale University Press, 1936. The Learning Society, Praeger, 1968. No Friendly Voice, Greenwood, 1936. University of Utopia, University of Chicago Press, 1953. Klein, Jacob, Lectures and Essays, St. John’s College Press, 1985. Kronman, Anthony: Education’s End; Why Our Colleges and Universities Have Given Up on the Meaning of Life, Yale University Press, 2008. Lewis, C.S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947. Maritain, Jacques: Education at the Crossroads, Yale University Press, 1943. Martin, Roger H.: Racing Odysseus, University of California, 2008. Meiklejohn, Alexander: Education Between Two Worlds, Harper and Brothers, 1942. Pieper, Josef: Leisure, the Basis of Culture, Liberty Fund, 1999. Denby, David. Great Books, Simon & Schuster, 1996. Smith, J. Winfree: A Search for the Liberal College; The Beginning of the St. John’s Program, St. John’s College Press, 1983. Erskine, John: My Life as a Teacher, J.B. Lippincott Co., 1948. Van Doren, Mark: Liberal Education, Henry Holt and Co., 1944. Goldwin, Robert A. (editor): Higher Education and Modern Democracy, Rand McNally and Co., 1967. Grant, Gerald and David Riesman: The Perpetual Dream: Reform and Experiment in the American College, University of Chicago Press, 1978. 34 Bibliography �BOARD OF VISITORS AND GOVERNORS Joanne Aitken Philadelphia, PA Erwin L. Greenberg Reisterstown, Maryland Pamela Saunders-Albin Santa Fe, New Mexico M. Brownell Anderson (HM)* Washington, DC Stewart Greenfield Westport, Connecticut Warren Spector New York, New York Elizabeth A. Bassan Kensington, Maryland Richard Groenendyke Tulsa, Oklahoma Jill Cooper Udall Santa Fe, New Mexico Robert Bienenfeld, Secretary Long Beach, California Joan Haratani Piedmont, California Harriet Warren (VE)* Atlanta, Georgia Sharon Bishop Markham, Virginia Lawrence J. Hogan, Ex Officio Governor of Maryland Annapolis, Maryland Julia Wilkinson (VE)* Austin, Texas Steven J. Bohlin Santa Fe, New Mexico Claiborne B. Booker Alexandria, Virginia Jana H. Carey Annapolis, Maryland Thomas M. Carnes (HM)* San Francisco, California Ray C. Cave (VE)* Boothbay, Maine Phelosha Collaros, Ex Officio President- Alumni Association Albuquerque, New Mexico Greg Curtis (VE)* Pittsburgh, Pennsylvania Matthew Davis, Dean – Santa Fe Santa Fe, New Mexico R. Weston Donehower New York, New York Bryan Dorland Berwyn Heights, Maryland Stephen L. Feinberg Santa Fe, New Mexico Ronald Fielding Kiawah Island, South Carolina Stephen Forman San Marino, California John L. Gray Washington, D.C. Anna Greenberg (HM)* Annapolis, Maryland Allan Hoffman (HM)* Lawrence, New York Harold Hughes Severna Park, Maryland Warren P. Winiarski (VE)* Yountville, California Delores Wolf Washington, DC *HM = Honorary Member Leslie Jump Walker Washington, DC VE=Visitor Emeritus Pamela Kraus, Dean – Annapolis Annapolis, Maryland Perry Lerner, Chair Philadelphia, Pennsylvania Susana Martinez, Ex Officio Governor of New Mexico Santa Fe, New Mexico Robert Mass New York, New York Wilfred M. McClay A73 Norman, Oklahoma Douglas K. Mayer New York, New York Charles Nelson (VE)* Annapolis, Maryland Christopher Nelson, President – Annapolis Annapolis, Maryland Michael Peters, President – Santa Fe Santa Fe, New Mexico Jamie Polk Santa Fe, New Mexico Theodore C. Rogers, Vice Chair New York, New York Board of VisitorThe Curriculum and Governors 35 �The Faculty ANNAPOLIS President Christopher B. Nelson B.A., St. John’s College, Santa Fe, 1970, St. John’s College, Annapolis, 1966-69; J.D., University of Utah College of Law, 1973; Associate, 1973-78 and Partner, 1979, Schiff Hardin & Waite, Chicago; Co-Founder and Principal, 1979-91 and President, 1987-91, Kovar Nelson Brittain Sledz & Morris, Chicago; Instructor in Management Labor Law and Supervisory Relations, 1981-87, Aurora University Management Center, Illinois; President, St. John’s College, 1991-; Former Member, Executive Committee, National Association of College and University Association; Past Chair, Annapolis Group (nation’s liberal arts colleges); Past Chair, AFS-USA Inter-cultural Exchange Program; Past Chair, Maryland Independent College & University Association; Chair, Shimer College Board of Trustees; Treasurer, Historic Annapolis Foundation. Dean of the College in Annapolis Pamela Kraus M.A., 1973; Ph.D., 1980, The Catholic University of America; NDEA Fellow, 1968-70; Woodrow Wilson Fellow, 1973-74; Lecturer, The Catholic University of America, 1975-80; Assistant Professor of Philosophy, The Catholic University of America, 1980-85; American Fellowships Program Panel, American Association of University Women, 1985; Tutor, St. John’s College, 1985-; Dean 2010 –. Eva T.H. Brann B.A., Brooklyn College, 1950; M.A., 1951, Ph.D. 1956, Yale University; Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; Member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa; Instructor in Archeology, Stanford University, 1956-57; Member, Institute for Advanced Study, Princeton, 1958-59; Member, U.S. Advisory Commission for International Education and Cultural Affairs, 1975-77; Tutor, St. John’s College, Annapolis, 1957-, Addison E. Mullikin Tutorship, 1971-; Fellow, Woodrow Wilson International Center for Scholars, 1976-77; Arnold Visiting 36 The Faculty Curriculum Professor, Whitman College, 1978-79; Visiting Scholar in Honors Education, University of Delaware, 1984-86; Fellow of the National Endowment for the Humanities, 1987-88; Member, Maryland Advisory Committee of the United States Commission on Civil Rights, 1988-96; Dean, St. John’s College, Annapolis, 1990-97; Doctor of Humane Letters, Whitman College, 1995; Doctor of Letters, Middlebury College, 1999; Wilbur Cross Medal of the Yale Graduate School Alumni Association, 2006; Honorary Doctorate, Iona College, 2006; Distinguished Alumna Award, Brooklyn College, 2007. Harvey Flaumenhaft B.A., 1960, M.A., 1962, Ph.D., 1980, University of Chicago; Woodrow Wilson Fellow, Harvard University, 1960-61; National Aeronautics and Space Administration Fellow, 1963-65; Lecturer in Political Science, Roosevelt University, 1965; Lecturer in Liberal Arts, University of Chicago, 1965-66; Instructor in Government, Wheaton College (Massachusetts), 1966-68; Tutor, St. John’s College, Annapolis, 1968-; Fellow, Institute for Sino-Soviet Studies, George Washington University, 1981; MIT/Harvard Workshop on Nuclear Weapons and Arms Control, Summer 1983; National Endowment for the Humanities Constitutional Fellow, 1984-85; NEH Planning Grant, 1986-87; NEH Interpretive Research Grant, 1987-89; Visiting Professor, Department of Educational Studies, University of Delaware, 1989; Lynde and Harry Bradley Foundation Grant, 1992-94; Dean, St. John’s College, Annapolis, 1997-2005. John F. White B.A., St. John’s College, Annapolis, 1965; M.A., The New School for Social Research, 1970; Alvin Johnson Fellow, 1970-71; Tutor, St. John’s College, Annapolis, 1971–. Howard Zeiderman Dartmouth College, 1962-63; B.A., St. John’s College, Annapolis, 1967; M.A., Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John’s College, Santa Fe, 1973-77, Annapolis, 1978–. �Deborah Schwartz Renaut B.A., St. John’s College, Annapolis, 1968; M.A., The Johns Hopkins University, 1971; M.S., Georgetown University, 1974; Tutor, St. John’s College, Annapolis, 1974–. David L. Townsend A∑N, Jesuit Honor Society 1967--; B.A. Loyola College, 1969; Fellow, Harvard, 1969-1974; M.A. Harvard, 1970; Teacher, Cambridge Free School, 1970-1972; Diplome, Universite de Paris, 1973; Ph.D. Harvard, 1976; J.D. Yale Law School, 1981; Tutor, St. John’s College Santa Fe 1974--, Annapolis 1984--; Federal Executive Institute, Visiting Faculty 1999--; Senior Advisor for Seminars, Aspen Institute 2000--; Co-ordinator, AIDS Task Force, Corporate Council on Africa 2001-2002; Moderator, Weidenfeld Scholars Program, Oxford University 2008–. Michael Comenetz B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis University; Assistant Professor of Mathematics, University of Kansas, 1972-75; Tutor, St. John’s College, Annapolis, 1975–. John Verdi B.S., Psychology, Fordham University, 1972; M.A., 1974, Ph.D., Philosophy, 1975, University of Southern California; M.A., Cognitive Psychology, University of California, San Diego, 1978; Tutor, St. John’s College, Santa Fe, 1975-85; Annapolis, 1985-; Assistant Dean, 1988-91; Director, Graduate Institute in Liberal Education, 1992-95; N.E.H. Chair in Modern Thought, 1997-99. Robert P. Druecker B.S., Marquette University, 1966; Woodrow Wilson Fellow, 1966-67; Teaching Assistant, Department of Mathematics, Boston University, 1972-76; M.A., Boston University, 1974; Fulbright and American Scandanavian Foundation Fellow, Norway, 1976; M.A., Counseling, Loyola College, 1996; Tutor, St. John’s College, Annapolis, 1977-; Counselor and Therapist, 1996–. Mera J. Flaumenhaft B.A., University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation Fellow, 1966-70; Instructor in English, 1970-71, Assistant Professor of English, 1971-76, Anne Arundel Community College; National Endowment for the Humanities Summer Stipend, 1977; Tutor, St. John’s College, Annapolis, 1977–. Peter Kalkavage B.A., 1973, M.A., 1976, Ph.D., 1983, Pennsylvania State University; Instructor in Philosophy and the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John’s College, Annapolis, 1977–. Marilyn Douville Higuera B.S., University of Michigan, 1975; M.S., University of Michigan, 1977; Associate Mathematician, 1977-79, The Johns Hopkins University Applied Physics Laboratory; Tutor, St. John’s College, Annapolis, 1979-; Director of the Graduate Institute in Liberal Education, Annapolis, 2008-2011. Thomas May B.A., Loyola College, 1971; M.A., Fordham University, 1975; Assistant Professor, Loyola College, 1974-79; Visiting Lecturer, Goucher College, 1976-78; Tutor, St. John’s College, Annapolis, 1979-; Director, Graduate Institute in Liberal Education, Annapolis, 1986-89, 1995-1998. James Howard Beall Active duty, U.S. Air Force, 1963-67; B.A., Physics, University of Colorado, 1972; M.S., Physics, 1975, & Ph.D., Physics, 1979, University of Maryland; Astrophysicist, Laboratory for Astronomy & Solar Physics, NASA Goddard Space Flight Center, Greenbelt, Maryland, 1975-78; Congressional Science Fellow, United States Congress Office of Technology Assessment, United States Congress, Washington, D.C., 1978-79; Project Scientist, BKD, Arlington, Virginia, 1979-81; National Academy of Sciences/National Research Council/ Naval Research Laboratory Resident Research Associate, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., 1981-83; Senior Consultant, E.O. Hulburt Center for Space Research, Naval Research Laboratory, Washington, D.C., 1983-; Tutor, St. John’s The The Faculty Curriculum 37 �College, Annapolis, 1982-; Member of the Science and Engineering Advisory Board, High Frontier, Arlington, Virginia, 1991–. 2008-2009; Board of Directors, Internati0nal Merleau-Ponty Circle, 2009-; Board of Directors, Marchutz School of Art, 2008–. Henry H. Higuera B.A., Cornell University, 1974; M.A., 1976, Ph.D., 1983, University of Toronto; Instructor in Political Science, Dickinson College, 1981-82; Tutor, St. John’s College, Annapolis, 1982–. Nicholas A. Capozzoli, M.D. B. S., Manhattan College, 1964; M.D., New York University, 1968; M.A., St. John’s College Graduate Institute, 1981; Neurological Residency Training, Mt. Sinai Hospital, 1973; Board Certification from the American Board of Psychiatry and Neurology, 1976; Member, American Academy of Neurology, Anne Arundel County Medical Society; Attending Neurologist, Anne Arundel Medical Center, 1974-; Attending Neurologist/Assistant Professor of Neurology, Johns Hopkins Hospital, 1976-; Chairman, Professional Advisory Committee of the National Multiple Sclerosis Society, 1986-94; Medical Director of the Hospice Program, Anne Arundel Medical Center, 1980-87; Tutor, St. John’s College, 1985-; Chairman, Medical Ethics Committee, Anne Arundel Medical Center, 1985-94. Walter Sterling B.A., St. John’s College, 1965; M.A., Pennsylvania State University, 1966; Instructor, Pennsylvania State University 1966-68; Ph.D. Candidate, The Catholic University of America, 1970-74; Editor of St. John’s Review and Tutor, St. John’s College 1983–. Michael Blaustein B.A., St. John’s College, Annapolis, 1974; Ph.D., Harvard University, 1984; Tutor, St. John’s College, Annapolis, 1984–. Chester Burke B.A., St. John’s College, Annapolis, 1974; Master of Music, University of Michigan, 1979; Tutor, St. John’s College, Annapolis, 1984–. Michael G. Dink Harvard University, 1970-72; B.A., St. John’s College, Annapolis, 1975; M.A., 1978, Ph.D., 1986, Philosophy, The Catholic University of America; Teaching Assistant, The Catholic University of America, 1978-80; Tutor, St. John’s College, Santa Fe, 1980-84, Annapolis, 1984-. Director, Graduate Institute in Liberal Education, Annapolis, 19982001; Dean, 2005-2010. Anita L. Kronsberg B.A., St. John’s College, 1980; Tutor, St. John’s College, 1984-; Assistant Dean, 1998-2002; 2006–. Patricia M. Locke B.A., Gonzaga University, 1977; M.A., Ph.D. in Philosophy, Boston College, 1984; Teaching Fellow, Boston College, 1978-82; Instructor, Assumption College, 1981; Tutor, St. John’s College, Annapolis, 1984-. American Association of University Women, Fellowship 2006-2007; Marchutz School of Art, 38 The Faculty Curriculum William Pastille B.A., Music, Brown University, 1976; M.A., Musicology, Cornell University, 1979; Ph.D., Musicology, Cornell University, 1985; Visiting Faculty, School of Music, University of Wisconsin at Madison (1985-86); Tutor, St. John’s College of Annapolis, 1986-; Assistant Dean, St. John’s College of Annapolis, 1993-95; Director, Graduate Institute, St. John’s College of Annapolis, 20012003. Catherine R. Haigney B.A., 1981, M.A., 1983, Ph.D. in English Language and Literature, 1989, University of Virginia; Echols Scholar, Phelan Fellowship, Governor’s Fellowship, University of Virginia; Lecturer in English, Vanderbilt University, 1985-87; Adjunct Faculty, Goucher College, 1987-88; Tutor, St. John’s College, Annapolis, 1989–. Adam Schulman B.A., Chemistry, University of Chicago, 1980; B.A., Physics and Philosophy, Oxford University, 1982; M.A., History of Science, Harvard University, 1985; Ph.D., History of Science, Harvard University, 1989; Tutor, St. John’s College, 1989–. �Judith L.A. Seeger B.A., Harvard University, 1966; Cornell University, 1967-68; M.A. in Romance Languages and Literatures, 1970, Ph.D., 1982, University of Chicago; Visiting Assistant Professor, Part-time, Indiana University Department of Spanish and Portuguese, 1984-88; Research Associate of the Folklore Institute, Indiana University, 1984-89; Visiting Assistant Professor, Part-time, University of Maryland at College Park Department of Spanish and Portuguese, 1990; Tutor, St. John’s College, Annapolis, 1989-; Assistant Dean, St. John’s College, Annapolis, 2002-2006; Tutor, St. John’s College, Santa Fe, 2007-2008. Joan E. Silver B.A., State University of New York, College at Old Westbury, 1971; M.A., St. John’s College, Annapolis, 1976; Ph.D., Graduate Theological Union, in Theology and The Arts, 1993; Tutor, St. John’s College, Annapolis, 1974-77; Tutor, St. Mary’s College, Integral Program, 1977-79; Tutor, The Graduate Institute in Liberal Education, St. John’s College, Santa Fe, Summer 1985, 1986, 1987, 1988; Tutor, St. John’s College, Santa Fe, 1989-96; Annapolis, 1997–. Cordell D. K. Yee B.A., English, Pomona College, 1977; M.J. Journalism, University of California, Berkeley, 1980; M.A., Chinese, 1981, Ph.D., English, University of Wisconsin-Madison, 1989; Associate Researcher, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, 1988-89; Tutor, St. John’s College, Annapolis, 1989-; Visiting Assistant Scientist, History of Cartography Project, Department of Geography, University of Wisconsin-Madison, Summers of 1990 and 1991. Andre Barbera B.A. in Music, Wesleyan University, 1974; Resident Fellow, Newberry Library, Chicago, 1978; Ph.D. in Musicology, University of North Carolina, 1980; Visiting Assistant Professor of Music, Cornell University, 1979-82; Assistant Professor of Music, University of Notre Dame, 1982-89; Visiting Assistant Professor of Music, St. Mary’s College, Notre Dame, 1989-90; Tutor, St. John’s College, Annapolis, 1990–. Kathleen C. Blits B.A., Mount Holyoke College, 1968; Graduate Study, New School for Social Research, 1970-72; M.S., 1985, Ph.D., 1989, University of Delaware; Tutor, St. John’s College, Annapolis, 1990–. Margaret Anne Kirby B.A., University of King’s College, 1977; M.A., Department of Classics, Dalhousie University, 1979; Commonwealth Scholar, Hertford College, Oxford University, 1980-82; M.Litt., Faculty of Modern Languages, Oxford University, 1982; Gasthorer, Ruprecht-Karls-Universitat, Heidelberg, 1982; Junior Fellow, Massey College, University of Toronto, 1983-85; Ph.D., Department of Germanic Languages and Literatures, University of Toronto, 1988; Fellow and Tutor, University of King’s College, 1987-89; Tutor, St. John’s College, Santa Fe, 1990-96, Annapolis, 1997–. Erik Sageng B.A., University of Alaska, 1983; M.A., 1985, Ph.D., 1989, Princeton University; National Science Foundation Fellow, 1983-86; Mellon Fellow in the Humanities, 1983-89; Fulbright Fellow, 1987-88, Visiting Fellow in the Science Studies Unit, University of Edinburgh, 1987-88; Rockefeller Fellow, University of Oklahoma, 1989-90; Tutor, St. John’s College, Annapolis, 1990–. Eric M. Salem B.A., St. John’s College, 1977; M.A., University of Dallas, 1979; University of Heidelberg, 1980-81; Ph.D., University of Dallas, 1990; Fulbright Fellow, 1980-81; Assistant Professor, Whitney Young College, Kentucky State University, 1983-90; Tutor, St. John’s College, Annapolis, 1990-. Radoslav Datchev Degree in Philosophy, University of Sofia, 1982; Assistant Professor of Philosophy, University of Sofia, 1982-83; Tutor, St. John’s College, Annapolis,1992–. Carl Page B.A., University of Auckland, New Zealand, 1980; MA (Hons), University of Auckland, 1982; Ph.D., Pennsylvania State University, 1987; Assistant Professor of Philosophy, Emory University, 1987-94; Tutor, St. John’s College, Annapolis, 1994–. The The Faculty Curriculum 39 �William T. Braithwaite B.A., Virginia Military Institute, 1961; J.D., Washington & Lee University, 1964; U.S. Army, 1968-70; Associate, Partner, Mayer, Brown & Platt, Chicago, 1973-80; Associate Professor of Law, Loyola University, Chicago, 1980-95; Tutor, St. John’s College, Annapolis, 1995–. Robert Goldberg St. John’s College, Annapolis, 1977-79; B.A., Harvard College, 1981; M.A., 1983, Ph.D., 1990, University of Toronto; Adjunct Lecturer in Political Science, University of Toronto, 1989-90; Visiting Assistant Professor of Political Science, Kenyon College, 1990-94; John M. Olin Faculty Fellow in History and Political Theory, Kenyon College, 199495; Tutor, St. John’s College, Annapolis, 1995–. Katherine Heines B.A., St. John’s College, Santa Fe, 1982; M.A., 1986; Ph.D., 1997, The Catholic University of America; Lecturer, The Catholic University of America, 198788; Instructor, Marquette University, 1988-89; Tutor, St. John’s College, Annapolis, 1995–. Emily H. Brooker Langston B.A., Emory University, 1987; M.A., University of Chicago, 1988; Jacob K. Javitz Fellow, 1989-93; Certificate in Jewish Studies, The Oxford Centre for Postgraduate Hebrew Studies, St. Cross College, Oxford University, 1993; Ph.D. Candidate, Emory University, 1992-; Tutor, St. John’s College, Annapolis, 1995–; Associate Dean of Graduate Programs 2015-. George A. Russell B.A., St. Francis College, 1973; M.A., The Catholic University of America, 1983; Ph.D., The Catholic University of America, 1994. Dean of Students, St. Patrick’s Academy, 1981-86; Teacher, Hamden Hall, 1986-91; Adjunct Lecturer, Albertus Magnus, 1986-91; Assistant Professor of Philosophy, Xavier University, 1991-95; Tutor, St. John’s College, Annapolis, 1995–. Jonathan N. Badger B.S., University of South Carolina (1987); M.A., North Carolina State University (1991); Earhart Fellow (1995); Ph.D., Fordham University (1996); Olin Fellow (2000-01); Tutor, St. John’s College, 40 The Faculty Curriculum Annapolis 1996–. Lijun Gu B.A., History, Beijing University, China, 1980-84; Researcher, The Institute of International Affairs, Ministry of Foreign Affairs, China, 1984-87; M.A., International Affairs, The George Washington University, 1987-89; Ph.D., Political Theory, The George Washington University, 1989-95; Adjunct Professor, Department of Political Science, The George Washington University, 1995; Tutor, St. John’s College, Annapolis, 1996–. Eric B. Stoltzfus B.A., Music, Goshen College, 1981; M.A., Musicology, and M.S., Library Science, The Catholic University of America, 1991: Music Librarian, St. John’s College, Annapolis, 1991-; Tutor, St. John’s College, Annapolis, 1996–. Michael W. Grenke B.A., University of Chicago, 1988; Ph.D., Boston College, 1994; Lecturer,University of New Hampshire, 1993; Postdoctoral fellow, Boston College, 1993-94, 96; Visiting Assistant Professor in Political Science, Michigan State University, 1995; Tutor, St. John’s College, Annapolis, 1997–. Paul W. Ludwig B.A., University of Tennessee, Chattanooga, 1987; M.A., Oxford University, 1995; M.A., University of Chicago, 1995; Ph.D., University of Chicago, 1997; Lecturer in the College, University of Chicago, 1996; Tutor, St. John’s College, Annapolis, 1997–. Brendon Lasell B.S., California Institute of Technology, 1990; M.S., 1991, Ph.D. 1994, University of Chicago; Lecturer in Mathematics, University of Chicago, 1992-93; Member, Institute for Advanced Study, 1994-95; Instructor in Mathematics, Princeton University, 1995-97; Tutor, St. John’s College, Santa Fe, 19972008; Annapolis, 2009–. Susan R. Paalman B.A., Rice University, 1990; Ph.D. in Biophysics and Biophysical Chemistry, The Johns Hopkins University School of Medicine, 1997; Tutor, St. John’s College, Annapolis, 1997–. �Daniel Harrell B.A., Vanderbilt University, 1989; Ph.D., Emory University, 1997; Tutor, St. John’s College, Annapolis, 1998 –. Joseph C. Macfarland B.A., St. John’s College, Annapolis, 1987; Fulbright Fellow, visiting the Department of Medieval History, University of Bologna, 1993-94; Ph.D., Committee on Social Thought, University of Chicago, 1996; Program Coordinator for Fundamentals: Issues and Texts, University of Chicago, 1994-97; Tutor, St. John’s College, Annapolis 1998–. Gary Borjesson B.A., Whitman College, 1987; M.A., 1994, Ph.D., 1997, Emory University; Assistant Professor of Philosophy, University of Central Arkansas, 19971999; Tutor, St. John’s College, 1999–. Jeff J. S. Black B.A., Trinity College, University of Toronto, 1993; Ph.D., Boston College, 2005; Teaching Fellow, Boston College, 1998-1999; Tutor, St. John’s College, Annapolis, 1999-; Associate Dean of Graduate Programs, Annapolis, 2011–2015. Christopher Nathan Dugan B.A., College of William and Mary, 1992; Earl Warren Political Theory Fellowship, 1992-94; Ph.D. in Political Science, University of California, San Diego, 1999; Tutor, St. John’s College, Annapolis, 1999–. Mark W. Sinnett B.S., Mathematics, Texas Christian University, 1976; M.A., 1978, Doctoral Study in Mathematics, 1979-81, The University of Texas at Austin; Lecturer in Mathematics, Concordia Lutheran College, 1978-79; U.G. Marshall Fellow in Mathematics, 1981-83, Lecturer in Mathematics, 1983-84, Kansas University; B.D. (Hons.), Theology, St. Andrews University, 1988; Richard M. Weaver Fellow, 198485; Lecturer in Mathematics, San Jacinto College, 1988-89; Ph.D., Systematic Theology, Cambridge University, 1993; Minister of Word and Sacrement, Presbyterian Church (U.S.A.), 1993-; Minister, First Presbyterian Church, Stephenville, Texas, 1993-98; Visiting Scholar, St. John’s College, Cambridge, Summer, 1997; Senior Minister, Clemmons Presby- terian Church, Clemmons, North Carolina, 19982000; Tutor, St. John’s College, Annapolis, 2000–. Dylan Casey B.S., Physics, B.A., Political Philosophy, Michigan State University, 1991; Ph.D., Experimental Particle Physics, University of Rochester, 1997; Postdoctoral Fellow in Particle Physics, Michigan State University, 1997-2001; Tutor, St. John’s College, 2001–. Jeffrey Allen Smith B.A., Philosophy and Political Science, Emory University, 1989; Ph.D., Committee on Social Thought, The University of Chicago, 1997; Lecturer in the College, The University of Chicago, 19941997; Visiting Assistant Professor, Political Science, Colgate Unversity, 1998-99; Assistant Professor, Philosophy, Carthage College, 1999-2001; Tutor, St. John’s College, 2001–. John Tomarchio B.A., Columbia College, Columbia University, 1984; M.A., 1993, Ph.D., 1996; Lecturer, School of Philosophy, Catholic University of America, 1996; National Fulbright Research Fellow, Rome, 199495; National Endowment for the Humanities Post-Doctoral Fellow, Core Curriculum Program, Boston University, 1996-98; Assistant Professor, Department of Philosophy, Villanova University, 1998-2001; Tutor, St. John’s College, Annapolis, 2001–. Louis Petrich B.A., English, Northwestern University, 1982; M.A., 1986, Ph.D. Candidate, 1986-1990, Committee on Social Thought, The University of Chicago; Teaching Assistant in History, Philosophy, and Social Studies of Science and Medicine, The University of Chicago, 1985-1987; Dramaturg, Assistant Director and Actor, Court Theater, The University of Chicago, 1985-89; Fulbright Scholar, Alexandru I. Cuza University, Iasi, Romania, 199091; United States Peace Corp Volunteer, Masaryk University, Brno, Czechoslovakia, 1992-1993; Reader and Stage Crew, Folger Shakespeare Library and Theater, Washington, D.C., 1993-1995; Civic Education Project Fellow, Presov University, Slovakia, 1995-1997; CEP Fellow, Alexandru I. Cuza University, Iasi, Romania, 1997-1999; CEP Fellow, American University of Kyrgystan, 1999-2000; The Curriculum The Faculty 41 �Fulbright Scholar, Kyrgyz State National University and American University of Kyrgyzstan, 20002002; Principal Founder, American Studies Resources and Training Center, Bishkek, Kyrgystan, 2001-02; Tutor, St. John’s College, 2002–. Jason A. Tipton B.A., University of California, San Diego, 1993; M.A. Tulane University, 1999; M.S. Tulane University, 2001; Ph.D. Tulane University, 2002. Fulbright Scholar, Greece, 2000-01; Associate Member, American School of Classical Studies, Athens, 2000-01; Tutor, St. John’s College, 2002–. Matthew Caswell B.A. St. John’s College, Annapolis, 1996; Ph.D., Philosophy, Boston University, 2003; DAAD Fellow, Philipps-Universit¨at, Marburg, 2002-03; Instructor, Department of Philosophy, Boston University, 2003-05; Tutor. St. John’s College, 2005–. Fawn Trigg B.A., St. John’s College, Annapolis, 1988; Ph.D. candidate at the University of Chicago, Committee on Social Thought, 2004-; Faculty, Indiana University Northwest; The School of the Art Institute of Chicago; Tutor, St. John’s College, Annapolis, 2006–. Gregory Recco B.A., State University of New York at Stony Brook, 1994; Ph.D., Philosophy, Pennsylvania State University, 2002; Graduate Instructor, Pennsylvania State University, 1996-2003; Assistant Professor of Philosophy, Skidmore College, 20032007. Tutor, St. John’s College, Annapolis, 2007–. Michael Brogan B.A., Swarthmore College, 1997; Visiting Researcher, Katholieke Universiteit, Leuven, Belgium, 2003-04; Ph.D., Philosophy, Villanova University, 2007; Instructor, Villanova University, 2002-03; 2004-05; Tutor, St. John’s College, Annapolis, 2008–. 42 The Faculty Curriculum Matthew S. Linck B.F.A., Painting, Syracuse University, 1992; Ph.D., Philosophy, The New School for Social Research, 2004; Teaching Fellow, Eugene Lang College 2002-04; Adjunct Professor, Steinhardt School of Education, New York University, Fall 2004; Adjunct Professor, Purchase College, SUNY, 200406; Adjunct Professor, Long Island University, 2007; Adjunct Professor, New School for General Studies, 2006-08; Tutor, St. John’s College, Annapolis, 2008–. Sarah B. Benson B.A., Philosophy, Pennsylvania State University, 1991; M. A., Comparative Literature, University of Texas at Austin, 1994; M.A., History of Art, Cornell University, 1997; Ph.D., History of Art, Cornell University, 2001; Post-doctoral Intern, J. Paul Getty Center, Los Angeles, 2001-02; Visiting Researcher, Faculty of Architecture, Chiang Mai University, Thailand, 2003-04; Visiting Assistant Professor, History of Art, Cornell University, 200405; Lecture, Department of Art and Archeology, Princeton University, 2005-06;Visiting Fellow, Southeast Asia Program, Cornell University, 200607; Tutor, St. John’s College, Annapolis, 2011–. Hannah Hintze B. Mus., Woodwind Performance, B.A., Philosophy, Boston University, 1999; M.A., 2006; Ph.D. 2009, The Committee on Social Thought, University of Chicago; Phi Beta Kappa, 1999; Arthur J. Ennis Post-doctoral Teaching Fellowship, Villanova University, 2010-11; Tutor, St. John’s College, Annapolis, 2011–. Christine Lee B.A., B.S., Southern Methodist University, 2003; M.A., 2006, Ph.D., 2009, Political Science, Duke University; National Science Foundation Fellow, 2004-2007; Postdoctoral Fellow, University of Bristol, 2010-2013; Tutor, St. John's College, Annapolis, 2013–. Robert Abbott B.A., St. John’s College, Annapolis, 2004; M.A., the Department of Germanic Studies, University of Chicago, 2010; Joint Ph.D., the Committee on Social Thought and the Department of Germanic Studies, University of Chicago (pending); Tutor, St. John’s College, Annapolis, 2013–. �Sarah Stickney B.A., St. John’s College, 2004; Marchutz School of Art, Aix-en-Provence, France 2004-06; M.F.A., Poetry, University of New Hampshire, 2010; Fulbright Scholar, Bologna, Italy, 2010-11; Instructor, Johns Hopkins SAIS Center, Bologna, Italy, 2011-12; Tutor, St. John’s College, Annapolis 2013–. Brendan Boyle B.A., Classics, Princeton University, 1999; M.Phil., Classics, Cambridge University, 2000; Ph.D., Classics, University of Chicago, 2007; Assistant Professor of Classics, University of North Carolina at Chapel Hill, 2007-2012; Tutor, St. John’s College, 2013–. Matthew Holtzman B.A., St. John’s College, 2000; MSc., Philosophy, University of Edinburgh, 2003; Ph.D., Philosophy, Johns Hopkins University, 2010; Dean’s Teaching Fellow, Johns Hopkins, 2008; Instructor, Expository Writing Program, Johns Hopkins University, 2009-10; Visiting Assistant Professor, Washington College, 2011-2013; Tutor, St. John’s College, Annapolis, 2013–. Leah Lasell B.A., Mathematics, University of Chicago, 2000; Mathematics Teacher, St. Paul’s School, New Hampshire, 2000-2002, 2012-2013; M.A., St. John's College, Santa Fe, 2004; Ph.D., Philosophy, University of Texas, Austin, 2010; Tutor, St. John’s College, Annapolis 2013–. Karin Ekholm B.A., St. John’s College, Annapolis, 2000; M.A., 2004, PhD. 2010, History and Philosophy of Science, Indiana University. Research and Teaching Associate in History of Medicine, University of Cambridge, 2011-12. Rebecca Goldner B.A., Classics, Magna cum laude, Bowdoin College, 1996; Post-Baccalaureate, Classical Studies, University of Pennsylvania, 1997-98; M.A, Liberal Arts, St. John’s College, 2002; M.A., 2005, Ph.D., 2013, Philosophy, Villanova University. Marius Kempe B. A. with Honors, Music, Oxford, 2009; MPhil in Human Evolution, Cambridge University, 2010; Ph.D., Anthropology, University of Durham, 2013. Ron Haflidson B. A. with Honors, Classics and Early Modern Studies, King’s College, Dalhousie University, 2004; M.A. Religious Studies, McMaster University, 2007; Ph.D. Practical Theology, New College, University of Edinburgh, 2014. Bryan Luther B. S., Physics, Honors Tutorial College, Ohio University, 1983; B.A., Mathematics, Ohio University, 1983; M. S. Physics, Ohio State University, 1988; PhD., Nuclear Physics, Ohio State University, 1993. National Merit Scholar; Phi Beta Kappa; 1994 Louis Rosen Prize for Outstanding Ph.D. thesis; Ole and Lucy Flaat Distinguished Teaching Award, 2001. Zena Hitz B.A. St. John’s College, 1995; M.Phil., Classics, Cambridge University, 1996; Ph.D., Philosophy, Princeton University, 2005. Lecturer, McGill University, 2004; Assistant Professor, Auburn University, 2005-6; Assistant Professor, The University of Maryland, 2006-12. Erica Beall BB.A. St. John’s College, 2007; M.A. Social Psychology, University of Southern California, 2013; Ph.D., Psychology, University of Southern California, 2015 expected. SANTA FE President Michael P. Peters B.S., United States Military Academy at West Point, 1968; M.A., University of Washington, 1974; Platoon Leader, Executive Officer, and Armored Cavalry Troop Commander, United States Army, 1968-72; Assistant Professor of Economics, United States Military Academy, 1974-77; Soviet Foreign Area Officer, 1977-87; Executive Assistant, Office of the Chairman of the Joint Chiefs of Staff, 198789; Commander, 96th Civil Affairs Battalion (Airborne), 1989-91; Chief Conventional Arms Negotiations, 1991-92; Chief of Staff, United States Military Academy, 1992-95; Senior Vice President and Chief Operating Officer, 1995-2002, Executive Vice President, 2002-2005, Council on Foreign Relations; President, St. John’s College, Santa Fe, 2005–. The The Faculty Curriculum 43 �J. Walter Sterling IV B.A., St. John’s College, Annapolis, 1993; Jacob K. Javitts Fellow, U.S. Dept. of Education, 1993-97; M.A. Philosophy, Emory University, 1997; Philosophy Instructor, Loyola College in Maryland, 1997-99; Philosophy Instructor, Gwynedd-Mercy College 1999-2000; Intellectual Heritage Instructor, Temple University, 1999-2000; Adult Learning Instructor, Project H.O.M.E., Philadelphia, 200003; Tutor, St. John’s College, Santa Fe, 2003-; Dean, St. John’s College, Santa Fe, 2011–2014. Philip LeCuyer B.A., Colorado College, 1966; Merton College, Oxford University, 1969; Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66; Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow, 1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72; Tutor, St. John’s College, Santa Fe, 1972–. David Edward Starr B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of Rhode Island, 1966-71; Tutor, St. John’s College, Annapolis, 1972-80, Santa Fe, 1982-, Director of The Graduate Institute in Liberal Education, Santa Fe, 1980-82. Stephen R. Van Luchene B.A., Arizona State University, 1969; M.A., 1971, Ph.D., 1973, University of Notre Dame; Tutor, St. John’s College, Santa Fe, 1973-, Director of Admissions, 1979-81, Director of The Graduate Institute in Liberal Education, 1982-85; Dean, 1991-1996. Elizabeth S. Engel B.A., Pomona College, 1967; M. Phil., 1971, Ph.D., Philosophy, 1973, Teaching Assistant, 1969, Yale University; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor, St. John’s College, Santa Fe, 1975–. 44 The Faculty Curriculum Anthony James Carey St. John’s College, Annapolis, 1963-65; B.A., University of North Carolina, 1967; M.A., 1973, Ph.D. 1998, Graduate Faculty, The New School for Social Research; U.S. Marine Corps, 1967-69; Graduate Study in Music, University of North Carolina, 1969; Part-time Instructor in Philosophy, East Carolina University, 1974-78; Part-time Instructor in Philosophy, North Carolina Wesleyan College, 1976-78; Tutor, St. John’s College, Annapolis, 1979-83, Santa Fe, 1984-; Dean, 1986-91, 1996-2000; Acting President, 2000; Distinguished Visiting Professor, United States Air Force Academy, 2004-2007; 2009-2014. Charlotte Gray Martin B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst Dankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative Studies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visiting Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John’s College, Santa Fe, 1980–. Peter Pesic A.B., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor, St. John’s College, Santa Fe, 1980-2013; Musician-in-Residence, 1984-; Dorr Lecturer, University of North Carolina, 2003. Peano Prize, 2005. Fellow, American Association for the Advancement of Science, 2006–. Fellow, John Simon Guggenheim Memorial Foundation, 200708; Ronald James Alexander Memorial Lecturer on Musicology, Stanford University, 2008; Paul Leonard Lecturer in Philosophy, University of Nevada at Reno, 2009; Fellow, American Physical Society, 2010-; Visiting Scholar, Harvard University, 2010-2012; Price/Webster Prize, 2012; Associate, Department of Physics, Harvard University, 2013–; History of Science Society 2013 Joseph H. Hazen Education Prize. Edward Cary Stickney B.A., St. John’s College, Annapolis, 1975; M.A., Philosophy, Albert-Ludwigs Universitaet, Freiberg, W. Germany, 1979; Tutor, St. John’s College, Santa Fe, 1980-; Director of The Graduate Institute, 1994-97. �Janet A. Dougherty B.A., Yale College, 1974; M.A., Ph.D., Harvard University, 1980; Teaching Fellow in Government at Harvard College, 1976-78, 1979-80; French Government Fellowship, 1978-79; Assistant Professor of Political Science, Stonehill College, 1980-82; Tutor, St. John’s College, Annapolis, 1982-85; Santa Fe, 1985–. Stephen Frederick Houser B.A., St. John’s College, Santa Fe, 1979; San Francisco Conservatory of Music, 1980-82; M.A., University of Virginia, 1989; Ph.D., University of Virginia, 1990; President’s Fellow, University of Virginia, 1987-90; Tutor, St. John’s College, Santa Fe, 1983–. Frank N. Pagano A.B., Cornell University, 1969; Ph.D., Boston College, 1981; Assistant Professor of Political Science, 1975-81, Director of the Division of Liberal Learning, 1980-83, Associate Professor of Political Science, 1981-83, University of New England; Tutor, St. John’s College, Santa Fe, 1983-; Director of the Graduate Institute, 2001-2004. Jorge H. Aigla Universidad Nacional Autónoma de Mexico, Mexico City, 1971-72; B.S., Saint Mary’s College, California, 1975; M.D., University of California San Francisco, 1979; American Heart Association Student Research Associate, 1974; Fellow, Cancer Research Institute, University of California San Francisco, 1976; Resident, Pathology Department, University of California San Francisco, 1979-80; Alpha Omega Alpha Medical National Honor Society, 1979; Assistant Medical Examiner, Coroner’s Office, City and County of San Francisco, 1980-81; Lecturer in Anatomy, Sonoma State University, California, 1981-82; Lecturer in Anatomy and Physiology, City College of San Francisco, 1981-85; Private translator, 1982; Lecturer, Collegiate Seminar, Saint Mary’s College, California, 1982-85; Assistant Instructor, San Francisco Karate-Do, 1982-85; Tutor, St. John’s College, Santa Fe, 1985-; Head Karate-Do Instructor, 1986-; American Teachers Association of Martial Arts, Permanent Member, 1993; International Society of Okinawan Karate, 1994; 6th Dan, 2000; Kyoshi, 2006; 7th Dan, 2008; 8th Dan 2012; New Mexico Urasenke Japanese Tea Association, President, 2004-2008; 2009-2013; 2014-2013; Visiting Science Research Assistant, Nara Women’s Univer- sity, Nara, Japan, 2014-2015; Sho Dan Black Belt, Japan Iaido Federation (Swordsmanship), Fu Shin Ryu, Kansai, Nara, Japan, 2015. John F. Cornell B.A., 1975, M.A., 1977, McGill University; Ph.D., University of Chicago, 1981; McConnell Fellow, 1975-77; Fishbein Fellow, 1977-80; Searle Fellow, 1980-81; NEH Fellow, 1982; ACLS Fellow, 1983-84; Assistant Professor, Honors College, University of Oregon, 1981-83; Assistant Professor, History of Science, University of Georgia, 1984-85; Tutor, St. John’s College, Santa Fe, 1985-; Visiting Assistant Professor of History of Science, University of Chicago, 1990. Linda Wiener B.S., Biology, University of Miami, 1977; M.S., Entomology, Colorado State University, 1979; Ph.D., Entomology, University of Wisconsin-Madison, 1981; Post-Doctoral Fellow, Linguistics, Harvard University, 1982-85; Entomology Associate, Museum of Comparative Zoology, Harvard University, 1982-85; Agribusiness Consultant, Arthur D. Little, Inc., Cambridge, MA, 1984-85; Tutor, St. John’s College, Santa Fe, 1985–. David Lawrence Levine University of Pennsylvania, 1962; A.B. St. John’s College, Annapolis, 1967; M.A. 1969, Ph.D. 1975, The Pennsylvania State University; Woodrow Wilson Fellow 1967-68; NDEA Fellow (Honorary) 1967-70; University Graduate Fellow, The Pennsylvania State University 1969-70; Independent Research, Centre Universitaire International, Paris, 1970; Language Study, Goethe Institut, West Germany 1970-71; Instructor in Philosophy, University of Maryland, West Germany, 1971; Teaching Assistant and Instructor in Philosophy and Humanities, The Pennsylvania State University, 1968-69, 1971-75; Assistant Professor of Philosophy and Humanities, Oklahoma State University, 1975-80; Associate Professor of Philosophy and Humanities, Oklahoma State University, 1980-88; Fellowship Research Grant, Earhart Foundation, 1984-85; Tutor, St. John’s College, Santa Fe, 1986, 1988-, Assistant Dean, Spring 1997, Director of the Graduate Institute in Liberal Education, 19972001; Dean, Santa Fe, 2001-2006. The The Faculty Curriculum 45 �Thomas Scally B.A., St. Mary’s College of California, 1967; M.A., Boston College, 1970; Ph.D., Boston College, 1971; Assistant Professor, University of Santa Clara, 1970-71; Assistant Professor, St. Mary’s College of California, 1971-74; Assistant Professor, California State University at Humboldt, 1975; Department Chairman (Philosophy), Champlain Regional College, Quebec, Canada, 1975-87; Lecturer, Institute for Social Theory, York University, Toronto, Canada and Perugia, Italy, 1980-84; Visiting Tutor, St. John’s College, Santa Fe, 1987-89; Tutor, St. John’s College, Santa Fe, 1990–. Grant H. Franks B.A., St. John’s College, Annapolis, 1977; J.D., Harvard Law School, Cambridge, M.A., 1980; Associate, Pillsbury, Madison & Sutro, San Francisco, CA, 1980-83; Clerk to Judge Cecil E. Poole, Ninth Circuit Court of Appeals, San Francisco, CA, 1983-84, Associate, Heller, Ehrman, White & McAuliffe, San Francisco, CA, 1984-88; Tutor, St. John’s College, Santa Fe, 1988–. William S. Kerr B.S., Oklahoma State University, 1974; University of Illinois Graduate Fellowship, 1975-76; M.S., Economics, University of Illinois-Urbana, 1976; Graduate Study in Economics, University of Chicago, 1976-77; University of Colorado Graduate Fellowship, 1983-87, M.A., Classics, University of Colorado-Boulder, 1985; Graduate Study in Ancient Philosophy, Trinity Hall, Cambridge University, 1987-88; Reynolds Fellowship, 1988-89; Instructor in Latin, University of New Mexico-Los Alamos, Summer 1985; Visiting Assistant Professor, University of Colorado-Boulder, Summer 1990; Certificate, Chinese Language Education Program, Providence University, Shalu, Taiwan, 1998; Tutor, St. John’s College, Santa Fe, 1989–. Krishnan Venkatesh B.A., English Literature, Magdalene College, Cambridge University, 1982; Wissenschafflicher Mitarbeiter (on Shakespeare editions), University of Muenster, West Germany, 1982-86; Lecturer in British and American Literature, Shanxi University, Taiyuan, People’s Republic of China, 1986-89; Guest Lecturer in Film Analysis, North China Film and Broadcasting Institute, 1989; Tutor, St. John’s College, Santa Fe, 1989- ; Graduate Institute Director, 2004-2009. 46 The Faculty Curriculum Bruce M. Perry B.A., Greek, 1973, M.A, Classics, 1975, Ph.D., Classics, 1983, University of Washington; Ph.D. Asian and Middle Eastern Studies, 1995, University of Pennsylvania; Tutor, St. John’s College, Santa Fe, 1990–. Frank R. Hunt St. John’s College, Annapolis, 1971-73; Cornell University, 1973-74; B.A., New York University, 1976; M.A., 1980, Ph.D., 1985, The Catholic University of America; Editor, Catholic University of America Press, 1980-86; Lecturer, Marymount University of Virginia, 1985-86; Editor, Princeton University Press, 1987-89; Tutor, St. John’s College, Santa Fe, 1990–. Victoria Mora B.A. in English-Philosophy, University of New Mexico, 1985; Yale University Teaching Fellow, 1986-88; M.A., M. Phil. in Philosophy, Yale University, 1990; Ford Foundation Dissertation Fellow, 1990-91; Ph.D. in Philosophy, Yale University, 1992; Philosophy Instructor, Albuquerque TV-I Community College, 1991-92; Tutor, St. John’s College, Santa Fe, 1992-; Dean, St. John’s College, Santa Fe, 2006-2011; Vice-President for Advancement, St. John’s College, Santa Fe, 2012–. Susan Stickney B.A., SUNY-Binghamton, 1970; Fulbright Scholar, Freiburg, Germany 19970-71; M.A., University of Michigan, 1972; German teacher, Olney Friends School, 1972-1975; Albert-Ludwigs University, Freiburg, Germany, 1975-1980; Ph.D., University of Massachusetts, Amherst, 1985; Tutor, St. John’s College, Santa Fe, 1992–. Michael David Rawn B.S., Mathematics, Rensselaer Polytechnic Institute, 1974; M.S., Mathematics, Brown University, 1977; Undergraduate Study in Mathematics Education, University of New Orleans, 1979-80; Graduate Study in Mathematics, Clarkson University, 1983-86; Ph.D., Mathematics, Indian Institute of Technology, Kharagpur, 1991; Instructor, University of New Orleans, 1977-80; Assistant Professor, Institut Supérieur Pédagogique de Bukavu, Zaire, 1980-82; Visiting Assistant Professor, St. Lawrence University, 1983-86; Assistant Professor, Manchester College, 1988-92; Tutor, St. John’s College, 1993–. �Julie Reahard B.A., English, Michigan State University, 1980; M.A., Old Germanic Languages and Literatures, University of Nevada, Reno, 1984; Ph.D., Comparative Literature, University of Colorado, Boulder, 1991; Teaching fellow, Department of English, University of Nevada, Reno, 1981-84; Instructor, Department of English, University of Colorado, Boulder, 1987-88; Instructor, College of General Studies, University of Pennsylvania, 1988-89; Graduate Work, Literary Theory, University of Pennsylvania, 1988-91; Post Doctoral Research, History of Science, Massachusetts Institute of Technology, 1992-93; Associate Professor, English Department, Providence University, Shalu, Taiwan, 1996-98; Tutor, St. John’s College, Santa Fe, 1993–. Claudia Hauer B.A., University of Chicago, 1986; M.A., 1991, Ph.D., 1993, Classics and Modern Greek Studies, University of Minnesota; Mochlos Archaeological Excavation, Crete, 1991; Visiting Assistant Professor of Classics, Cornell College, 1993-94; Tutor, St. John’s College, 1994-; Distinguished Visiting Professor, United States Air Force Academy, 20102012; 2014-2015. Caleb Thompson Tufts University 1980-1982; B.A., Philosophy, Clark University, 1985; M.A., Philosophy, University of Virginia, 1990; Ph.D., Philosophy, University of Virginia, 1994; Postdoctoral Fellow, SUNY at Buffalo, 1994-96; Hourani Lecturer, SUNY at Buffalo, 1994-95; Tutor, St. John’s College, Santa Fe, 1996–. Michael D. Bybee B.A., Philosophy, 1972, B.A., M.A., English, 1972, 1975, Idaho State University; educational therapist, Gateway Mental Health Center, Pocatello, Idaho, 1972-74; M.A., Ph.D., Philosophy, 1976, 1981, University of Hawaii; Assistant Professor of Philosophy, Idaho State University, 1982-84; Instructor of English, 1984-90,Senior Instructor of English, 1990-95, University of Oregon; Adjunct Assistant Professor of Rhetoric, San Diego State University, 1995-96; Tutor, St. John’s College, Santa Fe, 1996–. Judith I. Adam B.A., 1986, M.A., 1989, Political Science, University of Alberta; Ph.D., 1996, Political Science, Boston College; Tutor, St. John’s College, Santa Fe, 1996-; Assistant Dean, St. John’s College, Santa Fe, 20052008. Jacques Antoine Duvoisin B.A., 1980, St. John’s College, Annapolis; M.A., 1984, Ph.D., 1992, The Catholic University of America; Knights of Columbus Fellow, 1981-84; Visiting Fellow, University of London, School for Advanced Studies, Institute of Philosophy, Fall 2009; Tutor, St. John’s College, Santa Fe, 1997–. Dean of the College in Santa Fe Matthew K. Davis B.A., St. John’s College, Annapolis, 1982; M.A. in Philosophy, Dalhousie University, 1984; Ph.D. Candidate in Philosophy and Classics, University of Pittsburgh, 1985-87; Ph.D. in Political Science, Boston College, 1995; Killam Fellow, 1983-84; Earhart Fellow, 1990-91; Bradley Fellow, 1993-96; Bradley Fellow, University of Toronto, 1996-98; Special Projects Editor, Books in Canada, 1997-98; Tutor, St. John’s College, Santa Fe, 1998-; Assistant Professor of Philosophy and Classics, Carthage College, 2002; Assistant Dean, 2003-05; Visiting Scholar, Boston College, 2005-06; Director of the Graduate Institute, St. John’s College, Santa Fe, 2009-2012;Dean, St. John’s College, Santa Fe, 2015 - . Mark Rollins A.B. Princeton University, 1977; M.A., Ph.D. in Philosophy, University of California, Berkeley, 1986, 1991; Teaching Fellow in Philosophy, University of California, Berkeley, 1978-83, and 1987; Teaching Fellow in the Core Curriculum, Harvard University, 1984-86, 1987, 1991-92, and 1995-97; Associate Research Professor, Instituto de Investigaciones Filosoficas, UNAM, Mexico City, 1988-91; Assistant Professor of Philosophy, American University in Bulgaria, 1992-95; Senior Analyst, education and family support policy, Abt Associates, Cambridge, MA, 1997-98; Adjunct Assistant Professor, Honors Seminar, Emerson College, Boston, MA., 1998; Visiting Professsor, University of Florence, and Visiting Scholar, Institute and Museum of the History of Science, Florence, Italy, 2005-2006; Visiting Professor, University of British Columbia, Vancouver, 2012-2013; Tutor, St. John’s College, Santa Fe, 1998–. The The Faculty Curriculum 47 �Richard A. McCombs, II B.A., B.S., Fordham University, 1990; Loyola Fellow, Fordham University, 1990-92; M.A., Fordham University, 1992; Teaching Fellow, Fordham University, 1992-94; Instructor, Marist College, 1995, Tutor, Rose Hill College, 1996-98; Instructor, University of South Carolina, 1999; Tutor, St. John’s College, Santa Fe, 1999-; Ph.D., Fordham University, 2000. English Instructor, Wupertal, Germany, 1992; Philosophy and Religion Instructor, Diablo Valley College, 1993-95; Poet in Residence, Shakespeare and Company Bookstore, Paris, France, 1998; Comparative Literature Instructor, UC Davis, 19952000; Tutor, St. John’s College, Santa Fe, 2000-; Assistant Dean, St. John’s College, Santa Fe, 20082010; Associate Dean of Graduate Programs, St. John’s College, Santa Fe, 2012–. Edward A. Walpin B.A., Political Science, Middlebury College, 1987; M.A., English, Middlebury College (Bread Loaf School of English), 1989; M.A., Political Science, Duke University, 1992; Ph.D., Political Science, Duke University, 1998; National Endowment for the Humanities Dissertation Grant, 1993-94; Exchange Fellow and Instructor, Institut für Politische Wissenschaft, Friedrick-Alexander Universität, Erlangen, Germany, 1994-95; Fellow, Instructor, and Project Coordinator, Kenan Ethics Program, Duke University, 1997-98; Consultant, PBS Frontline, 1998-99; Tutor, St. John’s College, Santa Fe, 1999-. Assistant Dean, St. John’s College, Santa Fe, 2010–2014. Michael Golluber B.A., Liberal Arts, Sarah Lawrence College, 1988; M.A. , Philosophy, State University of New York at Stony Brook, 1991; Ph.D., Philosophy, Tulane University, 1998; Instructor of Philosophy, Southwestern University, 1996-98; Assistant Professor of Philosophy, Xavier University of Louisiana, 19982000; Tutor, St. John’s College, Santa Fe, 2000–. Michael E. Wolfe B.A., 1994, St. John’s College, Santa Fe; Dupont Fellowship, 1994-95, President’s Fellowship, University of Virginia, 1994-97; M.A., History of Religions, University of Virginia, 1997; M.A. Islamic Studies, Columbia University, 2007; Assistant Director of Admissions, St. John’s College, Santa Fe, 1997-99; Tutor, St. John’s College, Santa Fe, 1999-. Jan Arsenault B.A., St. John’s College, Santa Fe, 1982; M.A., University of Denver Counseling Psychology, 1989; Diploma in Analytical Psychology, C.G. Jung Institute of Santa Fe, 2006; Tutor, St. John’s College, 1996–; Assistant Dean, St. John’s College, Santa Fe, 2014-. David Carl B.A., Philosophy, Pomona College, 1990; M.A., Philosophy, Claremont Graduate School, 1991; Ph.D., Comparative Literature, University of California at Davis, 2000; Lecturer in Philosophy, California State University San Bernardino, 1991-93; 48 The Faculty Curriculum Patricia M. Greer B.A., College of Notre Dame of Maryland, 1966; M.A., Writing Seminars, Johns Hopkins University, 1967; Teaching Fellow, University of Southern California, 1968-69; M.A., St. John’s College, Annapolis, 1995; Ph.D., History of Religions, University of Virginia, 2002; Dupont Writing Fellowship, 200001; Adjunct Instructor, History of Asian Religions, University of Virginia, 1999; Visting Lecturer, Sanskrit Epics, Sweet Briar College, 1999; Tutor, St. John’s College, Santa Fe, 2001–. Jay Smith B.A., St. John’s College, 1977; M.A., Philosophy, Marquette University, 1979; Ph.D., Philosophy, Fordham University, 2002; Environmental Protection Agency, 1986-89; Environmental Consultant, 1990-2000; Tutor, St. John’s College, Santa Fe, 2001–. Lise van Boxel B.A. Honors, High Distinction, English Specialist and Political Science Major, Trinity College, The University of Toronto, 1992; M.A., High Distinction, Political Philosophy, Boston College, 1995; Ph.D., Political Philosophy, The University of Toronto, 2006; Tutor, St. John’s College, Santa Fe, 2001–. �Kenneth B. Wolfe B.A., St. John’s College, Santa Fe, 1994; M.A., Latin, University of California at Berkeley, 1996; Ph.D., Classics, University of California at Berkeley, 2000; Visiting Assistant Professor in Classics and Humanities, Reed College, 2000-02; Tutor, St. John’s College, Santa Fe, 2002–. Philip Bartok B.S., Physics, University of Connecticut, 1992; Physics Instructor, Denver Institute of Technology, 1995; M.A., Philosophy, University of Notre Dame, 2004; Ph.D., Philosophy, University of Notre Dame, 2004; Tutor, St. John’s College, Sante Fe, 2003–. Jonathan Hand B.A., Government, Harvard University, 1981; Teacher, Colorado Springs School, 1984-86; Graduate Student, Political Science, Yale University, 1987-89; Visiting Student, Ecole des Hautes Etudes en Sciences Sociales, Paris, 1994-95; Ph.D., Committee on Social Thought, University of Chicago, 2002; Lecturer in the College, University of Chicago, 1998-2002; Visiting Assistant Professor, Political Science, Furman University, 2002-03; Tutor, St. John’s College, 2003–. Eric Poppele University of Chicago, 1979-80; B.A., St. John’s College, Santa Fe, 1989; M.S.E., Environmental Engineering, University of Michigan, 1991; Associate Engineer, Montgomery Watson, 1992-93; Environmental Engineer, Hinds Environmental, Inc., 1994-98; licensed Professional Engineer, New Mexico, 1997-; Ph.D., Civil Engineering, University of Minnesota, 2006; Tutor, St. John’s College, Santa Fe, 2003–. Jessica Jerome B.A., University of California at Berkeley, 1993; Anthropology, University of Chicago, M.A., 1995, Ph.D., 2003; Visiting Assistant Professor, DePaul University, 2002-2003; Postdoctoral Fellow, MacLean Center for Bioethics, University of Chicago Hospitals, 2003-04; Tutor, St. John’s College, Santa Fe, 2005–. T. Andrew Kingston A.B., English, Kenyon College, 1995; Ph.D., Philosophy and Music, The University Professors Program, Boston University, 2003; Lecturer, English, Boston University, 2001-02; Visiting Instructor, Integrated Program in Humane Studies, Kenyon College, 2001-02; Adjunct Instructor, Jazz Piano, Kenyon College, 2001-02; Instructor, Writing Program, Boston University, 2002-03; The University Professor’s Program Post-Doctoral Fellow, Boston University, 2003-04; Instructor, Core Curriculum, Boston University, 2004-05; Tutor, St. John’s College, Santa Fe, 2005–. Greogory W. Schneider B.A., Philosophy, University of Dallas, 1990; M.D., University of Missouri-Columbia, 1995; Resident Physician, Family Medicine, University of Missouri– Columbia, 1995-98; M.L.A., Liberal Arts, Southern Methodist University, 2005; Certificate, UCLA Professional Program in Screenwriting, 2014; Assistant Professor of Family Medicine, Medical Ethics, and Literature and Medicine at the University of Texas Southwestern Medical School, 1998-2004; Tutor, St. John’s College, Santa Fe, 2005–. Michael Ehrmantraut B.A., Political Theory and International Relations, Michigan State University; Ph.D. Political Science, Boston College, 2001; Bradley Foundation Postdoctoral Fellowship, Boston College, 2002, Visiting Scholar, Boston College, 2003-2004; Tutor, St. John’s College, 2005–. David McDonald B.A., St. John’s College, Santa Fe, 1995; Graduate Research Assistant, Theoretical Biology & Biophysics, Los Alamos National Laboratory, 199596; Programmer, Santa Fe Institute, Santa Fe, NM, 1996-98; Applications Developer, PE Informatics, Santa Fe, NM, 1998-99; Manager of Technical Services, Panorama Point Web Development, Santa Fe, NM, 1999-2001; Senior Technician, Theoretical Biology & Biophysics, Los Alamos National Laboratory, 2001-2007; Tutor, St. John’s College, Santa Fe, 2005–. The The Faculty Curriculum 49 �Alan Zeitlin B.A. English University of California, Davis 1979; summa cum laude, Phi Beta Kappa M.A. English (Creative Writing) University of California, Davis 1985; J.D. University of California, Berkeley 1987; Visiting student Hebrew University 1988-89; Graduate student in Comparative Literature, University of California, Berkeley 1990-92; Ph.D. Classics University of California Berleley 1998; Lecturer, University of California, Berkeley, Spring 1999; Visiting Assistant Professor, Emory University, 1999-2000; Visiting Assistant Professor, Bard College, 2000-04; St. John’s College, 2005–. Christine Chen B.A., magna cum laude, Wellesley College, Russian Studies, 1999; 1998-1999, Yale University M.A., Harvard University, Regional Studies: Russia, Eastern Europe, Central Asia, 2001; Program Coordinator, Institute for Democracy in Eastern Europe, 2001-2002; Ph.D. candidate, Modern and Medieval Languages, Cambridge University, U.K.; Graduate tutor, departmental lecturer, Cambridge University, 2004-2006; Tutor, St. John’s College, 2006 JACK V. WALES, JR. B.S., Mechanical Engineering, Stanford University, 1968; Ranch Hand, 1969-1974; Graduate Study in Philosophy, University of Wisconsin-Green Bay, 1975-1978; Laboratory Instructor, University of Wisconsin-Green Bay, 1975-1978; Mathematics Teacher, The Thacher School, Ojai, California, 1978-2006; M.A., St. John’s College, Santa Fe, 2000; Tutor, St. John’s College, Santa Fe, 2007–. Russell Winslow B.A., Literary Studies, University of Texas at Dallas, 1997; M.A., 2001, and Ph.D., 2006, Philosophy, Graduate Faculty of the New School for Social Research; Teaching fellow, Eugene Lang College, New York City, 2001-2005; Post-doctoral fellow at Fordham University College at Lincoln Center, 2006-2007; Tutor, St. John’s College, Santa Fe, 2007–. Topi Heikkerö M.Th., Theological Ethics and Philosophy of Religion, University of Helsinki, 2000; M.A., Theoretical Philosophy, University of Helsinki, 2005; Ph.D., Social Ethics, University of Helsinki, 50 The Faculty Curriculum 2009; Researcher, Center for Social Ethics, University of Helsinki, 2002—2007; Visiting Scholar, Colorado School of Mines, 2003—2004; University Lecturer in Ethics, Department of Systematic Theology, University of Helsinki 2007; Tutor, St. John’s College, Santa Fe, 2008–. Llyd Ewan Wells B.A., Near Eastern Studies (Assyriology) and Natural Sciences, The Johns Hopkins University, general and departmental honors, Phi Beta Kappa, 1999; M.S. Oceanography, University of Washington, 2001; Graduate Certificate, Astrobiology, and Ph.D., Oceanography, University of Washington, 2006; Beneficial-Hodson Trust Scholar, Umm el-Marra, Syria, 1999; National Defense Science and Engineering Graduate Fellow, 1999–2002; National Science Foundation Integrated Graduate Education and Research Trainee, 2002–2005; Scholar in Residence, Center for Northern Studies, Sterling College, VT, 2006–2007; Andrew W. Mellon Postdoctoral Fellow in the Humanities, University of Pennsylvania, 2007–2008; Visiting Faculty, Wagner Free Institute of Science, 2008; Associate, Committee on Space Research (COSPAR), 2008–; Tutor, St. John’s College, 2008–. Guillermo Bleichmar B.A., English Literature, Columbia University, 1997; Ph.D., Comparative Literature, Harvard University, 2007; Harvard University Teaching Fellow, 2001-2005; Tutor, St. John’s College, 2009–. Erika Troseth Martinez B.A., English, Colby College 1995; Ph.D., Linguistics, The Graduate Center, City University of New York, 2009; Tutor, St. John’s College 2010–. Natalie J. Elliot B.A. Honors, Political Science, 2002, and M.A., Political Science, 2004, University of Alberta; Ph.D., Political Science, University of North Texas, 2009; Teaching Fellow, Department of Political Science and Honors College, University of North Texas, 2009-2010; Visiting Assistant Professor of Political Science, Southern Methodist University, 2010-2011; Tutor, St. John’s College, Santa Fe, 2011–. �Sarah Davis B.A., Philosophy and Anthropology, Harvard University, 1999; M.A., Anthropology, 2007, and Ph.D., Anthropology, 2011, Emory University; Teaching Assistant and Instructor in Cultural Anthropology, Emory University, 2004, 2005, 2009; Tutor, St. John’s College, Santa Fe, 2012–. David Levy B.A., St. John’s College, Annapolis, 2003; M.A., Pennsylvania State University, 2005; Ph.D., Philosophy, Political Science, Boston College, 2010; Visiting Assistant Professor, Emory University, Department of Political Science, 2010-2012; Tutor, St. John’s College, Santa Fe, 2012–. Marsaura Shukla B.A., St. John’s College, Annapolis, 1993; M.Phil. in Theology, Fordham University, 2000; Ph.D. in Theology, University of Chicago, 2012; Martin Marty Fellow, 2006-07; Alma Wilson Fellow, 2007-08; William Rainey Harper Fellow, 2008-09; Lilly Teaching Fellow, 2010-11; Instructor, University of Chicago, 2006-2011; Tutor, St. John’s College, 2012–. Raoni Padui B.A. Vassar College, 2003; M.A. Philosophy, Villanova University, 2005; Ph.D. Philosophy, Villanova University, 2012; Instructor, Villanova University, 2007-2011; Part-Time Faculty, University of New Mexico, Fall 2012; Tutor, St. John’s College, 2013–. Allison Levy B.A., Political Science, Boston College, 2006; M.A., Political Science, Boston College, 2008; Ph.D. Candidate, Political Science, Boston College, 2015;Tutor, St. John’s College, Santa Fe, 2015. Meagan McGuinness B.A., English/Creative Writing, Western Washington University, 2004; M.F.A., Creative Writing/Poetry, Texas State University, 2007; Ph.D., English, University of Oregon, 2012; Tutor, St. John’s College, Santa Fe, 2015. The The Faculty Curriculum 51 �RETIRED TUTORS OFFICERS, ASSOCIATES & STAFF Deborah Axelrod Gisela Berns Katherine Boaz David Bolotin Nancy Buchenauer Joseph Cohen Geoffrey Comber Don Cook E. Ray Davis, Jr. George Doskow Charles Fasanaro Howard J. Fisher Glenn A. Freitas R. Thomas Harris, Jr. Georgia S. Knight Samual S. Kutler Jon Lenkowski Nicholas Maistrellis Chaninah Maschler Lynda Lamson Meyers Basia Miller Roger S. Peterson Robert Richardson Joe Sachs Robert D. Sacks Thomas King Simpson Elliott Skinner Thomas J. Slakey Edward Grant Sparrow Kent Taylor Jonathan Tuck Stewart Umphrey Hans von Briesen Robert Williamson Edward Malcolm Wyatt Elliott Zuckerman ANNAPOLIS SANTA FE President Christopher B. Nelson President Michael P. Peters Dean Pamela Kraus Dean J. Walter Sterling Vice President for Advancement Barbara Goyette Vice President for Advancement Victoria Mora Treasurer Fred Billups Treasurer Bryan E. Valentine Associate Dean of Graduate Programs Emily H. Brooker Langston Associate Dean of Graduate Programs David Carl Assistant Dean Katherine Heines Assistant Dean Jan Arsenault Director of Admissions Benjamin Baum Director of Admissions Yvette Sobky Shaffer Director of Alumni Relations Leo Pickens Director of Alumni Relations Sarah Palacios Director of Athletics Michael McQuarrie Director of Career Services Margaret E. Odell Director of Career Services Jaime Dunn Director of Financial Aid Michael Rodriguez Director of Financial Aid Dana Kennedy Library Director Jennifer Sprague Library Director Catherine M. Dixon Registrar Marline Marquez Scally Registrar Jacqueline Thoms Director of Student Health Heidi Rogers Director of Student Health Nancy Calabrese Director of Human Resources Aaron Young Director of Personnel Deborah Anawalt Director of Labs William Donahue HONORARY FELLOWS Sharon Bishop Ray Cave Stephen Feinberg Ronald Fielding Warren Winiarski 52 �Admissions ANNAPOLIS SANTA FE Admissions Office Admissions Office St. John’s College 60 College Avenue Annapolis, MD 21401 800-727-9238 Fax: 410-269-7916 annapolis.admissions@sjc.edu St. John’s College 1160 Camino Cruz Blanca Santa Fe, NM 87505 800-331-5232 Fax: 505-984-6162 santafe.admissions@sjc.edu Annual Expenses 2015–2016 UNDERGRADUATE STUDENT BUDGET Tuition $48,544 Room & Board1 $10,890 - $12,098 (Per semester: $5,455 - $6,049) Activities Fee $450 Health Insurance (mandatory) Annapolis Santa Fe2 $1,499/Domestic (refundable with waiver), International (mandatory) $1,659 International (mandatory) Health Office Fee (Santa Fe, mandatory) $250 Tuition Insurance (optional) $342 Santa Fe Book Fee (mandatory) $400 Annapolis Manual Fee (mandatory) $125 Graduation Fee (graduating seniors only) $100 1 Contact your campus for specific options. 2 Santa Fe does not provide health insurance for domestic students. Santa Fe students must provide proof of health insurance through their own plan. A typical student budget would include about $400 for personal expenses, and costs of transportation. The college also charges deposits for registrations and rooms. See each campus’business offices for details. Financial Aid ANNAPOLIS SANTA FE Financial Aid Office Financial Aid Office St. John’s College 60 College Avenue Annapolis, MD 21401 410-626-2502 Fax: 410-626-2885 annapolis.financialaid@sjc.edu St. John’s College 1160 Camino Cruz Blanca Santa Fe, NM 87505 505-984-6058 Fax: 505-984-6164 santafe.financialaid@sjc.edu For detailed, helpful, and the most current information about admissions and financial aid policies, procedures, and deadlines, please visit www.sjc.edu. Also, do not hesitate to call our Admissions Offices to speak to an Admissions Counselor for questions about admissions and financial aid. 53 �Spector Hall Conference Room 54 Chancellor Johnson House Bookstore Hodson House Annapolis Campus Map �Santa Fe Campus Map 55 �“The Statement of the St. John’s Program and the provisions contained in the Statement are not and may not be regarded as an express or implied contract between any person (including any current or perspective student, faculty or staff member) and the College. The Statement is for general informational purposes only. The College reserves the right, in its sole discretion, to change any provision of the Statement, including the program requirements, courses, fees, schedules, deadlines, calendars, and any other information contained within the Statement, without notice. “ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource College Catalogs and Statements of the Program Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college.  <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program.  <br /><br />Click on <strong><a title="College Catalogues" href="https://digitalarchives.sjc.edu/items/browse?tags=College+catalog&amp;sort_field=Dublin+Core%2CDate">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context collegecatalogs Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data pdf Page numeration Number of pages in the original item. 55 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Statement of the St. John's Program 2015-2016 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2015-2016 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Description An account of the resource College catalog for the years 2015-2016 Catalog Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c053028bbf641b5b0450513ddcc24d63.pdf d76082df4a139ff2536318d76bc16819 PDF Text Text ������������������������������������������������ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Transcripts—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College at the Santa Fe, NM campus. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 37 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The axiomatic drama of classical physics Description An account of the resource Transcript of a lecture given on December 11, 1981 by Charles Bell at St. John's College in Santa Fe. Creator An entity primarily responsible for making the resource Bell, Charles G. (Charles Greenleaf), 1916-2010. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1981-12-11 Rights Information about rights held in and over the resource Meem Library has been given permission to include this item in its collections. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Physics Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 24000020 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/48680d0f9a3323a5ed61a08f821844a3.pdf 5a419c7fdc264de9ca6db20c25d5f820 PDF Text Text ����������������������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Transcripts—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College at the Santa Fe, NM campus. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 21 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Shakespeare : (the phoenix and the turtle) Description An account of the resource Transcript of a lecture given in the fall of 1964 by Charles Bell. Creator An entity primarily responsible for making the resource Bell, Charles G. (Charles Greenleaf), 1916-2010. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1964 Rights Information about rights held in and over the resource Meem Library has been given permission to add this item to its collections. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Shakespeare, William, 1564-1616. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 24000021 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e9ef6709017d7f99e6d7e5182c5d0e38.pdf 902c1ec671bd415e52ed8ed021f29445 PDF Text Text ���������������������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Transcripts—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College at the Santa Fe, NM campus. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 22 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Satanic math Description An account of the resource Transcript of a lecture given by Charles Bell. Creator An entity primarily responsible for making the resource Bell, Charles G. (Charles Greenleaf), 1916-2010. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Rights Information about rights held in and over the resource Meem Library has been given permission to add this item to its collections. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Mathematics Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 24000022 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/276fcab53ac6bda03f8f9c082241f562.pdf a90817733c79ae5b32787ac08bc9d5f6 PDF Text Text ������������������ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Transcripts—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College at the Santa Fe, NM campus. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 17 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Three love poems by Robert Frost Description An account of the resource Transcript of a lecture given on September 02, 1994 by William Darkey. Creator An entity primarily responsible for making the resource Darkey, William A. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1994-9-02 Rights Information about rights held in and over the resource Meem Library has been given permission to add this item to its collections. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Frost, Robert, 1874-1963. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 24000297 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3ba36aaaad35823e4f1f69ab2ac9343a.pdf 128b64c6262e25b5dc4aff999f464a58 PDF Text Text A WALK THROUGH ANDREW MARVELL'S GARDEN A Lecture by William Darkey lit O- S/(p St. John's CollegQ - Meem Library- �A WALK THROUGH ANDREW MARVELL'S GARDEN I was introduced to Mr Andrew Marvell and taken to visit his Garden for the first time many years ago by one of my tutors who became my good friend. He was William Gorman. I was a freshman at St John's, very green and quite intoxicated by English poetry, which I was just discovering. Mr Gorman taught me that there were ways to go about understanding what I already knew I loved. I should like here and now to acknowledge my great and longstanding debt of gratitude to him for this. Once in a conversation with Mr Gorman about, I suppose, some tentatively offered enthusiasm of my own — Matthew Arnold, perhaps, or Robert Browning — he asked me if I knew Andrew Marvell. I said I heard of him. He said, didn't. The fact was "You should." So I I'd never went home and read — or tried to read — some of Marvell's poems. I didn't understand them. By a normal mutation, I expressed this to myself as, "I don't like these." Later, when Mr Gorman asked me what I though of the poems, I tried a more diplomatic formulation and said, don't really get them." generously, He said, "I think you will, "I "Hmm." Then he added, if you stay with them." Since then, I have returned regularly in times of certain kinds of need to Mr Marvell's poems. And very often have I visited his Garden. This evening I should like to take you there with me to meet Mr Marvell and to walk through his Garden . A sort of guided tour. Not that I think I understand everything that went into the planning and planting of it. But I have no intention of "explaining" The Garden. That isn't, after all, what one does with gardens (or with poems either, for that matter.) I have, however, paid many visits there over the years, and I have seen some things that you might not notice for yourselves right off on your first visit unless somebody V points them out to you. �Of course, you may hate guided tours and people chattering at you. I do myself. But they ^ often save time. Besides, you can always come back later by yourself. Indeed, you should. For that is the whole point of gardens. (And of poetry, I might add.) I should also tell you before we start that The Garden is much more extensive than it may seem at first glance. I myself have never managed to see all there is to it. GARDENS Before we go into The Garden I must prepare you a little in advance. We ought to think together about What a garden is at all? as the Irish would put it; and about what sort of garden Mr Marvell had in mind when he made his. For there are many kinds of gardens. We have flower gardens and kitchen gardens, truck gardens, botanical gardens, zoological gardens and even kindergartens. But Mr Marvell was thinking of the kind of garden that in his world — which is to say England in the 17th century — was made to perfect a palace or a great country house. Francis Bacon in his essay. Of Gardens writes this: God Almighty first planted a Garden. And it is the purest of human pleasures. It is the greatest refreshment to the spirits of man; without which buildings and palaces are but gross handyworks; and a man shall ever see that when ages grow to civility and ele gancy, men come to build stately sooner than to garden finely; as if gardening were the greater perfection. I shall come back to Bacon, but let me draw my point. The art of gardening — of horticulture — differs from farming — agriculture -- as roses differ from turnips; as flowers differ from vegetables; as labor differs from leisure, as practice differs from contemplation; as work differs from pleasure. Now it is true that if there is to be a garden, work must be performed constantly; but such work is �performed for the sake of leisure. As Michelangelo labored mightily to paint the Sistine ceiling, even though his paintings are perfectly useless. They are good for nothing but to be looked at. Contemplated. And so with gardens, though a garden differs from a painting in that to contemplate it you literally walk into it. But the garden, like the painting, has no use at all, except to be contemplated. I would add another observation about gardens that may not be ordinarily thought of. We can classify the Fine Arts in two groups: (1) those which are realized in Space, as Painting, Sculpture and Architecture; and (2)those which are realized in. Time, as Poetry, Drama, and Music. Now Gardening, which is usually taken to be an adjunct and a part of Architecture, cannot really be so. Gardening is essentially one of the arts of Time. For a garden is composed of living plants which, whether they be trees or shrubs or herbs or the flowers of a day, exist, like ourselves, in Time. Each plant or tree or flower lives in a garden. Each is, so to speak, an actor who comes on stage to perform his solo part in the right season and in consort with lifetime other and his actors l i k e himself. Each has his season. Bacon puts i t this way: I do hold that in the royal ordering of palaces there ought to be gardens for all the months in the year; in which severally things of beauty may be then in season. I quote a little further to let you see what he has in mind: For December and January, and the latter part of November, you must take such things as are green all winter; Holly; juniper; ...rosemary; ivy; bays; lavender.. I have abridged this passage — reluctantly — for i t has its own poetry, as all catalogues have that are composed �with the love of each item that is named. All good gardeners make their own lists for their own climates. The great seed houses mail out to us now in the dark time of the year their own catalogues, lavishly illustrated, to tempt us with visions of spring. Order now! But my point here, which I do not want to lose, is that the fine art of gardening is one of the arts of Time; and that its time, unlike that of, say Music or Poetry, is the Time of the year itself, the Time of the Sun and the Seasons. It is the same Time which counts off the time of our lives. This is why the time in gardens is measured by sundials, which portray Time itself as "the moving shadow of Eternity." And, as Andrew Marvell will say, as "a fragrant Zodiack." EDEN GARDEN One more thing I must mention before I come to Mr Marvell's Garden. I mean, of course, the t i t l e . The t i t l e is, so to speak, the gate, the entrance-way. Titles of books and poems in general are meant somehow to get us into the work. They do this in various ways — by naming the hero, as Tom Jones or Don Quixote or The Brothers Karamazov; the great central event or situation or problem, as The Book of Genesis, Time; or the Iliad or War and Peace or In Search of Lost and so on. I have mentioned here great big poems — or maybe I mean big great poems. But the same thing is true of little great poems: Upon Westminster Bridge, Ode on a Grecian Urn, The Windhover. Frequently the title alludes, either explicitly or obscurely, to one of our great myths. All of the works I have named explore or meditate some central mystery, because that is the nature of many a poetry itself. "Great myths answer mystery." And so with Marvell's Garden. Anyone who has been raised even vaguely in Western culture, upon hearing the title. The Garden, without further context, surely thinks, "0, you mean that garden?" THE Garden, taken generally, is surely Eden Garden. Paradise. �I remind you of Bacon's first sentence, "God Almighty first planted a Garden." It is the place which God made for Adam (which is to say, Man) and which Man was made for. Likewise, it is the place that Adam lost for himself and for us all. Since that loss, we have been permanent exiles. So goes the myth, speaking to the universal feeling of "homesickness for Eden would be, ...another and different world." if there were such a place, sacred place of any on Earth. I the most mean by a sacred place, a place on earth in which an encounter has taken place between God and Man. Many places are thought to be sacred, but Eden as the first shining place, would be the most sacred of all. And even if there is no such geographical place, that place nevertheless dwells in the memory of everyone living. It is a kind of innate memory in our imagination. It is the land of our heart's desire. This universal memory almost assures us of its real existence by a kind of implication that is something like Anselm's ontological argument. And, although this argument may be more dependent upon the Memory and the Imagination and the Heart than upon the Intellect, we may find it the more persuasive for that very reason. Every garden is made in the image of Eden arid every garden remembers Eden. It is, thus, a most powerful image, and the invocation of i t produces a host of associations. is the place where we were innocent, free of toil, with — not at odds with — Nature. A kind of life It at one that we can scarcely imagine except by such negatives as I have just used. According to the myth, when we lost Eden, we had to live by the sweat of our brow. have leisure. And, Yet sometimes we labor in order to strangely, we toil in our gardens to enjoy the image of Eden, to realize that memory. One more thing I would say about gardens. They are places of solitude. Places for solitude. Solitude is not in good repute these days, but i t is a deep human requirement. being alone, but i t is not loneliness. Loneliness is an It is �intense craving for the society of others. Solitude is being alone for thought, or prayer or as Bacon put it, for refreshment of the human spirit. TOPOGRAPHY Suppose we begin with the ground plan of The Garden. You can see on your sheets that i t is laid out with formal elegance, in nine eight-line stanzas which are end-rhymed in couplets. The meter throughout is iambic tetrameter, a hard meter to handle, but don't worry — Mr Marvell handles it as well as any English poet ever did. As I read the poem, it has three principal parts. These are not indicated on your sheets. This is a greater matter than the stanzas, and Mr Marvell has left it up to the reader to discover them for himself. As a tour-guide, however, I must try to say something helpful, so I propose that the first four stanzas comprise the opening movement, the next three the middle movement; final and the last two the movement. By speaking of "movements" I have slipped into a musical analogy here, first of all because the distinctions are heard in the music of the words; second, because the development of the poem seems to me to be quite like that of a concerto — finally, say of certain Mozart piano concertos; and because, as I have already said, I gardening itself, like music, kind of events in think that is an art of disposing its own time. The First Movement seems to me to be a fast, brilliant, witty and complex sonata-allegro with two subjects and ending in a return to its beginning. It is evidently in major. I The Second Movement is the slow movement, an Andante, think, and also in major. It is constructed linearly in three parts. The Third Movement has two sections, beginning in minor and changing to the parallel major. The tempos are moderate. SCENARIO The tripartite structure suggests that the action of the �poem will have a beginning, middle and end. I shall try to show how the action of the poem works itself out in these three movements. I say action because like most good lyrics poems, this one is a drama in small. A scenario of the poem would go something like this: The Poet, work-weary and world-weary, his forces scattered, makes a retreat into a great garden to escape from Society and to refresh his spirits in solitude. As he reflects upon the world he has left and responds to the one he has entered, he undergoes a mystical experience in which he transcends this garden and seems to find himself alone in that other garden that is out of Time and Place and to experience that first state that Adam knew. Then, the vision fading, he finds himself back once more in the garden in England in the 17th century. We are given no account of either translation. I suspect that the Poet himself could not give an account. I think it could not have been through any effort of his own or of any other human agency. Perhaps the Garden did it. The movements then are: Garden; (1) Out of the world and into the (2) Out of the Garden and into THE GARDEN; (3) Back into the Garden and, by implication, back into the world. "The Garden" Let me now read The Garden. Gorman's dictum that, In doing so, I am heeding Mr "a poem exists only in the sounding." For Poetry is one of the arts of Time, and its very nature is to be realized, if at all, only in the passing of time. To be understood, it must come to us by way of the voice and the ear. Properly speaking. Poetry does not exist onfsheet of paper as a drawing does. So let me, as well as I can, try to find a voice and a music for The Garden. �^ The Garden How vainly men themselves amaze To win the Palm, the Oke,or Bayes; And their uncessant Labours see Crown'd from somesingle Herb or Tret. Mean while the Mind, from pleasure less. Withdraws into its happiness: The Mind, that Oceanwhere eachkind Does streight its own resemblance find; Whose short and narrow verged Shade Yet it creates, transcending these. Does prudently their Toyles upbraid; Far other Worlds, and other Seas; While all Flow'rs and all Trees do close Annihilating allthat's made To weavethe Garlands of repose. To a green Thought ina green Shade. Fairquiet, have I found thee here. And Innocence thy Sister dear! Here at the Fountainsslidingfoot. Mistaken long,I sought you then In busie Companies of Men. Your sacred Plants, if here below. Onlyamong the Plants will grow. Society isall but rude, To this delicious Solitude. No white nor red was ever seen So am'rous asthislovelygreen. Fond Lovers, cruel as their Flame, Cut in these Trees their Mistress name. Little, Alas, they know, or heed, How far these Beauties Hers exceed! FairTrees! wheres'eeryour barkes I wound. No Name shall but your own befound. Or at some Fruit-trees mossy root, Casting theBodies Vest aside. My soul into the boughs does glide: There like a Bird it sits,and sings. Then whets, and combs its silver Wings; And, tillprepar'd for longer flight. Waves in its Plumes the various Light. Suchwasthat happy Garden-state, While Man there walk'd without a Mate: After a Place so pure, andsweet. What other Helpcould yet bemeet! But'twas beyond a Mortal's share To wander solitarythere: Two Paradises 'twere in one To live in Paradise alone. When we have run our Passions heat, Love hither makes his best retreat. How well the skilful Gardner drew Of flow'rs and herbes this Dial new; Where from above the milder Sun The Gods, that mortal Beauty chase, Does through a fragrant Zodiack run; Still in a Tree did end their race. And, as it works, th' industrious Bee Apollo hunted Daphne so. Computes itstime as well as we. Only that ShemightLaurel grow. And Fan did after Syrinxspeed, Not as a Nymph, but for a Reed. How could such sweet and wholsome Hours Be reckon'd but with herbs and flow'rs! What wond'rous Life in this I lead! Ripe Apples drop about my head; The Luscious Clusters of the Vine Upon my Mouth do crush their Wine; The Nectaren, and curious Peach, Into my hands themselvesdo reach; Stumbling on Melons, asI pass, Insnar'd with Flow'rs, I fall on Grass. �FIRST MOVEMENT I have already said that in terms of the "scenario" the First Movement is an entry into the garden, although we don't discover that until the second stanza with the words, Fair Quiet, have I At that moment we realize that found thee here the Poet has entered the garden and has been looking around at everything, sinking into the quiet and letting it sink into him. Throughout the movement, he is looking backward, viewing the "busie companies of Men" that he has just fled, and breathing deep sighs of relief. Neither he nor we know how he came to find himself in the garden. This movement develops two themes, the vanity of worldly pursuits and the frustration of romantic pursuits. A word about the style. It is brilliantly witty. Now wit in Mr Marvell's sense is out of fashion with our age which prefers a sequence of "one-liners" followed by guffaws. So a word about wit. It is "a tough reasonableness under a slight, lyric grace", to quote T.S Eliot. It requires thought. It works with imagination and turns on surprise and delight at the unexpected. Marvell, like Mozart, never goes where we expect him to go, but always surprises and delights us with something infinitely better than we could have thought of for ourselves. This leaves me in an awkward spot. thankless enough — Explaining a joke is no one ever laughs when you do. Pointing out the witty is probably even more useless. I shall do my best and try to be brief. For someone should point out these things -- i t ' s what tour guides are for. �stanza 1 How vainly men themselves amaze To win the Palm, the Oke, or Bayes; And their uncessant Labours see Crown'd from some single Herb or Tree. Whose short and narrow verged Shade Does prudently their Toyles upbraid; While all Flow'rs and all Trees do close To weave the Garlands of repose. After reading the first stanza a few times it dawns on us that there is something odd about the diction. All the words are quite ordinary words that we all use, and all seem to be used with precision.(The tidy four-foot lines and the neat rhymes of the couplets lend to the effect of precision.) Yet we find ourselves wondering how to take some of the words. Consider. How vainly men themselves amaze Take "vainly." Does Marvell intend "to what little real purpose"? Or does he mean "with what absurd conceit"? Or again take "amaze". It can mean "to astonish", as it does for us; but in the 17th century it also meant "to perplex" of "to bewilder" or "to lead astray", as in a labyrinth or maze. And finally, what about "themselves", the most ordinary word of the doubtful three. As you think about it in its context, you wonder. Is it a reflexive or a reciprocal pronoun? Do men amaze one another in their pursuit of fame — as Achilles amazed Alexander and Alexander, Caesar? Or do they amaze themselves — as in the case of the famous harpsichordist who, after hearing the tape of her most recent recording, exclaimed, "It is incredible how well I play!" Now to write a line in which three out of the five first words are equivocal must mean either that the poet has no ear for language or else that he knows exactly what he is doing and intended everything — that he is using the �10 equivocations brilliantly. We know intuitively that the latter is the case. Twenty-seven differing meanings follow upon the possible combinations of these equivocations. And all are compatible. The Poet means a l l of them. yourselves at leisure — You can work i t out for i t would be tedious to do here. But you don't really need to because you know intuitively that the line works. illustrate I can make an awkward paraphrase to thus: With what futility, or with what conceit, or with how much of both, men astonish, both astonish and or both or bewilder, bewilder themselves themselves and one or or one another another...etc. If you did not see all of this intuitively, Marvell's line would have failed. But it does not f a i l . It succeeds brilliantly, effortlessly. Clearly, then, we hare a masterful and witty poet to work with, a man of virtuosity and imagination. A poet who wants you to think, to be aware, and, as you can, to match his own wit and intelligence. Of course the rest of the poem must be worthy of this beginning. This line is only an opening chord. Stanza 1 The first stanza as a whole, like any good opening,is a statement in b r i e f of the whole work. I t moves from the busyness of the great world, the world of athletic, civic and poetic accomplishments, signified by crowns of Palm, Oke, or Bay leaves, to the crowns braided of all Trees and Flow'rs, which he calls "the Garlands of repose." The motion is from busyness and toil to peace and Quiet. This is a serious piece of wisdom, but one which stated flatly would hardly attract your serious attention. However, without departing from the underlying wisdom, Marvell attracts us and delights us with his invention; which is that Men by toiling unceasingly, discover that their crownin reward is a stingy little wreath of leaves that doesn't even �11 give much shade — which is exactly what anyone in the full glare of fame most desperately needs. If the hero's taste were more catholic, goes the argument, he could have cultivated for himself a more generous crown of all trees and flowers, and could be enjoying peace and quiet. In line six there's a lovely pun. He rhymes ...narrow-verged shade" with ...prudently upbraid. Upbraid, of course, means to reproach and criticize severely, but Marvell pretends — and we delightedly go along with him — that it also means to braid up into a crown. Thus the crown itself tells the hero while he's wearing it, that he has wasted his life's time on such nonsense. There's also a learned joke, that I dare allude to, since you have all have read Herodotus. When Demaratus tells Xerxes that in the Greek games the prize is an crown of leaves, he cannot believe it. "Nothing more than that?", he says and wonders at the strange Greeks who are content with the honor of winning the contest and do not care about golden trophies. Marvell takes Xerxes' part in disparaging the frugal crown, but he gives it another turn by proposing that nicer leaves and flowers would be a far better reward. Observe that Marvell has managed to say all of this in exactly 64 syllables, while I have plodded clumsily through more words than I care to count. Quickness and a flashing insight are the very nature of wit. (His, not mine.) I promise now to move more rapidly — this is, after all an allegro we're talking about — through the rest of the movement, now that you've seen what sort of a Poet we're dealing with. �12 Stanza 2 Fair Quiet, have I found thee here. And Innocence thy Sister dear! Mistaken long, I sought you then In busie Companies of Men. Your sacred Plants, i f here below. Only among the Plants will grow. Society is all but rude. To t h i s delicious Solitude. This stanza picks up on the note of repose, the last word of the preceding stanza. The Poet confesses — to himself, and to Quiet and Innocence whom he apostrophizes — his hitherto inveterate error of seeking for the good life in worthy works among his fellow men. Now he professes to recognize that Quiet and Innocence dwell only in the precincts of the Garden, far from from human company. The final couplet is again a splendid — double and courteous -- entendre. Society is all but rude To this delicious Solitude. At first, he seems to mean that Society is barely courteous to those who would desert her for solitude. (You recall Aristotle's remark in the Politics that one who lives to himself is either a beast or a god. And in practice society does feel uneasy with those who go apart. Such withdrawal seems a condemnation.) I think that the lines mean "All Society is merely rude/(compared) To this delicious Solitude." Social condemnation of solitude i s universal, condemnation of solitude i s universal. And notice now the quality of the last line. To this delicious Solitude. It is impossible to articulate this line at all without almost tasting the words in the mouth. It is a taste of what is to come. For the real subject of the poem is Solitude. Stanza 2 raises the question. Can that Innocence which �13 was lost in a garden, be regained? The answer is, If so, only in a garden. Stanza 3 Stanza 3 shifts from the pursuit of fame to the of romantic love. If we flee Society, should we not, pursuit so to speak, consider sharing our Solitude with one other, with a beloved? This thought has, after all, occurred to others. "Come live with me.and be my love/ And we will all the pleasures prove..." Alceste, who is not a true solitary,no matter what he thinks, offers to marry Celimene, if only she will go off with him alone and apart from the "busie companies of Men." But this Poet has already decided against that. And for the astonishing reason that green of the trees is far more amorously engaging than rosy lips and cheeks. No white nor red was ever seen So am'rous as this lovely green. What a surprise again is the first couplet! We have always known that white and red are love's colors. Red lips; rosy cheeks;"white-armed Andromache";"her neck is like the swan." 0 the red rose breathes of passion And the white rose breathes of love. But Marvell sings. No white nor red was ever seen So am'rous as this lovely green. He has already confessed to a love of gardens. Like most other people he loves Trees. But amorously? as he professes? The trees, he says, are more beautiful than any mistress. His wit verges towards extravagance. We think of Orlando solitary, moaning and mooning about the Forest of Arden, carving Rosalind on the beech trees and hollies. And I suppose that Marvell would have us think in fun, of the love-sick Andrew mooning about the garden carving "Beech" and "Holly" in their barks. Of course �14 Orlando will pay no attention to him as Andrew urges that Holly is far more beautiful than Rosalind. Green is a very good color, to be sure, and this is one of the greenest poems in English. For green is the color of Life, of living Nature. Here in "The Garden", under the greenwood tree, we've been dimly imagining green all along. Still, it's not a very good color for a girl. In Twelfth Night Viola tells the lovesick Duke of her pretended sister, She never told her love. But let concealment, like a worm in the bud Feed on her damask cheek: she pined in thought. And with a green and yellow melancholy. She sat like Patience on a monument, Smiling at grief. You see, green both is and is not amorous. It's a very good color for a tree or an herb, but not so good for a mistress — unless Stanza she be lovesick. 4 Develo^img the theme of the pursuit of love. Stanza 4 concludes the First Movement with a bravura passage, by suggesting that when we have run our passion's race — and presumably — have lost it, the weary and chastened lover should make a retreat into the solitude of the Garden. He reminds us that the gods themselves did so, and cites two parallel examples from Ovid's Metamorphoses to make his point, namely the famous cases of Daphne and Apollo and of Syrinx and Pan. Since we no longer read Ovid in the course of our program, i t is possible that you don't know these stories. I shall condense them for you. Each god had fallen in love with a mortal girl. Both girls were prudently reluctant to yield to the importunacy of their divine lovers. But occasions arose when each god, encountered his beloved alone in the forest. Each pursued her as hard as he could in a running race. And each god both lost and won his race. For as each was on the point of �15 overtaking the girl, she prayed the local water-nymphs to save her. The nymphs responded in the only way they could and metamorphosed the girls beyond even the gods' powers. Daphne was transformed into a laurel tree just as the pursuing Apollo touched her shoulder. Syrinx, her flight impeded by a river, was changed into a clump of reeds growing on the bank. Both gods, having run their "Passion'heat made the best of the situation. Apollo, god of Poetry, vowed that henceforth the Laurel would be sacred to his arts, and that supreme Poets would be crowned with Laurel, that is. Bay leaves. Pan, god of all Nature, is also necessarily a musician; Pan, so that when Syrinx was metamorphosed into reeds. to solace himself, make a panpipe — cut a bunch of them and sat down to still called a syrinx -- on which he mourns his lost love with those melancholy little tunes that you can hear, if you listen carefully, in any upland meadow where the wild goats graze. This is a bravura ending to the First Movement. Notice those the two themes — love — crown that of the pursuits of fame and of have been brought together at the end. The Laurel has not only returned here, but has been explained by an origin myth. The pursuits of the divine passion began indeed amorously, but have in the end been univeralized in those leafy crowns which reward poetic or public virtue. Best of all, those nymphs with their flashing white limbs, their rosy lips and cheeks, have ceased to flee, and have turned a lovely "am'rous" green. And yet. And yet... The Gods, Still Listen carefully. that mortal Beauty chase. in a Tree did end their race. Can you hear in that couplet an echo of Eden in solemn counterpoint to the playfulness joke about Apollo and Pan? ^dam and Eve, like the gods of the Greeks, were immortal Vntil they chose to eat �16 . . . t h e Fruit Of that Forbidd'n Tree, whose mortal tast Brought Death into the World, and all our woe. With loss of Eden... thus ending their race in that Tree. SECOND MOVEMENT Stanza 5 We know at once from the music of the Second Movement that we have entered into a quite different world from that of the First Movement. This world hardly remembers that other one from which we have been so suddenly translated. All that seems to carry over is the continuing rhyme of the preceding couplet, "speed/reed", "lead/head." The Poet here speaks simply, directly, and in the first person. These stanzas are no longer clever. To be sure, we are — again, or perhaps still — in a garden; but this is a very different garden, overflowing with the ripest and most varied fruits. After a moment, we recognize i t as Paradise. What wond'rous Ripe l i f e is this I lead! Apples drop about my head; The Luscious Clusters of the Vine Upon my Mouth do crush their Wine; The Nectaren and curious Peach, Into my hands themselves do reach; Stumbling on Melons as I Insnar'd by Flow'rs, I pass, fall on Grass. The quality of verse that we tasted earlier in Stanza 2, To this delicious Solitude is here sustained almost to the point of cloying. We seem to taste the Fruits as we voice the words. But they do not cloy, because their effect is not achieved for its own sake; and i t has besides its own tang of wit. The Poet sees himself to suffer willingly the urgings of pleasure. all, After i t is the vines and the fruits that thrust themselves ��18 I don't think Marvell made up the color. I am reasonably confident that he simply saw it that way. For him Thought was green. And maybe our thought experiment lends some confirmation to the conceit. But let's return now to the beginning of the stanza. Mean while, the Mind, from pleasure less. Withdraws into its happiness: I think we feel that the Mind, somewhat fastidiously, withdraws for the time being, from any further association with the Body lying there on the grass in such a deplorable condition. The Body's pleasure seriously diminishes the Mind's; and in any case, the Body is not now in any shape to support serious thinking. Probably the Mind is glad to be rid of the Body for a while. But where does the Mind withdraw If into itself, this would mean that the Mind is capable of existence separated from the Body and from the Soul. Its existential status would then seem to be different from that of either the Body ^ or the Soul. The Body, after all, is simply lying there on the ground "at the Fruit-trees mossy root", while the Soul, "like a Bird" ascends into the tree. But where does the Mind go? It seems significant that Marvell says "the Mind" rather than calls Mind." Marvell himself, reflecting on the Mind, it ...that Ocean where each kind Does streight its own resemblance find. To me this suggests an ocean in which the forms of things dwell, and whenever we reach out with the understanding to grasp something in the world, that thing finds its own form in the Mind; and so we know it. For the thing known and its form in the Mind by which it is grasped are formally identical. At least in the Aristotelian teaching i t is so. I remark in passing that the Ocean is often green when we look at its surface, and that, when we see from below the surface, it is a is a cool, green, translucent shade. And of �19 course i t is filled with all sorts of resemblant things, as sea lions, and seahorses, and starfishes. But for Marvell, the Mind has a further faculty. I suspect that i t is Imagination, both sensible and Intellectual, whereby it can (and does) invent other worlds that are quite different from the one created by God and given by Nature. t h a t ' s made and In so doing the Mind may annihilate all construct other worlds of its own imaginings. Such worlds bear a doubtful relationship to the real world. Indeed, they may become confused with real world and under certain circumstances, even be preferred to it. It seems to me that Marvell was here thinking of Decartes' teachings. And I feel a strong contrast between the French Philosopher sitting in his warm Dutch room, shut off from the outer world, wondering about the nature of things, wondering, even, if those things that he can see out of his window passing in the street below are indeed men like himself, or automata made to resemble men in order to deceive him. And then there is Marvell, meditating in his undoubted English garden and seeing somehow in a vision the constituent parts of his own being in terms of the manifest garden. Stanza 7 Here at the Fountains sliding foot. Or at some Fruit-trees mossy root. Casting the Bodies Vest aside. My soul into the boughs does glide: Here all the motion is upward. The Body has stumbled and fallen down. The Mind has withdrawn. But,"Casting the Body's Vest aside,/My Soul into the boughs does glide." The motion of the Soul is swift, graceful and upward. tree, which I Into the take to be the Tree of Life. There like a Bird it sits, and sings. Then whets, and combs its silver Wings; And, t i l l prepar'd for longer flight. Waves in its Plumes the various Light. �20 ^0^ Released from the Body, the Soul takes the form of a winged creature and ascends into the tree, where i t sits and sings. Its singing is the first — and the only — sound in the poem. For Marvell, singing is the proper activity of the Soul. But before we think about what the singing might signify, let us think about activity of the Soul. For Aristotle, the highest activity of the Soul is thinking. I have in mind the wonderful and mysterious passages that most of you know from Metaphysics XII, in which he says that divine thought thinks on thinking. Or again of Descartes, for whom Man is by definition a thinking being. I am not entirely sure what either philosopher means, though I do not think they meant quite the same thing, And I do not believe that Marvell saw i t their way. It may be that this is what the Mind, withdrawn into its happiness, is doing — thinkng on thinking, I mean — but it is not what Marvell sees the Soul to be doing. For the Soul sings. Or i t sings first of all. Marvell has in mind the image of a bird singing and obviously pouring its whole being into the act of song. Birds singing look like that. And so do human singers. Art does not deliberate. It simply does. A singer fully engaged in song is not thinking, but singing. She has become the music while the music lasts.(I think, for instance, of Elly Ameling.) The Bird here is the figure of Soul simply being what it is. Or doing what i t is. I think that, like the Bird, the Soul sings without words, for words are the product of the Mind and serve as go-betweens between ourselves and the world. But the Bird here is not thinking, i t is only aware, and aware not of itself and the world as two things, but aware of the being of everything. Of the world and of itself, not separately, but a l l at once. In such a state one i s not lost in the self, isolated and withdrawn, but the self is discovered along with all of the other beings in the world. And all are �21 felt to be a universe, a one-in-many. It is not same and other/ but everything together in a whole. I think the reason Marvell felt the Mind had to withdraw is because Mind cannot get up into that tree. Nor does it sing. It does not get you all the way to being. The Bird does other things too besides singing.. It dresses its plumes/ and reflects and refracts in its wings the different colored lights. For a moment, the color of the poem is no longer green, but iridescent. The Bird, no longer wholly beneath the Green shade (under the greenwood tree), has gpne up into fuller light where it plays with the colors of the rainbow. All seven colors. A pleasure of seeing. Of vision. The Bird is silver. And i t is preparing for longer flight. To a place, I take it, beyond the earthly paradise. THIRD MOVEMENT Stanza 8 Now, in another abrupt transition, we find ourselves back in the English garden where we began, and we don't know how we got there. But in terms of the myth, we know what has happened. Paradise has been lost again, as Paradise always is, and we are left in the world with memories of Eden. To follow once more our musical analogy, this third movement is in two parts, the first in the minor, and the second in the parallel major. I believe, though I am not absolutely sure, that the minor is rather slow, another andante, followed by an easy allegro. Their subjects are, first, a reflexion on the middle movement, and then a turning to the English garden and a resolution of the melancholy in a reflection on Time again and on works. �22 Such was that happy Garden-state, While Man there walked without a Mate: After a Place so pure and sweet, What other Help could yet be meet! But 'twas beyond a Mortal's share To wander solitary there; Two Paradises 'twere in one To live in Paradise alone. It is often assumed that this stanza is an easy essay at wit, this time the tired conventional jibe by a man at Eve and at women in general. Marvell allows you to think that, if you want to miss the point. But it isn't really likely that a poet of Marvell's gift would fail so easily. The error arises from another equivocation, but this time we are required to reject one meaning of the equivocal word. Mate, namely, a spouse, and to take its other meaning, a fellow-worker, a companion, an assistant. Marvell's plaint in the second couplet is not at all that Eve was a woman, but that she was another. AN OTHER. All of the distresses and perturbations of life in Society arise from other people, by no means only from other people of an opposite sex. and No, the issue here is between Society Solitude. Solitude was restored temporarily to our Poet in his ecstasy and now has been lost again. For he will have to leave the garden. Residence in any garden is at best but temporary, for always the curse of work lies upon us. Our only solace is that we can sometimes retreat from Society, put the world behind us for a while, and recover a kind of wholeness. It is quite true that the world would have you believe that there is something perverse about such behaviour. It is called anti-social, so-called leisure This stanza, I and this is why our must be crammed with distractions. think, does not need further commentary. �23 Stanza 9 Another abrupt change/ but here we see quickly that the Poet has simply turned from the memory of the other Garden to the present/ and is looking around him. He eyes fall on a sundial which/ as he considers it/ becomes allegorical. How well the skilful Gardner drew Of flow'rs and herbes this Dial new: Where from above the milder Sun Does through a fragrant Zodiack run; And/ as i t works/ th'industrious Bee Computes its time as well as we. How could such sweet and wholsome Hours Be reckon'd but with herbs and flow'rs! But a word about the Dial is needed. A correctly mounted sundial tells the time of day by casting the shadow of a small gnomon upon the numbers of the hours marked around its circumference. In Marvell's garden the Gardner has made a circular flowerbed centered on the column that supports the dial/ and has divided the circle into pie-shaped sectors. He has planted these with flowers of different hues and scents/ so that as the Sun moves the shadow of the column moves too from bed to bed and tells the time of day. Thus/ in Marvell's witty perception/ the Sun runs through a fragrant Zodiack. Instead of Ram/ Bull/ Twins/ we might have carnations, lavender and sweet Williams. We could tell the time of day by smelling the flowers, and the season of the Year as well by the scents of the blossoms. At first it seems strange — perhaps even irrelevant — to conclude this poem with this stanza about "th'industrious Bee who works by the hour around the flow'ry Zodiack. But, puzzling on not, the stanza feels right — or perhaps I mean sounds right in its music and its images. And it is right. Who is the Bee? He is, of course, a personification of industry. Marvell has told us that much. And his work, his proper act, if I may put it so, is to make honey. Unlike human toilers, he works not by mechanical and clock time. �24 but by the hours and the seasons of the year. Which is to say that he computes his time, not only as well as we do, but far better. Furthermore, the Bee is the most social of animals. In his own society, which seems not to be onerous to him, his labour work is to gather nectar from the flowers, elaborate i t into quintessential sweetness, and store i t for the use of himself and his fellows. His work is sweet to him, whereas ours by Adam's curse has been made bitter and often vain as well. We cannot live alone nor can we avoid the curse of labour, but we can, perhaps, temper these limitatations in some measure by rejecting vainglorious pursuits and by acknowledging only the legitimate claims of society. Or to put it more simply, we should retreat often into a garden, which "is the purest — note well — the purest of human pleasures ...and the greatest refreshment to the spirits of man." And I think a real garden is meant, no figurative one, By the end of the poem I think Andrew Marvell is ready to accept his exile from Eden and to go back to work in the world. Where, by the way, — worked, first, and I haven't said this — he in the civil service and then for the last twenty years of his life was a member of Parliament. He was a man of impeccable honesty for all that. He did not write his poetry for publication, and it was not published until after his death. Very probably he would not have wished this. If there is any more to be said about The Garden -- and of course there is, as I cautioned you at the beginning — much more —let us see what we find to ask and say about it in the Question Period. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Transcripts—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College at the Santa Fe, NM campus. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 24 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A walk through Andrew Marvell's garden Description An account of the resource Transcript of a lecture given in 1997 by William Darkey. Creator An entity primarily responsible for making the resource Darkey, William A. Publisher An entity responsible for making the resource available St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 1997 Rights Information about rights held in and over the resource Meem Library has been given permission to add this item to its collections. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Marvell, Andrew,1621-1678 -- Criticism and interpretation. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 24000316 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ec85bdc7b9d94de0b94e3b276b46d4a9.pdf b176bca3c0e75e831c733124f6274bd1 PDF Text Text ������������������������ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Transcripts—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College at the Santa Fe, NM campus. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 24 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Translation as a liberal art : notes toward a definition Description An account of the resource Transcript of a lecture given on November 14, 1975 by William Darkey. Creator An entity primarily responsible for making the resource Darkey, William A. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1975-11-14 Rights Information about rights held in and over the resource Meem Library has been given permission to add this item to its collections. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Translating and interpreting. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 24000385 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/240c3f6f9899b43d2f792e5d862b55e7.pdf c37973a100aa67f7088ca37898ff51ca PDF Text Text ���������������������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Transcripts—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Description An account of the resource Items in this collection are part of a series of lectures given every year at St. John's College at the Santa Fe, NM campus. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 22 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Euclid's V.5 Description An account of the resource Transcript of lecture given on February 23, 1973 by Dean Haggard. Creator An entity primarily responsible for making the resource Haggard, Dean Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1973-02-23 Rights Information about rights held in and over the resource Meem Library has been given permission to add this item to its collections. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Euclid, Elements Irrational numbers Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 24003857 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/df2e62717d69b016386da62a93f1d213.mp3 c0ae1b9f0d69901b0333138f19a2ccd5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data CD Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:07:15 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Nietzsche : the motion that is man Description An account of the resource Audio recording of a lecture given on April 22, 2016 by Lise van Boxel as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Boxel, Lise van Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2016-04-22 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Nietzsche, Friedrich Wilhelm, 1844-1900. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 20014279 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/581d9dfc74e28c54c435cf163796064f.mp3 c5f12d542a546e9c98ba7ecf2d7b5946 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data CD Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:08:18 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The idea of America in European political thought : 1492-9/11 Description An account of the resource Audio recording of a lecture given on March 4, 2016 by Alan Levine as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Levine, Alan Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2016-04-04 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Politics--Philosophy Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 20014256 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3562d5fc610982e681e4adbe41c8feb5.mp3 f37ee1f92f472fd688352dfca176ea84 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data CD Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:37:30 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Krishna versus the British Empire : the Bhagavad Gita during the Indian independence struggle Description An account of the resource Audio recording of a lecture given on February 26, 2016 by Richard H. Davis as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Davis, Richard H. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2016-02-26 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Bhagavadgita--History. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 20014255 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/70a1d1164aa7991efed5e5d0da0a73d0.mp3 72c4dc8393949d3473765b3a4720b04e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data CD Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:52:25 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Shakespeare's poetics of modern science Description An account of the resource Audio recording of a lecture given on February 5, 2016 by Natalie Elliot as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Elliot, Natalie Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2016-02-05 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Shakespeare, William, 1564-1616--Knowledge--Science. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 20014253 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2c8ca201d7f1de1e70557194b9acca00.mp3 6cfc6460fe597e137a9c9b5ef0a0a5b3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource St. John's College Lecture Recordings—Santa Fe Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data CD Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:58:34 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Incarnate mind / incarnate love : reflections on embodiment in Dostoevsky's The Brothers Karamazov Description An account of the resource Audio recording of a lecture given on January 22, 2016 by Gregory Schneider as part of the Dean's Lecture and Concert Series. Creator An entity primarily responsible for making the resource Schneider, Gregory Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2016-01-22 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Dostoyevsky, Fyodor, 1821-1881. Brat'ia Karamazovy. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context 20014252 Friday night lecture