18 20 5655 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/af2c7b354f4bab6882f54982462821a6.pdf 4bfbaa2e47d1c84c4ff4fe2b3cf04646 PDF Text Text 2023 COMMENCEMENT EXERCISES Sunday | May 14 Two Thousand and Twenty-Three Annapolis | Maryland �PROGRAM For the Two Hundred Thirty-First Commencement in the Three Hundred Twenty-Seventh Year of the College Prelude Carrollton Brass Quintet Academic Procession The National Anthem Carrollton Brass Quintet Francis Scott Key, Alumnus, Class of 1796 Welcome Nora Demleitner President of the College Announcement of Prizes and Awards President Demleitner Joseph Macfarland Dean of the College Address to the Graduating Class Nathan Dugan Tutor Conferring of Undergraduate Degrees of the Class of 2023 President Demleitner Dean Macfarland Conferring of Graduate Degrees President Demleitner Emily H. Brooker Langston Associate Dean for the Graduate Program Recognition of the Class of 2020 Academic Recession President Demleitner Dean Macfarland Emily H. Brooker Langston Carrollton Brass Quintet �B A C H E LO R O F A R T S Kasparas Adomaitis Vilnius, Lithuania Huckleberry Finn: the Conscience of Mark Twain’s America Jack Alford Vienna, Virginia The Doomed Romantic: Failure and Fate in Lord Jim Rhett Anderson Thetford, Vermont Wild Apes & Savage Beavers: Examining Identity Post-Colonization in Aime Cesaire’s Discourse on Colonialism, James Joyce’s Dubliners, and Dr. Frederick Wiseman’s Dawnland: An Autohistory of the Abenaki Nation Max Anthon Haworth, New Jersey Terminal Philosophy A Closer Look at the End of Socrates Ella Rose Barron Denver, Colorado Voltaire’s Zadig ou la Destinée: A World Not Directed by Wisdom Joseph Bennett Amherst, New Hampshire A Linguistic Christ Figure in Phenomenology of Spirit Ben Berghammer Evanston, Illinois The Torments of a Deep Conscience: What it Means for Ivan Fyodorovich’s Heart to be Overcome by God in The Brothers Karamazov James Lawrence Bieneman West Bloomfield, Michigan What differentiates Newton and Leibniz in development and understanding of their calculus? Malaika Biwott Fairfax, Virginia The Demise of the Laborer Emory Richmond Boll New York, New York Magical Mystery Tour Searching for Soul, Self, and Solace in Jung’s Red Book Dashiel Donald Buyske-Friedberg God and Lucifer through Dante’s the Divine Comedy Philadelphia, Pennsylvania �Meagan Callahan Sunderland, Maryland What You Will: Desire and Happiness in Twelfth Night Stephen Dela Cruz Cariño Saipan, Northern Mariana Islands Fiction and Reality: The Imaginations of Huckleberry Finn and Tom Sawyer Gabriela Carroll Austin, Texas The Fruit of Unconscious Activity in Tolstoy’s War and Peace Sihwan Cha Busan, South Korea A Touch of Intellect, the Flesh of Man Bibhusan Chapagain* Hyeokjae Choi Kathmandu, Nepal Seoul, South Korea Wrestling with the Shade of Plato: The Meno and Lucian’s Hermotimus Joseph Cunningham Ambleside, United Kingdom Out from the Dark Wood: The Importance of Dante’s Awakening and First Steps into Hell Sam Detwiler Jenkintown, Pennsylvania No More. The Text is Foolish: Understanding Shakespeare’s Props in King Lear Jonah Donis South Hamilton, Massachusetts To See with Eyes Unclouded: A Look at the Myth of Er in Plato’s Republic Elizabeth SuAnn Dowdy Fort Worth, Texas Sisters by Chance or Sisters by Choice? An Examination of Sisterhood in Sophocles’ Antigone Samantha Duckworth On Book X of Euclid’s Elements Mira Dunan Emmart Holland, Pennsylvania Baltimore, Maryland Locke on Labor For the Right or For the Good? Isabel Emond Ocean City, Maryland Spellbound: The Risks of Learning in Plato’s Protagoras Mathew Fisher Weathersfield, Vermont Unnumbered Strands Exploration of Separation in Dream of the Red Chamber Vienna, Austria On Speech, or the Same and the Other Cristopher Barrett Ford Ardmore, Pennsylvania Stamping Ground, Kentucky A Cry for the Recognition of Living Poetry: Exploring Unreason in Don Quixote Alexander Ray Fodor Of Whales and Men Amanda Jayne Clemens Eleanor Carroll Elliott Reston, Virginia Freeing Minds: A Treatment for Ignorance Agnes Sands Galvin Millerton, New York To Be Mistress of Pemberley Kreider Chesterfield Grasse Philadelphia, Pennsylvania “The Summit of the Organic Scale” Is Man’s Superciliousness Justified by Darwin’s View Of the Progression of Man? Emerson Rieman Graves Charlotte, North Carolina “All Myth, The One Reality” of Helen in Egypt Noah Hale Seaford, Delaware The Paradoxical Hero and the Progress of Loss in Job Allegra Danger Hall Harrisburg, Pennsylvania Absence Makes the Heart: The Present Christ in Bach’s St. Matthew Passion Ella Naomi Harel Kirschner Philadelphia, Pennsylvania Phaedra the Philosopher Queen: Passionate Thought, Speech, and Deed in Euripides’ Hippolytus �Jonathan Harris Silver Spring, Maryland Returning Power to the People: An Analysis of Civil Responsibility in the Commonwealth, as Established in Thomas Hobbes’ Leviathan Matthew James Hogan Ava Marie Elisabeth Lehrman The Curiosity and Conviction of a Humble Man: On Faraday’s Electromagnetic Phenomena through Inductive Reasoning St. Helena, California Lakeland, Florida Paradox in Paradise Matthew Jungheim Highland Park, Illinois From Aeneas to Zion: An Account of the Essence of Two Nations John Frederick Kelly Annapolis, Maryland Evanston, Illinois Shaped by Absence: Negation in Jane Austen’s Persuasion Eyes Wide Open: An Inquiry into the Second and Third Chapters of the Book of Genesis Zixiong Lin Wenling, People’s Republic of China Daryl Jeffrey Locke Upper Marlboro, Maryland Lucie Carroll McCarthy Baltimore, Maryland Delay and the Bounded Self in Shakespeare’s Hamlet Jenny Kim Chungju, South Korea Involuntary Memory in Swann’s Way New Freedom, Pennsylvania Baudelaire’s Search for the Red Ideal in Shakespeare’s Macbeth Cincinnati, Ohio Corruption and the Art of Philosophy Education and Friendship in Plato’s Phaedrus Chicago, Illinois God, Moses, and the Golden Rule: Does Hillel’s Famous Statement Hold True When Reading Exodus? The Ubiquitous Experience of Exile in Baudelaire’s Swan Las Vegas, Nevada Outcast Child Monarch of the Clouds Isabella Martin Kiedrowski Hyojeong Lee Cedar Park, Texas “The Laws and Loss of Nature” Reinterpreting Tocqueville’s Observations on the Principle of Equality For the Modern Day Passion Nailed Down in America: An Inquiry on the Sovereignty of People The Quest for Political and Spiritual Moderation Rivka Koppel Nothing Beside Remains: The Breakdown of Morality in Heart of Darkness Sarah Janice Fairchild Lieberman Chelsea Johnson Craig Koch Ellicott City, Maryland Joshua Levins The “Dark, Sweet Stench” of Loam in Toni Morrison’s Sula. Mia Kobylski Needham, Massachusetts Law, Principle, Rule: What If Darwin’s Laws Are Taken as Laws of Physics? Burke, Virginia Ella Hougie Jake Lees Incheon, South Korea Isabel Lucille McDonald Gambier, Ohio The Social Outsider: Society, Adventure, and Freedom in Mark Twain’s Adventures of Huckleberry Finn Sylvie McKnight-Milles Ellicott City, Maryland In Search of Physical Reality: A Journey through Schrödinger’s Mathematical Derivation of the Quantum Wave Function Elizabeth Lynn Meade Pewaukee, Wisconsin “You Must Not Be Here:”: Alienation through Law in War and Peace Ezra Melchor Catonsville, Maryland On Nietzsche’s Genealogy of Morals: The Doubt of Faith and the Will to Truth Megli Micek Las Vegas, Nevada Love, the Inevitable End of Everything in Leo Tolstoy’s Anna Karenina �Jozef Miklasz Crownsville, Maryland The Five Rings Freedom through the Way of the Warrior Grace Frances Miller Trinity, North Carolina Santa Fe, New Mexico Louisville, Kentucky The Life of Isaac McCaslin From Faulkiner’s Go Down, Moses Giovanni Morgan Stuart, Florida The I That is We: How Community Sets Us Free in Hegel’s Phenomenology of Spirit Elizabeth “Birdi” Mueller Ridgway, Colorado Saving Orlando: Marriage and Mannage in Shakespeare’s As You Like It Brooke Anna Murphy-Petri Darien, Connecticut To Love One’s Neighhhbor a Voyage into Gulliver’s Travels Lillian Pearl Lemmert Naill Baltimore, Maryland Old Westbury, New York The Torment and Ecstacy of Spleen and the Ideal Tom Ni Pfäffikon, Switzerland Virtue or Virtù: The Case of Scipio Matthew Nugent* Joseph Padgett Keene, New Hampshire Memphis, Tennessee Die Müh Ist Aus or Finding Rest in Bach’s Passion Lysithia Page Do We Get What We Want? An Essay on Plato’s Symposium Gorham, Maine Francis Proctor Annapolis, Maryland A Consideration of Inheritance, Rights, and Liberty Alayna Kay Louise Raymond Spanaway, Washington Finding Her Epos: An Investigation into Dorothea Brooke’s Potential for Epic Life in George Eliot’s Middlemarch Elli Megan Rees Llanelli, Wales Seduction: A means of Destruction or Reconciliation? Jennifer Reid Atlanta, Georgia Movement in Passivity: A Phenomenological Approach to the Development of Passivity in the Girl in Simone De Beauvoir’s The Second Sex Caroline Grace Ritter Arlington, Virginia On Personal Freedom and Historical Inevitability in Tolstoy’s War and Peace The Four Elements in the Epic of Gilgamesh: An Exploration of Duality within Nature Noah Negri Silas Nathanael Pillsbury On Attention and Identity: A Study of Virginia Woolf’s To the Lighthouse Passion and Gospel: Bach’s Double Scoring of Matthew Caroline Kohl Moeller Chicago, Illinois The Dialectic of Violence: Frantz Fanon’s Wretched of the Earth Economy, Passion, Love Exploring What It Means to Marry Well in Jane Austen’s Pride and Prejudice Ruby Mariah Miller Angel Pantoja Jr. Garrick Buchanan Rodman The Identity and Ideals of a Man Betrayed Jacob Richard Rowley Bend, Oregon A Platform of Stability: Eternal Moment in To The Lighthouse Kostiantyn Rymar Kyiv, Ukraine Sin, Death, Suffering, and Baudelaire: How Evil Penetrates l’esprit and l’corps to Create the Deplorable Nature of the Human Condition Apurva Sharma Kathmandu, Nepal “A Shadow Here and a Light There”: An Exploration of the Self and the Other in Virginia Woolf’s To the Lighthouse Lirian Selene Spolaore Burlingame, California Glennville, Pennsylvania Washington, District of Columbia A Journey through Memory: Experiencing Time with Marcel Proust �Sachin Cyril Stanislaus Templeton, California On Legitimate Authority in Jean-Jacques Rousseau’s On the Social Contract: An Inquiry into the Possibility of Justified Social Relations Honor Dubarry Stanton Toronto, Canada The Degradation of Soul and Regime in Plato’s Republic Wyatt Sweeney Cleveland, Ohio Bona Fide: The Anatomy and Apotheosis of Identity through Montaigne’s Essays Nathaniel Talbutt Providence, Rhode Island Colossus! Interpreting Real and Symbolic Power in Shakespeare’s Tragedy of Julius Caesar Nicolas Turner Arlington, Virginia What Wants to Be Told: Self-knowledge through the Fables of Aesop and Jean de La Fontaine Nya Uberman-Gillon Olympia, Washington The Human Frequency: A Marriage of Opposites and Acceptable Paradox James “Cooper” Ussery Naples, Florida A Standpoint Beyond: On The German Ideology Paul William Vosteen Jr. Monterey, Virginia The Frenzied Pied Piper of Idolatry Libby Watson Houston, Texas Thinking of Thinking: Why the Phenomenology of Spirit is a Story Leonard Wells Washington, District of Columbia The Odyssey of L’russe Besuhof in Tolstoy’s War and Peace Tessa Wild St. Louis, Missouri “Unnatural Troubles”: An Exploration of Madness in Macbeth Tong “Cynthia” Wu Suzhou, People’s Republic of China Man as a Beautiful Animal: The Evolution of Human Civilization through Beauty in Charles Darwin’s The Descent of Man Jingyi Zhang Fuzhou, People’s Republic of China Mal of Les Fleurs du Mal Rose Meien Zhang Beijing, People’s Republic of China Something New Under the Sun in Kepler’s Astronomia Nova Yingxin Zhang Wenling, People’s Republic of China How One Should Live a Life: Moderation in Plato’s Republic �MASTER OF ARTS IN LIBERAL ARTS Mark Acebo Perth, Australia Sarah Pendleton Alexander Alexander Phillip Andreosatos Jeffrey Robert Boatwright† Adam Burkhart § Annapolis, Maryland § Quincy, Massachusetts Los Angeles, California Pittsburgh, Pennsylvania § David Somerset Christian Cypress, California Jesse Clagett Dahlonega, Georgia Ari Spencer Coleman† South Jordan, Utah Benjamin Crocker Sydney, Australia Folke Egerstrom Santa Ana, Costa Rica § Matthew Ely Des Moines, Iowa Derek Foret Washington, District of Columbia § Fort Washington, Maryland † Jay Alexander Gold Madison, Wisconsin Ansley Starr Green Alachua, Florida Tanya Malita Fuller Steven Hayes§ Lawrenceville, New Jersey Jordan Loch Hill Perth, Australia † Joshua C Laperche § Connor Morrison Benjamin Stewart Pershall† Siobhán Autumn Petersen † David R. Pierce Ethan Pyle § Exeter, Rhode Island Philadelphia, Pennsylvania Severna Park, Maryland Shady Side, Maryland Santa Teresa, New Mexico Hartland, Wisconsin Walker Beau Rogalsky Winnipeg, Canada Kasey M Siciliano Cincinnati, Ohio Abdullah Wadood Bethesda, Maryland Chase Waller § Judith Jankowski Wrenn§ * Upon completion of requirements † Degree conferred January 18, 2023 § Degree conferred October 26, 2022 Chattanooga, Tennessee Fountain Inn, South Carolina �Welcoming back our Class of 2020 B A C H E LO R O F A R T S Tbel Abuseridze Batumi, Georgia On Voyaging Zainab Noor Ahmad Lucknow, India With Feminine Love & Beauty – A Close Look at Prince Andrei Bolkonsky Angelika Nora Alberstadt New York, New York Who Painted the Lion? An Analysis of the Wife of Bath in Chaucer’s Canterbury Tales Alexander Thompson Albert Towson, Maryland The Influence of War and Peace on Individuals in War and Peace Emmet Allen Lexington, Kentucky Discovery and Concealment – An Examination of Meaning and Sedimentation in Husserl’s Crisis of European Sciences August Baganz Annapolis, Maryland And Repudiating Immolation: The Motion Towards Understanding in Faulkner’s Go Down, Moses Thomas Balding Long Island, New York Free Will and the Individual in War and Peace – An Investigation of Man’s Ability to Act in a Historical World Morgan Robert Edward Ballard-Wheeler Tucson, Arizona Love’s Language in Tristan und Isolde – An Exploration of Musical Meaning Darcy Marie Bohlin Santa Fe, New Mexico On the Amorality of Forgiveness Anne Lindsay Brong The Cumulative Action of Creation – A Calculus Under Darwin Wyndmoor, Pennsylvania �Martha Campbell Annapolis, Maryland The Perfect Words in The Perfect Order – The Power of the Poetic in Soren Kierkegaard’s Fear and Trembling and Whether it Succeeds in Saying The Unspeakable Charles John Carpenter Farmington, Connecticut The Natural Social Man – Finding Morality Free of Prejudice in Rousseau’s Emile Cole Caudle Sulphur, Oklahoma Dynamic Language – An essay concerning how our conception of language shapes how we engage with the world Yu Chieh Chang Taichung, Taiwan Between Love and Suffering – Confessional Language in Dostoevsky’s Crime and Punishment Parker James Chlovechok Cambridge, Ohio Hindsight is Twenty-Twenty - An Analysis of the Different Forms of Memory and their Applications to Life and the Creative Process Raeann Clement Port of Spain, Trinidad & Tobago A Pursuit of Virtue Adelaide, Australia Time, Nature, & Empathy: A Portrait of Humanity in Goethe’s Faust Los Angeles, California Kathmandu, Nepal Zarathustra’s Solitude – A Path to Self-Overcoming Collin Doherty Richmond, Virginia A Moral Bath- Pierre’s Pursuit of Happiness in War and Peace “…And the Battlefield is the Heart of Man”: An Inquiry into Love, Judgement, and Suffering in The Brothers Karamazov Sierra Engdahl Estero, Florida How to Build a Good European: Nietzsche’s Pursuit of a Reformed Science Noah Estes Mosier, Oregon On Storytelling: The Art of Experience, Perception, and Symbolism in Mark Twain’s Adventures of Huckleberry Finn Sadie Bromberg Funk Minneapolis, Minnesota Inseparably Interconnected Infinitesimal Elements: An Exploration of Tolstoy’s Science of History and its Mathematical Possibilities Tianqi (Simon) Gao Beijing, People’s Republic of China The Idea of “Conflicts” in Federalist Papers and Its Misuse in American Politics Pasadena, Maryland Pain: The Price for Greatness Carlsbad, California Death for Philosophers –A Guide to Dispelling the Fear of Death Through Lucretius’ On the Nature of Things Beebs Hartzell Houston, Texas Maddie Nell Fortier Jane Charlottesville, Virginia What Giants? An Exploration of Laughter in Cervantes’ Don Quixote Annapolis, Maryland On the Isolation Present in the Modern Poetry of Charles Baudelaire Kesi Emily Dremel Pittsburgh, Pennsylvania Antigone: Oedipus’s Complex Daughter Gorgias: The Rhetoric of Shame Mary Dray Ryan Andrew Eberlein Mitchell Harris How Ghosts and Art Catch Consciences Nishan Dhungel Washington, District of Columbia Marx, Engels, Ricardo, & Smith- Social labor: Marx’s Critique of Vulgar Economy Jodi-Ann Griffin Jack McGregor Condie Sam Cooper Samuel Dreyer Annapolis, Maryland Kaila Nicole Johnson Hagerstown, Maryland On Violence and Virtue: Hamlet and the Nature of Satisfaction in Revenge Stories �Anton Olegovich Kalmysh Yekaterinburg, Russia The Limitations of Prospero’s Project and Power Sila Karabiber Sakarya, Turkey Why Two Geometries: The Story of Parallel Lines Beimnet Kebede Addis Ababa, Ethiopia Irregularity: The Pseudo-Perfect Garden- A Deliberation of Perfection and its Place Within God’s Creative Process Alexander Kocinsky Trumbull, Connecticut Cairo, Egypt Alone on the Island of Man’s Knowledge – An Examination of the Social and Asocial in Hayy ibn Yaqzan Jameson DeWeese Marshall Fairfax, Virginia Loving others, by loving ourselves – An exploration of happiness in Rousseau’s Emile Tyler Michael Mazur Cambridge, Ohio The Fruits That We Bear – An exploration of character and action in Aristotle’s On Poetics and what the art of fiction tells us about our perception of reality Scott Stanaway McCrae Silver Spring, Maryland The Tension Within the Leaf: How Conflicting Ends Manifest in the Growing Plant Portland, Oregon A Quantum of Causality – Kantian Metaphysics and Quantum Mechanics Joined Vienna, Virginia Achilles’ Wager – On Fate in the Iliad West Chester, Pennsylvania Fear of Change: A Look at Time in the Charles Baudelaire’s Les Fleurs du Mal Mackenzie Richard–Daffner Williamstown, Massachusetts Sitting in an English garden waiting for the sun – I Am the Walrus – The Beatles Erica Rochelle Root Ludington, Michigan Redemption and Damnation of Humanity: A Story Portrayed by the Lovers of Gounod’s Faust James Edward Rubidge Westport, Connecticut well maybe I’ve been wrong, maybe my intentions are irrelevant, but honestly, it’s not just for me. An Analysis of Maturity Through Henry IV Part I Sterling, Virginia Change We Can Believe In – Knowledge, Necessity, and History in Philosophical Fragments Hanover, Pennsylvania Finding Satisfaction in a Material World - An Analysis of Lucretius’ On the Nature of Things Family and Leadership in Shakepeare’s The Tempest Elinatan Nelson Zachary Radford Kassem Ayad Mansour John Schuyler Monday To Whom Do I Owe This Alienation? An Inquiry into Words and Meaning in Hegel’s Phenomenology of Spirit John Pell Sacramento, California Hegel’s Critique of Pure Morality – The Use and Abuse of Conscience in Hegel’s Elements of the Philosophy of Right Sean Miller Stockholm, Sweden Edan Moses Otto “Man Errs as Long as he Will Strive” Zachary Leveroni Elisabeth Morell Thousand Oaks, California Gabriela Sanchez Wellington, Florida Miraculous Artworks – On Hannah Arendt’s The Human Condition Anna Seban Davis, California Swann in Search of Love and Art: The Role of Art, Aesthetics, and Appreciation in Swann’s Way Eireamhán Mitha Semple Dublin, Ireland & Islamabad, Pakistan The Generalisation of Economic Thought – An essay on The General Theory by John Maynard Keynes �Aishwarya Sharma Kathmandu, Nepal MASTER OF ARTS IN LIBERAL ARTS Who Is Antigone? Living a Life Opposed to Life Glen “Quinn” LeRoy Shivel V Kennebunkport, Maine What Sort of Things Are we? Understanding our behavior through the teachings of Epictetus. Jakob Stief St. Louis, Missouri The Leap of Faith: Resolving the Dialectic between the Esthetic and the Ethical in Kierkegaard’s Either/Or Zuowen Tang How Kant Saved Me from the Void Mary Elizabeth Turner Cedar City, Utah Descartes’ Approach Muntinlúpa City, Philippines The Traveler’s Mind, from Both Sides of Jonathan Swift’s Fourth Wall Grace Villmow Brookings, South Dakota Judged, Sentenced, And Condemned - An Exploration of the Truth Behind Misogyny in Christine de Pizan’s The Book of the City of Ladies Logan Jefferey Zimmerman Andrew Dorchester Washington, District of Columbia Gregory LaMontagne Jordan Timothy Poyner Jordana Leah Stern Rozenman Quang Ngai, Vietnam Eloping in Adventures of Huckleberry Finn Alberto Clemente Antonio Valenzuela III Chestnut Hill, Massachusetts Jaime Marquez Shenzhen, People’s Republic of China Hung “Jay” Tram Lee David Cranberg Wray, Colorado Confronting the Mask. An Investigation of the Prelude to a Philosophy of the Future. Ryan Shinkel Annapolis, Maryland Arlington, Virginia Winona Lake, Indiana Washington, District of Columbia Annapolis, Maryland �PRIZES AND AWARDS To the Graduate Institute student who has written a distinguished preceptorial essay in the year 2022. Offered by the Alumni Association How Might a Machine Intend? To the member of the Senior Class who has written the best senior essay. Siobhán Petersen, Co-Winner Offered in memory of Susan Irene Roberts, of the Class of 1966 In Search of Physical Reality: A Journey Through Schrödinger’s Mathematical Derivation of the Quantum Wave Function The Three Peaks of Aristotle’s Ethics: A Critique of Magnanimity through Friendship and Wisdom Sylvie McKnight-Milles Quinn Rifkin, Co-Winner Honorable Mention On Personal Freedom and Historical Inevitability in Tolstoy’s War and Peace Caroline Ritter To the member of the Junior Class who has written the best annual essay. Offered by Mrs. Leslie Clark Stevens in memory of her daughter-in-law, Kathryn Mylroie Stevens To a member of the Senior Class, for excellence in speaking. Offered in memory of Senator Millard E. Tydings of Maryland Isabel Emond To the student who submits the best English version of a Greek text. Offered in memory of John S. Kieffer, President Emeritus Stephen Carino Dorothea Brooke’s Death and Resurrection through Art Dolan Polglaze Honorable Mention Yucen Han To the member of the Sophomore Class who has written the best annual essay. Offered under the will of the late Judge Walter I. Dawkins, of the Class of 1880 To the student who submits the best English version of a French poem. Let Him Who Has Ears Listen – Parable, Christian Privacy, and the Mechanics of Transformation Finn Yepkle To the member of the Freshman Class who has written the best annual essay. Saving Glaucon’s Soul – An Examination of Socrates’ Answer in the Republic in Relation to Glaucon’s Character Offered by the Board of Visitors and Governors LE CORBEAU ET LE RENARD FABLE Ava Lehrman To the student who submits a fine original English poem. Offered by Dr. George Austin in memory of his brother, Henry Untitled Lucie McCarthy Victoria Horsman Honorable Mention A Noble Risk and a Noble Lie: The Doubt and Deception of Socrates Kaleth Cushman Honorable Mention When Rajani poured her love Bibhusan Chapagain Honorable Mention Character in Nicomachean Ethics: Who is to Blame? Honorable Mention A Reservation Michael Engstrom Chelsea Simons To the Graduate Institute student who has written a distinguished tutorial essay in the 2021-2022 academic year. Offered in Memory of Laurence Berns by a donation from Joe Coelho Neither Evening nor Dawn: A Comparison of Μεγαλοψυχία and Σοφία in the ‘Nicomachean Ethics’ Jules Spiese To the student who submits a fine original musical composition. Offered in memory of Mary Joy Belknap, President of the Caritas Society 1987-1991 Alma redemptoris mater Tarik Mahmud �To the student who submits a fine essay on a piece of music. Offered in memory of Mary Joy Belknap, President of the Caritas Society 1987-1991 Elli Rees To the student who submits the most elegant solution of a synthetic problem. Offered by the Class of 1986 in memory of Bryce Jacobsen, of the Class of 1942, Tutor and Director of Athletics Emeritus Paolo Medelius To the student who submits the most elegant solution of an analytical problem. Offered in memory of James R. McClintock, of the Class of 1965 Paolo Medelius To the student who carries out a fine laboratory project. Offered in memory of Curtis Wilson by the Class of 1963 Not awarded To the members of the Senior class, through participation, leadership, and sportsmanship, have contributed most to the SJC athletic program, a special blazer. Jacob Lees Ava Lehrman To the member of the Senior Class who has contributed outstanding service to the Greater Annapolis Community. Offered by the Caritas Society of St. John’s College Ezra Melchor To the member of the Senior Class who has demonstrated the greatest care for and service to youth who reside in the City of Annapolis. Offered by the friends and family of Marvin B. Cooper, of the Class of 1969 Alayna Raymond To the member of the Senior Class who submits the best work of visual art to the Community Art Exhibition, the Charles Vernon Moran Prize. Daryl Locke To the Senior who has demonstrated excellence in the arts, literature, or sciences, the Walter S. Baird prize. World within Hjelmslev Disk Rose Zhang �CONGRATULATIONS, ALUMNI. Stay in touch. Get involved. Give back. sjc.edu 410-626-2531 � 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 Commencement Programs and Addresses 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 Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 15 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 Commencement Program, 2023 Description An account of the resource Program for the two hundred thirty-first commencement in the three hundred twenty-seventh year of the college. 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 Date A point or period of time associated with an event in the lifecycle of the resource 2023-05-14 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 Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context CommencementExcercises2023 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/58f2d6ddd79d308f8ae5897a4c3e5b61.pdf 2dd3e0110a1b95fda91d76aa93b9f52d PDF Text Text ST JOHN'S College ANNAPOLIS • SANTA FE Charter and Polity of the College ANNAPOLIS, MARYLAND • SANTA FE, NEW MEXICO Amended and Restated April 2009 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �S!J OH N'S College ANNAPOLIS • SANTA FE Charter and Polity of the College ANNAPOLIS, MARYLAN D• SANTA FE, NEW MEXICO Amended and Restated April 2009 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �Since this Polity can be amended between printings, the current official Polity is kept in the offices of the Presidents ofSt. John's College. HISTORY St. John's College was founded in 1696 as King William's School in accordance with a Petitionary Act for free-schools of the General Assembly of the Colony of Maryland. Following the Revolutionary War, the General Assembly of the new State of Maryland granted a Charter to St. John's College pursuant to and as a part of Chapter 37 of the Laws of Maryland of 1784. This Charter was subsequently amended by the General Assembly through Resolution No. 41 of 1832. The Visitors and Governors of St. John's College in 1950 revised the Charter to eliminate extraneous and obsolete matter and to make certain other amendments consistent with present requirements and conditions. It was the opinion of the Attorney General of Maryland that the original Charter of the College was subject to the general Corporation Laws of Maryland and might accordingly be amended by the Visitors and Governors, pursuant to these laws, without legislative action by the General Assembly. Subsequent amendments were made in 1961, in 1963, in 1965, in 1970, and in 1975. I When the decision was reached to establish a second St. John's College in Santa Fe, New Mexico, amendments were made to the Charter to authorize branches or extensions of the College. The Charter was then filed with the Corporations Commission of the State of New Mexico as a foreign corporation. The College was thus empowered to grant degrees in New Mexico under the provisions of its Maryland Charter. A Polity for the College was first suggested at a faculty meeting in 1943 by the Dean. A faculty committee was elected and drafted a Polity, which was then promulgated by the President. In April 1949 the Faculty elected a committee to revise the Polity. The resulting document was approved by the Faculty on April 9, 1950, and was adopted by the Board of Visitors and Governors on July 8, 1950. Subsequent quinquennial reviews were made by elected faculty committees, and desired amendments were recommended by the Faculty to the Board of Visitors and Governors. The Polity was thus amended at regular meetings of the Board held on May 14, 1955; May 21, 1960; May 15, 1965; June 6, 1970; April 19, 1975; January 16, 1982; April 19, 1986; and October 19, 1991. Other amendments were adopted by the Board at regular meetings on February 22 and December 9, 1961; February 23 and September 28, 1963; October 3, 1970; February 18, 1972; October 25, 1975; January 24, 1976; November 6, 1982; July 21, 1984; April 20, 1985; October 25, 1986; April 11, 1987; October 19, 1991; July 18, 1992; April 17, 1993; April 22, 1995; April 19, 1996; April 24, 1999, and November 6, 1999; January 27, 2001, April 26, 2003; April 24, 2004; January 27, 2006; April 22, 2006; and April 25, 2009. �CHARTER OF ST. JOHN'S COLLEGE WHEREAS, institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States; And whereas, it appears to this General Assembly that many public spirited individuals, from an earnest desire to promote the founding a college or seminary of learning on the Western Shore of this State have subscribed and procured subscriptions to a considerable amount, and there is reason to believe that very large additions will be obtained to the same throughout the different counties of the said Shore, if they were made capable in law to receive and apply the same towards founding and carrying on a college or general seminary of learning with such salutary plan and with such legislative assistance and direction as the General Assembly might think fit, and this General Assembly, highly approving those generous exertions of individuals, are desirous to embrace the present favorable occasion of peace and prosperity for making lasting provision for the encouragement and advancement of all useful knowledge and literature through every part of this State; BE IT ENACTED: II. That a college or general seminary of learning by the name of "St. John's College" be established on the said Western Shore upon the following fundamental and inviolable principles; namely, first, the said college shall be founded and maintained forever upon a most liberal plan for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education and to all the literary honors of the college, according to their merit without requiring or enforcing any religious or civil test, or urging their attendance upon any particular religious worship or service other than what they have been educated in or have the consent and approbation of their parents or guardians to attend; nor shall any preference be given in the choice of a Principal, Vice-Principal or other Professor, Master or Tutor in said college on account of his particular religious profession, having regard solely to his moral character and literary abilities and other necessary qualifications to fill the place for which he shall be chosen. IV. That the governing body or board of said College shall consist of not more than forty-nine nor less than thirteen Visitors and Governors, to be chosen and to hold office in such manner as the said Visitors and Governors may determine and prescribe by their fundamental ordinances; provided, however, that the Governors of the States of Maryland and New Mexico shall act ex officio as two of the total number of Visitors and Governors of said college during their respective terms in said offices; and that the said Visitors and Governors and their successors duly chosen shall be and are hereby declared to be one community, corporation and body politic to have continuance forever by the name of and by the same name they shall have perpetual succession. 2 ST. JOHN'S COLLEGE VII. That if the City of Annapolis should be fixed upon as a proper place for establishing the said intended college, this General Assembly give and grant, and upon that condition do hereby give and grant to the Visitors and Governors of the said College by the name of "The Visitors and Governors of Saint John's College in the State of Maryland," and their successors all that four acres within the City of Annapolis purchased for the use by the public and conveyed on the 2nd day of October, 1744, by Stephen Bordley, Esq., to Thos. Bladen, Esq., then Governor, to have and to hold the said four acres of land with the appurtenances to the said Visitors and Governors and their successors for the only use, benefit and behoof of the said college and seminary of universal learning forever. VIII. That the said Visitors and Governors and their successors by the same name shall be able and capable in law to purchase, have and enjoy to them and their successors in fee, or for any other less estate or estates, any lands, tenements, rents, annuities, pensions or other hereditaments by the gift, grant, bargain, sale, alienation, enfeoffment, release, confirmation, or devise of any person or persons, bodies politic or corporate capable to make the same, and such lands, tenements, rents, annuities, pensions or other hereditaments or any less estates, rights or interests of or in the same at their pleasure to grant, alien, sell and transfer in such manner and form as they shall think meet and convenient for the furtherance of the said college; And also that they may take and receive any sum or sums of money, and any kind, manner or portion of goods and chattels that shall be given, sold or bequeathed to them by any person or persons, bodies politic or corporate capable to make a gift, sale or bequest thereof and employ the same towards erecting, setting up and maintaining the said college in such manner as they shall judge most necessary and convenient for the instruction, improvement and education of youth in the vernacular and learned languages, and generally in any kind of literature, arts and sciences, which they shall think proper to be taught for training up good, useful and accomplished men for the service of their country, in church and state. IX. That the said Visitors and Governors and their successors by the name aforesaid shall be able in law to sue and be sued, plead and be impleadable in any court or courts, before any judge, judges, or justices within this State and elsewhere in all and all manner of suits, complaints, pleas, causes, matters and demands of whatsoever kind, nature or form they be and all and every other matter and thing therein to do in as full and effectual a manner as any other person or persons, bodies politic or corporate within this State or any of the United States of America in like cases may or can do. X. That the said Visitors and Governors and their successors shall have full power and authority to have, make and use one common and public seal and likewise one privy seal with such devices and inscriptions as they shall think proper, and to ascertain, fix and regulate the uses of both seals, by their own laws and the same seals or either of them to change, break, alter and renew at their pleasure. XI. That the said Visitors and Governors and their successors from time to time and at all times hereafter, forever, shall have full power and authority to constitute and appoint in such manner as they shall think best and most convenient, a principal, a vice-principal of the said college and �professors with proper tutors and assistants for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modem tongues and languages; and the said principal, vice-principal and professors so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty by the name of "The Principal, Vice-Principal and Professors of St. John's College"; and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction, discipline and government of the said seminary and of all the students, scholars, ministers and servants belonging to the same. XIV. That a majority of the said Visitors and Governors for the time being and duly assembled at any meeting upon due notice given to the whole body of Visitors and Governors shall have full power and authority to make fundamental ordinances for the government of the said college and the instruction of youth as aforesaid, and by these ordinances to appoint such a number of their own body not less than seven, as they may think proper for transacting all general and necessary business of the said seminary and making temporary rules for the government of the same; and also by the said fundamental ordinances to delegate to the principal, vice-principal and professors such powers and authorities as they may think best for the standing government of the said seminary and of the execution of the ordinances and rules of the same; provided always that they be not repugnant to the form of government of any law of this State. XV. And for animating and encouraging the students of said college to a laudable diligence, industry and progress in useful literature and science, be it enacted that the said Visitors and Governors and their successors shall by a written mandate under their privy seal and the hand of someone of the Visitors and Governors to be chosen annually as their President, according to the ordinance to be made for that purpose, have full power and authority to direct the principal, viceprincipal and professors to hold public commencements either on stated annual days, or occasionally as the future ordinances of the said seminary may direct and at such commencements to admit any of the students in the said college or any other persons meriting the same (whose names shall be severally inserted in the same mandate) to any degree or degrees in any of the faculties, arts and sciences and liberal professions to which persons are usually admitted in other colleges or universities in America or Europe; And it is hereby enacted that the principal, or in the case of his death or absence, the vice-principal, and in case of the death or absence of both, the senior professor who may be present, shall make out and sign with his name diplomas or certificates of the admission to such degree or degrees, which shall be sealed with the public or greater seal of the said corporation or college and delivered to the graduates as honorable and perpetual testimonials of such admission; which diplomas, if thought necessary for doing greater honor to such graduates, shall also be signed with the names of the different professors or as many of them as can conveniently sign the same; provided always that no student or students within the said college shall ever be admitted to any such degree or degrees, or have their name inserted in any mandate for a degree, until such student or students have been first duly examined, and thought worthy of the same. before the General Assembly for their inspection and examination, but in case at any time hereafter through oversight, or otherwise through misapprehension and mistaken constructions of the powers, liberties and franchises in this Charter or Act of Incorporation granted, or intended to be granted, any ordinance should be made by the said corporation of Visitors and Governors or any matters done and transacted by the corporation contrary to the tenor hereof, it is enacted that although such ordinances, acts and doings shall in themselves be null and void, yet they shall not, however, in any courts of law, or by the General Assembly, be deemed, taken, interpreted or adjudged into an avoidance or forfeiture of this Charter and Act of Incorporation, but the same shall be and remain unhurt, inviolate and entire unto the said corporation of Visitors and Governors in perpetual succession; and all their acts conformable to the powers, true intent and meaning hereof shall be and remain in full force and validity, the nullity and avoidance of such illegal acts to the contrary in any wise notwithstanding. XVD. That this Charter and Act of Incorporation and every part thereof shall be good and available in all things in the law according to the true intent and meaning thereof, and shall be construed, reputed and adjudged in all cases most favorably on the behalf and for the best benefit and behoof of the said Visitors and Governors and their successors, so as most effectually to answer the valuable end of this Act of Incorporation towards the general advancement and promotion of useful knowledge, science and virtue. XVIll. That the College may establish and operate one or more branches in one or more states of the United States. XVI. That the ordinances which shall be from time to time made by the Visitors and Governors of the said college and their successors with an account of their other proceedings and of the management of the estate and moneys committed to their trust, shall when required be laid 4 5 �Polity of St. John's College Preamble Education is the making ofmen and women out of children by bringing them into the world of inherited customs, intellectual traditions, and spiritual ties. Institutions of learning are set up for this purpose. Beyond this they should also seek to develop the moral and intellectual powers of their students to enable them to fulfill best their freely chosen tasks and thus to take their own responsible part in shaping the future. St. John's College is a community of learning committed to holding these ends constantly in sight and to seeking the best means of attaining them. St. John's College strives to illuminate the common heritage of humanity in a persisting study of the great documents in which that heritage can be found. It is concerned with the unity of knowledge, an understanding of the great issues, and the moralfoundations on which men and women may conduct their lives. To provide proper conditions for the pursuit of these ends, we, the Board of Visitors and Governors, after consultation with the Faculty, do ordain and establish this Polity for St. John's College. Article I (a) The "principal" shall be the Presidents. When 'President' is used in this Polity it shall mean: (i) with respect to membership on the Board of Visitors and Governors, in the Faculty, on committees of the Board, and sitting ex officio with the Instruction Committee, and for presentation of, and response to, the Statement of Educational Policy and Program (Article V (l)(c)), the President of the Annapolis campus and the President of the Santa Fe campus; (ii) with respect to membership on committees or sitting ex officio with committees, and actions or procedures relating to one campus, the President of that campus; (iii) with respect to actions under Article II (12)(b) or actions or procedures involving the entire College under Article X (l)(a)(i) and Article X (l)(a)(iii), either President. (b) The "vice-principal" shall be the Dean who is serving as the Chair of the Instruction Committee. (c) There shall be a Dean of St. John's College in Annapolis and a Dean of St. John's College in Santa Fe. (d) The "professors, tutors and assistants" shall bear the title Tutor or Tutor Emeritus. Tutors who have completed their tenure appointments shall be Tutors Emeriti . THE COLLEGE (1) St. John's College is by its Charter a legal entity, carrying on its functions from its campuses in Annapolis, Maryland, and in Santa Fe, New Mexico. Under the Charter of the College, all power, authority, and responsibility pertaining to the College are vested in the Visitors and Governors. (2) The College consists of the following: The Board of Visitors and Governors, the Faculty, the Graduate and Undergraduate Students, the Alumni and the Staff, and other members who may be named from time to time by the Board of Visitors and Governors. (3) Under the Charter, "the said Visitors and Governors, and their successors, from time to time, and at all times hereafter, forever, shall have full power and authority to constitute and appoint, in such manner as they shall think best and most convenient, a principal and viceprincipal of the said College, and professors, with proper tutors and assistants, for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modem tongues and languages; and the said principal, vice-principal, and professors, so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty, by the name of 'The Principal, Vice-Principal, and Professors of St. John's College;' and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction, discipline, and government of the said seminary and of all the students, scholars, ministers and servants belonging to the same." 6 (e) There shall be Vice-Presidents for College Advancement and Treasurers. (f) There shall be Associate members of the Faculty, hereinafter called Associates, as provided in Article VIII . (g) The "one learned body or faculty," composed of the President, the Deans, the other Tutors, the Tutors Emeriti, the Vice-Presidents for College Advancement, the Treasurers, and the Associates, shall bear the title the Faculty of St. John's College. (h) All who have formally matriculated, are at the present enrolled, and are in good standing shall be called Students of St. John's College. (i) The Directors and the Tutors of the Graduate Institute shall be called the Faculty of the Graduate Institute. (j) All who have been awarded a degree by the College shall be called Alumni. In addition, all who have completed at least one semester of undergraduate study or at least one segment of Graduate Institute study, but who are not currently enrolled, shall be called Alumni either a) in the case of undergraduate students, when the class with which they matriculated has graduated, or b) in the case of Graduate Institute students, at the end of three full sessions of the Graduate Institute after the one in which they last enrolled. All 7 �who have been designated as honorary members of the Alumni Association of St. John's College shall be called Alumni. All who have ever been Alumni shall continue to be. (k) The Staff shall consist of all persons appointed by the President who are not members of the Faculty of St. John's College or the Faculty of the Graduate Institute. (1) There shall be no discrimination at St. John's College in appointments, conditions of employment, admissions, educational policy, financial aid programs, athletics, or other activities, on the basis of race, religion, age, sex, national origin, color, disability and/or handicap, sexual orientation, or other characteristic protected by any applicable federal, state or local law. Article II VISITORS AND GOVERNORS (1) Qualifications for Membership. Persons shall be eligible for membership on the Board of Visitors and Governors who are concerned for the maintenance, progress, and vitality of St. John's College's educational program and who are willing and able to discharge the responsibilities of trusteeship with devotion and energy. (2) Members. The Board of Visitors and Governors shall consist of not more than sixty members, comprising the Presidents, the Deans, the Governors of Maryland and New Mexico, ex officio, and fifty-four members, of whom forty-five shall be elected by the entire Board and nine s_hall be elected by the Alumni of the College, in the manner and for the terms hereinafter provided. In recognition of meritorious service to the College, Visitors Emeriti may be elected to the Board who may attend all meetings of the Board, with voice in deliberation, but without vote. Retired members of the Board who have served six (6) terms on the Board as members in good standing shall be designated as Honorary Board Members upon election by the Board. Honorary Board Members will receive minutes of the Plenary Sessions of the Board, may, as a guest, attend the Plenary Sessions of all regular meetings of the Board, and may be asked to assist on Board Committees. (3) Elections by the Board. At each annual meeting, the Board shall elect a class of no more than fifteen members for a term of three years, to succeed those members whose term expires at the conclusion of said meeting. Those members elected shall begin their term upon the conclusion of the meeting of their election. The procedure for nomination and election shall be as follows: There shall be a Nominating Committee of seven members of the Board appointed by the Chair. The Chair and the Presidents shall sit with the committee, ex officio, when nominations to Board membership are being considered. The Nominating Committee shall recommend to each member of the Board in writing, not later than thirty days prior to the annual meeting at which the election is to be held, at least one candidate for each of the places to be filled by such election, including each position as an officer of the Board. Additional nominations may be made in writing, addressed to the Chair, signed by at least 8 five members of the Board, prior to the date above provided for the report of the Nominating Committee, and any such additional nominations shall be reported to the Board by the Committee at the time of its report. Voting on nominations at annual meetings may be by ballot, each member present to vote for fifteen of the said nominees. In case the balloting results in a tie for one or more positions, the Board shall determine the procedure to resolve the tie. No nominee for member or officer of the Board shall be deemed elected who has not received the affirmative votes of at least a majority of the members present at the meeting . If there should be fewer than fifteen members in any class prior to the end of the term for such class, any vacancy may be filled pursuant to the procedure provided above for regular elections, except that the election may take place at any regular meeting. A member elected to fill any such vacancy shall hold office for the remainder of the term of the class in which such vacancy occurred. (4) Elections by the Alumni. Each year in the spring, three alumni shall be elected to membership for a term of three years, in such manner that there shall be nine members of the Board elected by the alumni, consisting of three classes of three members each. Outgoing members so elected shall continue to serve until their successors' term of office begins. Such elections shall be conducted in accordance with the By-laws of the Alumni Association of St. John's College. In the event that for any reason there should be fewer than three members so elected in any class prior to the end of the term of that class, the vacancy shall be filled by the Alumni Association of St. John's College. Newly elected alumni shall begin their term immediately following the annual meeting of the Board. (5) Faculty Representation at Board Meetings. Three members of the Faculty shall be elected by the Faculty on each campus to attend all regular sessions of the Board on the campus to which they belong, with voice in deliberation, but without vote. (6) Student Representation at Board Meetings. Two students shall be elected by the Students on each campus to attend all regular sessions of the Board on the campus to which they belong, with voice in deliberation, but without vote. (7) Graduate Institute Director Representation at Board Meetings. Each Director of the Graduate Institute may attend all regular sessions of the Board on such Director's campus, with voice in deliberation, but without vote. (8) Graduate Institute Student Representation at Board Meetings. A student of the Graduate Institute shall be elected by the Students of the Graduate Institute on each campus to attend all regular sessions of the Board on such student's campus, with voice in deliberation, but without vote. 9 �(9) Alumni Association Representation at Board Meetings. The President of the Alumni Association shall be invited to attend all regular sessions of the Board, with voice in deliberation, but without vote. (10) Staff Representation at Board Meetings. The Staff on each campus shall be invited to send two representatives to all regular sessions of the Board at that campus, with voice in deliberation, but without vote. (11) Reelection. A member of the Board elected by the Board or by the Alumni may be elected for not more than two consecutive terms, but may, after a second consecutive term, be reelected to membership at the annual meeting in the year following the expiration of the member's second term. Notwithstanding the foregoing, in extraordinary circumstances, the Nominating Committee may recommend the reelection of the Chair of the Board for up to two additional consecutive terms. (12) Meetings of the Board. (a) Regular meetings of the Board shall be held quarterly in either Annapolis or Santa Fe. The spring meeting shall be called the annual meeting. The time and place of regular meetings shall be determined by the Chair, in consultation with the President, and notice of regular meetings shall be given not less than fifteen days prior to such meetings. (b) Special meetings of the Board may be called by the President, the Chair, the Executive Committee, or any ten members of the Board, not less than seven days after the dispatch of written, faxed, or e-mail notice of the time, place, and purposes of the meeting. Such notice may be dispensed with if waived in writing by all members of the Board either before or after the meeting. (c) Any business may be conducted at a regular meeting without specific notice of such business (except that which is required by law or as provided herein as to elections and amendments), but no business shall be conducted at any special meeting unless notice of such business has been given, or has been waived as above provided. (d) One third of the members of the Board shall constitute a quorum for the transaction of business. successors are elected. Vacancies in any such offices may be filled at any regular meeting, or any special meeting called for that purpose. Such officers shall perform the· customary duties of such offices, and such other duties as the Board may from time to time direct. (14) Committees of the Board. (a) Executive Committee. The Chair, the Vice-Chairs, the Secretary, the Presidents, the Deans, and four other members chosen annually by the Board at the annual meeting shall comprise the Executive Committee of the Board. In intervals between meetings of the Board, the Executive Committee may act for the Board, except in those matters expressly delegated to some other committee, person, or persons. Seven members of the Executive Committee present at a meeting shall constitute a quorum for the transaction of business. The Executive Committee shall determine the compensation of the Vice Presidents and Treasurers, upon receiving the recommendations of the Compensation Review Committee. The Executive Committee shall recommend to the Board the compensation of the Presidents, upon receiving the recommendations of the Compensation Review Committee. (b) Presidential Search Committee. There shall be a Presidential Search Committee to recommend the appointment of a President as provided in Article IV(2). ( c) Nominating Committee. There shall be a nominating Committee for membership of the Board and for officers of the Board as provided in Article II(3). (d) Visiting Committee. There shall be a Visiting Committee, including a Chair, appointed by the Chair of the Board. The Visiting Committee shall meet at least once annually with the Instruction Committee on each campus. The Visiting Committee shall discuss the Statement of Educational Policy and Program of the Chair of the Instruction Committee and become acquainted with the aims of the College and how they are being realized. (e) Finance Committee. There shall be a Finance Committee consisting of the Chair, the Presidents, and the Treasurers of the College, ex officio, and such additional members as may be appointed by the Chair of the Board. The Chair of the Board shall appoint one of the members to be the Chair of the Committee. The Finance Committee shall have the following powers and duties: (e) The Board in regular session is open to elected and ex officio members, to Visitors Emeriti, to Honorary Board Members as guests, to Associates invited by the President, and to official representatives of the Faculty, Students, Graduate Institute, Alumni Association and Staff. Attendance at Executive sessions shall be limited to voting members and Visitors Emeriti. Public sessions shall be open without restriction. The Chair of the Board, in consultation with the President, shall determine whether any meeting or portion of a meeting shall be in regular, executive, or public session. (i) The Finance Committee shall, after consultation with the Investment Committee, make recommendations to the Board concerning the appropriate policies for annual or periodic expenditures from each of the college's endowments. (ii) The Finance Committee shall review the proposed annual budgets of the College prior to their presentation for approval by the Board and shall make recommendations to the Board with respect to the budgets at the meeting at which they are presented. (13) Officers of the Board. At each annual meeting the Board shall elect a Chair, two ViceChairs, and a Secretary, to hold office until the next annual meeting or until their 10 11 �(iii) The Finance Committee shall study, and periodically advise the Board with respect to, the financial business policies and practices of the College, and shall make such special studies and reports as the Board may from time to time request. (f) Audit Committee. There shall be an Audit Committee, including a Chair, appointed by the Chair of the Board. The Treasurers shall serve as non-voting Staff to the committee. adoption of the report by the Faculty. (i) Investment Committee. There shall be an Investment Committee consisting of at least one member of the Finance Committee (appointed by the Chair of the Board), the Treasurers of the college, ex officio, and such additional members as may be appointed by the Chair. The Chair of the Board shall appoint one of the members to be Chair of the Committee. The Investment Committee shall have the following powers and duties: (i) The Committee shall review in detail the annual report of the independent auditors and discuss audit findings with the auditors, unattended by employees of the College. (i) The Investment Committee shall have full power to direct the investment and reinvestment of all funds of the College, including endowment and restricted funds, and the proper officers of the Board and the College are authorized to carry out all written directions, signed by the Chair of the Committee, with respect to such investments and reinvestments. The Committee shall report at each regular meeting any action taken hereunder since the previous meeting. (ii) The Committee shall meet with representatives of the independent auditors to the next audit to discuss scope and procedures and any other matters requiring special attention. (iii) The Committee shall discuss with College personnel any corrective action required as a result of the audit report. (ii) The Committee shall advise the Finance Committee on the question of the appropriate endowment spending policies for the College, and shall consult with the Finance Committee on any matter that it judges may affect the financial condition of the College that may need action by the Finance Committee. (iv) The Committee shall recommend to the Board the appointment or reappointment of independent auditors to conduct the audit for the next fiscal year. (v) The Committee shall report to the Board annually on its review of the audit and shall bring to the attention of the Board any matters related thereto requiring Board action. (j) Buildings and Grounds Committee. There shall be a Buildings and Grounds Committee appointed by the Chair of the Board. The Committee shall meet with the Treasurers on each campus and review issues and plans relating to the maintenance and development of the campuses. Two members shall be named, by the Chair of the Board, to serve as Chairs of the subcommittees for each campus, with one to be designated as Chair of the full Committee. (k) Development Committee. There shall be a Development Committee consisting of the Vice Presidents for College Advancement, ex officio, and such additional members as may be appointed by the Chair of the Board, who shall appoint one member to be Chair of the Committee. The Development Committee shall have the following powers and duties: (g) Compensation Review Committee. There shall be a Compensation Review Committee, including a Chair, appointed by the Chair of the Board. (i) The Committee shall recommend to the Board policies for direct and indirect compensation of Tutors, Associate members of the Faculty, other Faculty members, and Staff at the College. It shall annually review the compensation policies and performance with respect to them and report the findings of this review to the Board. (ii) The Committee shall recommend to the Executive Committee the compensation of the Presidents, Vice-Presidents for College Advancement, and Treasurers of the College (iii) In matters of policy and compensation, the Committee shall consult with the Presidents and the Chair of the Finance Committee. (h) Polity Review Committee. There shall be a Polity Review Committee appointed by the Chair every fifth year. The Chair of the Board shall appoint one of the members to be Chair of the Committee. The Committee shall receive the report of the Faculty Committee and after appropriate study shall make recommendations to the Board for consideration at the annual meeting when the final review of the Polity is consummated. The respective Chairs of the Board and Faculty Review Committees shall make such arrangements as they deem appropriate for joint consultation prior to and after the 12 1. The Committee shall review all policies and programs for fund raising on each campus and report on same. ii. The Committee shall advise the Board with respect to the need for capital campaigns or other special fund-raising projects. iii. The Committee shall be responsible for the promotion of full Board support for the Annual Campaigns. 1v. At the discretion of the Chair of the Board, the Committee may be suspended during the pendency of a capital campaign. �(1) Alumni Relations Committee. There shall be an Alumni Relations Committee consisting of the President of the Alumni Association, the. Vice Presidents for College Advancement, ex officio, and such additional members as may be appointed by the Chair of the Board. The Chair of the Board shall appoint one of the Alumni-elected Board members to serve as Chair of the Committee. The Committee shall review all policies and programs for alumni and report on same. Article III THE FACULTY (m)Other Committees. The Chair may appoint such other standing or special committees of the Board as the Chair deems desirable or which the Board may request. (n) Former members of the Board and Visitors Emeriti may be appointed by and at the discretion of the Chair to serve on committees. (o) Except for the Presidential Search Committee and the Polity Review Committee, committee appointments shall be made annually. Members of the Committees serve until their successors have been appointed. (p) Any member of the Board may, without invitation, attend any Board committee meeting, except those of the Presidential Search, Nominating and Executive Committees, but without vote. (q) Whenever a Capital Campaign is in progress, its Chair shall be an ex-officio voting member of the Finance and Executive Committees. (15) Execution of Contracts, Transfer of Securities, Etc. All contracts of $50,000 or more, notes, deeds, leases, mortgages, releases, bonds for security or indemnity, negotiable instruments, stock certificates, transfers, and powers, and like papers and documents on behalf of the College or the Endowment Funds shall be executed by two persons, of whom one shall be the President, the Chair, or a Vice-Chair, and of whom the other shall be the Secretary of the Board or the Treasurer of the campus concerned. (16) Signing of checks, drafts, etc. All checks, drafts, acceptances, and similar orders for the payment of money on behalf of the College may be signed by the same persons authorized to execute contracts, etc., pursuant to Section (15) hereof, but may also be signed by such persons, and in such manner, as the Board may from time to time direct by appropriate resolution. (17) The College shall indemnify, to the full extent permitted by law, any current or former member of the Board or officer of the College or any person who, while a member of the Board or an officer of the College, may have served at the College' s request as a director, officer, partner or trustee of another entity, against any judgments, penalties, fines, settlements and reasonable expenses actually and necessarily incurred by him or her in connection with the defense of any action, suit or proceeding to which he or she is made a party by reason of being or having been such member of the Board or officer of the College. 14 The Visitors and Governors by these ordinances hereby delegate to the Faculty of St. John's College the President, the Deans, the other Tutors, the Tutors Emeriti, the Vice-Presidents for College Advancement, the Treasurers, and the Associates "powers and authorities" for the "instruction, discipline, and government" of the College. Article IV THE FACULTY: THE PRESIDENT ( 1) There shall be a President for the Annapo !is campus and a President for the Santa Fe campus, each appointed as provided in Article IV (2). There is delegated to each President by the Visitors and Governors executive responsibility and authority for the instruction, discipline, and government of the President's campus, and the President, in tum, may delegate such authority. In the interest of the orderly conduct of business and of maintaining and promoting the unity of the College, the Presidents shall regularly consult and communicate with each other and, as appropriate, with other College officials, on matters of common concern. (2) The President shall be appointed by the Board of Visitors and Governors on the recommendation of a Committee composed of five members of the Board of Visitors and Governors appointed by the Chair of the Board, at least one of whom is an alumnus, the Deans, and one Tutor having tenure from each campus elected by the F acuity on that campus. This Committee shall be known as the Presidential Search Committee. It shall consult with the continuing President in a regular and timely fashion. Prior to making its final recommendation, it shall, on both campuses, consult with all other appropriate persons and shall arrange for the final candidates to meet with the Faculty and the Instruction Committee. (3) The President shall concurrently be a Tutor, but the provisions of Article VI need not apply. (4) The President and persons to whom the President delegates authority shall consult with the Deans, other appropriate persons, and appropriate Faculty committees in matters of policy, initiation of programs, and setting of priorities affecting the general welfare of the College. (5) There shall be a Financial Committee on each campus consisting of the President as Chair, the Dean and Treasurer of the campus, and other members the President may appoint. It will review proposed budgets prior to their being presented to the Finance Committee of the Board. It will also meet prior to Board meetings to review performance in the fiscal year to date and emerging budgetary strengths and weaknesses. 15 �(6) The President shall appoint, or delegate the power to appoint, other committees as may be necessary for the carrying out of the President's duties for which no provision is made under Article IX. (7) If in the judgment of the Board of Visitors and Governors, the College is facing a financial exigency at either or both of its campuses which could call for a reduction in the number of Faculty positions, both Presidents shall immediately advise the Faculty of the nature and extent of the financial difficulty and consult with them concerning the best way to address the situation. The Faculty may then make a formal recommendation to the Presidents on ways to meet the problem, or, if the Faculty fails so to act, the Deans and the Instruction Committee shall propose a plan to the Presidents. The Presidents shall jointly then determine a plan which specifies a preferred course of action to be taken. All necessary steps must be taken in timely fashion as prescribed by the Board. Nothing herein provided shall limit the power of the Board to act otherwise in the event of need to reduce or eliminate Faculty positions. Article V possible attainment of aims of the program. Each Dean shall be the Chair of the Instruction Committee on such Dean's campus. In carrying out the Dean's duties, each Dean shall consult regularly with the President and with the Instruction Committee and the other appropriate Faculty committees on that campus. (b) The Deans shall be appointed for terms of five years from among the Tutors by the Visitors and Governors on the recommendation of the President after consultation with a special committee of seven, four from the campus for which the Dean is being chosen and three from the other campus, selected from among themselves by the Tutors having tenure. (c) A Dean shall be appointed from among the tutors who have themselves been appointed in accord with Article VI(3). If non-tenured, the appointee shall acquire tenure upon becoming Dean, in which case the provisions of Article VI(3)(a) regarding reappointment schedules shall not apply. (d) To assist them in carrying out their duties, the Deans shall recommend one or more Tutors to· be appointed by the President with the title of Assistant Dean. THE FACULTY: THE CHAIR OF THE INSTRUCTION COMMITTEE AND THE DEANS (e) During the absence of the President from either campus, the Dean on that campus shall if necessary exercise the President's prerogative of final decision. (1) The Chair of the Instruction Committee. (a) There is delegated to the Chair of the Instruction Committee responsibility and authority for the organization of the program of instruction in the liberal arts that is followed by the Tutors and the Students. (b) The Deans shall serve alternately, for a term of one year, as Chair of the Instruction Committee. (f) During the absence of either Dean from the campus a Tutor with tenure named by the Dean shall act for the Dean. (g) The Dean on each campus shall appoint such committees as may be necessary for the carrying out of the Dean's duties for which no other provision is made. Article VI (c) Each year the Chair of the Instruction Committee shall, after consultation with the Instruction Committee on the Chair's campus, and after discussion with the Instruction Committee of the College, submit a Statement of Educational Policy and Program to the Faculty as a whole for discussion. The Presidents shall present the Statement, together with an account of the Faculty discussion of it, and their responses to it, as a report to the Board of Visitors and Governors for its consideration. (d) Should the Chair of the Instruction Committee or the Chair of the Board of Visitors and Governors deem it appropriate, the Chair of the Instruction Committee shall report to the Board on instructional matters, and shall respond to such questions as the Board, through its Chair, may ask. (2) The Deans. (a) There is delegated to the Deans on their respective campuses responsibility and authority for the supervision of the program of instruction and for the general welfare of the students and for whatever government of the students be necessary for the greatest 16 THE FACULTY: THE TUTORS (1) The primary responsibilities of the Tutors are to teach and to make themselves as competent as possible in all parts of the St. John's Program. (2) The Tutors sha11 have authority to recommend to the Visitors and Governors candidates for degrees of their respective campuses. (3) Appointment and Reappointment of Tutors. Tutors shall be appointed by the Visitors and Governors upon recommendation of the President in accordance with the recommendation of the Dean and the Instruction Committee on that campus where the Tutors so appointed shall teach. (a) The schedule ofregular appointment of Tutors on each campus shall be either (i)(A) or (i)(B) below, to be decided by the President in accordance with the recommendation of 17 �the Dean and the Instruction Committee on that campus where the Tutors so appointed shall teach: (i)(A) New Tutors shall be appointed for one year unless they are appointed at mid-year, in which case the initial appointment shall be for a year and a half. First reappointments shall be for one year. Second and third reappointments shall be for two and three years respectively. (d) Special one-year appointments and reappointments may be given to Tutors who intend to teach on a part-time basis only. Such a Tutor may subsequently apply for and receive a regular appointment. Special part-time appointments may then be counted on a fractional basis toward eligibility for tenure, subject to the provisions of (3)(a)(iv). In establishing eligibility for sabbatical leave, special part-time appointments shall be computed proportionately. (e) Visiting Tutors may be appointed for a term or a year. (i)(B) New Tutors shall be appointed for two years unless they are appointed at midyear, in which case the initial appointment shall be for a year and a half. First and second reappointments shall be for two and three years respectively. (ii) A Tutor who has completed a three-year appointment must either be given a tenure appointment or not be reappointed as Tutor. A Tutor may, however, be given a tenure appointment as early as the conclusion of the first year of a three-year appointment. Procedures leading to a recommendation for an early tenure appointment shall be initiated by the Dean and Instruction Committee, but not without the consent of the appointee, and shall not prejudice subsequent consideration for a tenure appointment. Tenure appointments shall not continue beyond retirement. Tutors Emeriti shall retain their privileges and responsibilities in voting at Faculty meetings. (iii) Before making recommendations to the President on tenure appointments the Dean on each campus shall consult with the Instruction Committee on that campus, after seeking the advice of the Tutors on that campus. (iv) A Tutor, to be recommended for a tenure appointment, must have served full-time at the campus where the recommendation is to be made for the two years immediately preceding the year in which that recommendation is made, the provisions of (ii) above notwithstanding. In ordinary cases, these two years of service will be the second year of a two-year appointment and the first year of a three-year appointment. These requirements may be waived by the President on the recommendation of the Dean and Instruction Committee on that campus. (b) A non-tenure appointment as Tutor establishes the possibility, but not the presumption, of its renewal and the granting of a tenure appointment. Procedures for considering nontenure appointments differ from those for considering tenure appointments. Satisfaction of appointment criteria admits of degree. With each successive reappointment, the criteria are applied more rigorously. For a tenure appointment the application is especially strict. (c) For the purpose of temporary transfer between campuses, special appointments of one or two years may be granted to a Tutor in addition to his or her regular appointments. The Tutor may ask that such an appointment be counted as a regular appointment for the purpose of (a) above. In the case of a permanent transfer a Tutor may ask that years of service at the other campus be counted toward tenure according to the provisions of (a) above. Nevertheless, the provisions of (3)(a)(iv) prevail. 18 (4) Notification. (a) A Tutor under consideration for a non-tenure appointment to begin in a certain calendar year shall be notified by the President no later than December 15th of the preceding calendar year whether reappointment will be recommended to the Board of Visitors and Governors. A Tutor who is reappointed shall be notified by the President by March 1st of the calendar year in which the new appointment is to begin. (b) A Tutor under consideration for a tenure appointment to begin in a certain calendar year shall be notified by the President no later than May 31st of the preceding calendar year whether the appointment will be recommended to the Board of Visitors and Governors. A Tutor who is appointed shall be notified by the President by July 31st of that same preceding year. (5) A Tutor may apply to the Instruction Committee of the College not later than January 15th for a transfer of campus for the next academic year. Transfers shall require approval of both Deans after consultation with their Instruction Committees. (6) (a) A Tutor's appointment may be terminated by the Board of Visitors and Governors for one of the following reasons only: (i) failure or inability to perform teaching duties in a satisfactory manner, or (ii) moral turpitude. The President shall make such a recommendation to the Board of Visitors and Governors only with the concurrence of the Dean and the Instruction Committee of the campus concerned. Before making such a recommendation, the President shall advise the Tutor affected, and the Tutor shall have the right to be heard by the Instruction Committee or, at the Tutor's option, by another committee to be designated by the President for this purpose. (b) Either Dean, with the approval of the Instruction Committee on the campus concerned, may recommend to the President that in the interest of instruction a Tutor be temporarily relieved of duties in whole or in part at any time. When such action is taken, the Tutor's salary shall be continued for the remainder of the current academic year. 19 �(7) The sabbatical leave program is designed to provide Tutors with an opportunity for study, rest, and renewal of spirit, in anticipation of future teaching. It is the objective of the program to grant all applications for sabbatical leave meeting the conditions for eligibility set out in (a) of this section. It is understood that Tutors on such leave will not undertake full-time remunerative employment elsewhere and will return to the College. (d) A Tutor eligible for sabbatical leave shall make application to the President before November 1st for leave to begin the following July 1st, and shall be informed of the action upon the application not later than January 1st. (8) The President, with the concurrence of the Dean after consultation with the Instruction Committee on the campus concerned, may grant leaves of absence to Tutors for a period of one year or less. At that time it shall be determined whether the leave shall be counted as service to the College with respect to eligibility for sabbatical leave and, if so, how. The decision with respect to a request for leave of absence shall be made in the light of the requirements both of the applicant Tutor and of the whole College. (a) Eligibility for sabbatical leave shall be upon the following conditions: (i) A Tutor who has received a tenure appointment may apply for a full year of sabbatical leave at full salary, to be taken upon completion of the equivalent of seven full years of service to the College since the original appointment, or the equivalent of six full years of service since any previous sabbatical leave. (ii) Such a Tutor may apply for an earlier sabbatical leave of a full year at partial salary, or a partial year at full salary. The fractional salary or fractional year shall be determined by the number of years of teaching completed in relation to the prescribed total for either an initial or a subsequent sabbatical leave, as the case may be. In no case shall a Tutor be paid more than the Tutor's regular salary. (iii) Upon completion of sabbatical leave, a Tutor is expected to return to the College for at least two more years. (b) If, in the judgment of the President, financial or academic needs at a campus should require that fewer sabbatical leaves be granted there in a given year than there are qualified applicants, and if the number that can be granted there should be smaller than one-sixth of the number of Tutors at that campus having tenure and not on full-time leave under the provisions of section (8) below, the President shall so notify the Board of Visitors and Governors and seek its approval for delaying a sabbatical leave for one or more of the applicants. (c) If in a year there are more qualified applicants for sabbatical leave at any one campus than there are leaves to be granted at that campus, then those members shall have precedence who meet the following conditions in the order set forth: (i) Those who have served for the greater number of years since their first appointment as Tutor or since their last sabbatical leave, whichever is more recent; (ii) Those whose service has been continuous throughout those years; (iii) Those whose last sabbatical leave was postponed because of the financial or academic needs of the College; (iv) Those who have seniority of appointment. When there is a conflict of precedence, the Dean and the Instruction Committee on the campus concerned shall be consulted. 20 (a) Leave of absence may be renewed upon request but not more than twice in succession except in extraordinary circumstances. I (b) A request for a leave of absence shall be submitted to the President as early as possible in the academic year before the year in which the leave is to be taken, but not later than January 15th of that year. Requests for leaves of absence may be withdrawn at any time prior to April 1st of the year in which the request is submitted. Requests for leaves of absence for the second semester must be submitted no later than October 15th. (c) Tutors on sabbatical leave or leave of absence remain members of the F acuity with the right of full participation in Faculty meetings and all other College exercises. Article VII THE FACULTY: THE VICE-PRESIDENTS FOR COLLEGE ADVANCEMENT AND THE TREASURERS (1) The Vice-Presidents for College Advancement shall be responsible to the President for the supervision and development of all programs in fund-raising, public relations, and alumni relations on their respective campuses. (2) The Vice-President for College Advancement on each campus shall be appointed by the Board of Visitors and Governors on the recommendation of the President made after consultation with the Dean on that campus and a committee constituted by resolution of the F acuity on that campus. (3) The Treasurers shall have charge, on their respective campuses, under the supervision of the President, of all funds and property, and shall have authority to carry out fiscal and property transactions, and to receive and disburse funds, subject to the provisions of this Polity and other directions and arrangements pursuant thereto. (4) The Treasurer on each campus shall be appointed by the Board of Visitors and Governors on the recommendation of.the President made after consultation with the Dean on that campus 21 �and a committee constituted by resolution of the Faculty on that campus. (5) The Vice-Presidents for College Advancement and Treasurers may be appointed Tutors under the provisions of Article VI(3)(d). Article VIlI THE FACULTY: THE ASSOCIATES (1) Associate members of the Faculty on each campus shall be appointed by the Board of Visitors and Governors on the recommendation of the President in consultation with the Dean of that campus. On each campus, the President shall have ultimate executive authority over the Associates. (2) Associates may be appointed Tutors under the provisions of Article VI(3)(d). (f) The Directors of Financial Aid. The Directors of Financial Aid shall be responsible to the Deans on their respective campuses for the administration of financial aid programs. (g) The Directors of Career Services. The Directors of Career Services shall be responsible to the Deans on their respective campuses for helping and counseling students with respect to graduate and professional schools and careers. (h) The Director of College Information Technology Services. The Director of College Information Technology Services shall be responsible to both Presidents for the development and management of information services college-wide. (i) The Directors of Laboratories. The Directors of Laboratories shall be responsible to the Dean, in consultation with the Laboratory archons, for training and directing the student laboratory assistants, designing experiments for the laboratory program, and purchasing and maintaining laboratory equipment. Article IX (3) The Associates on either campus may establish for themselves an Associates' Council for the purpose of considering College matters of concern to them and communicating with other members of the College. (4) The Associates' Councils may establish such committees as they deem appropriate. (5) There shall be the following Associates, as deemed necessary by the President on each campus, with the powers and responsibilities provided. (a) The Registrars. The Registrars shall be responsible to the Deans on their respective campuses. They shall prepare and supervise the registration of students and shall be responsible for the academic records and schedules of students. (b) The Librarians. The Librarians shall be responsible to the Deans on their respective campuses for the operation of the library. Appointments of professional members of the Library Staff shall be made upon the recommendation of the Librarian to the Dean on each campus. (c) The Director of Student Activities and the Director of Athletics. The Director of Student Activities and the Director of Athletics, as the case may be, shall be responsible to the Deans on their respective campuses for devising and directing programs of recreational activities. (d) The Directors of Admissions. The Directors of Admissions shall be responsible to the Deans on their respective campuses for the annual enrollment of qualified freshmen. (e) The Directors of Alumni Activities. The Directors of Alumni Activities shall be responsible to the Vice-Presidents for College Advancement. Their primary duty is to enable the College and the Alumni Association to be of service to alumni. 22 THE FACULTY: FACULTY COMMITTEES (1) College-wide Committees (a) The Instruction Committee (i) The Instruction Committee shares with its Chairs responsibility for the program of instruction of the College. It shall consist of twelve Tutors in addition to the Deans. The Presidents shall sit with the Committee ex officio. Six of the Tutors shall be elected from each campus of the College. The Instruction Committee shall meet annually. On each campus the members of the Instruction Committee and the Dean as Chair constitute the Instruction Committee of the College on that campus. The President sits ex officio with the Instruction Committee on each campus. (ii) Each of the members of the Instruction Committee shall serve for a term of three years, and the terms shall be arranged in such a way that each year the terms of two members at each campus shall expire. Terms begin and end the day following commencement exercises. Annually, and separately at each campus, the President with the Dean on his campus, after consulting with the Instruction Committee and seeking the advice of the other Tutors on that campus, shall at the last regular Faculty meeting on that campus nominate four Tutors of whom two shall be elected by the Tutors to membership on the Instruction Committee. The Faculty shall be informed of the names of the nominees prior to the meeting at which the election occurs. At the expiration of the three-year term a member of the Instruction Committee shall for one year be ineligible for reelection. 23 �(iii) If for any reason a member of the Instruction Committee is unable to serve for a part of his or her term, another Tutor shall be chosen to serve for that part of the term. For this purpose the President and the Dean, in consultation with the Instruction Committee on the campus where the vacancy occurs, shall nominate two Tutors of whom the Tutors shall elect one in a regular Faculty meeting. (iv) If the Instruction Committee resigns with the Deans on a matter of confidence and the resignations are accepted, the President, in consultation with the new Deans and after seeking the advice of the other Tutors, shall nominate nine Tutors for the six vacancies on each campus in such a manner that two out of each three nominees shall be elected by the Tutors for each of the three classes to fill the unexpired terms. (b) (ii) Members of the Committee shall be elected annually on each campus for terms of three years in such a manner that the term of one member on each campus terminates each year. The Tutors' Compensation Committee on each campus shall provide the Tutors on that campus with two nominations for each vacancy on the Committee on that campus. Additional nominations may be made at the Faculty meeting when election shall be made. (2) Campus-specific Committees (b) (c) The Information Technology Committees. The Dean on each campus shall appoint three Tutors to serve as an Information Technology Committee, one of whom shall serve as Chair. Each Tutor shall serve a three-year term. The Dean, the Director of College Information Technology Services, and the Librarian shall be ex officio members. It shall be the duty of the Information Technology Committees to advise the Director of College Information Technology Services in regard to the needs of the College and its Program. (d) The Prize Committees. Every three years the President shall appoint Tutors on each campus to supervise the awarding of prizes on the respective campuses. The Committees shall have full authority to decide what prizes shall be awarded and to name the recipients of the prizes. (e) The Fellowship Committees. On each campus there shall be a Fellowship Committee appointed by the President. It shall be the duty of this Committee to inform students of fellowships for which they may be eligible, to assist them in applying for fellowships, and to act on behalf of the College in any matter relating to application for fellowships. (f) Other Committees. The Faculty on each campus shall have authority to elect, or to request the President to appoint, additional committees that may from time to time become necessary. The Tutors' Compensation Committee (i) There shall be a Tutors' Compensation Committee of six Tutors, three to be elected by the Tutors on each campus, and the chair shall annually alternate between campuses. The Committee shall advise the President concerning Tutors' compensation and related matters; it shall make annual reviews of the College's statement of Tutors' salaries and other compensation of Tutors and report to the Tutors and the President recommendations consequent upon the review. (a) serve the ends of the College and its program; it shall be their duty to advise the Librarians in regard to Library policy and acquisitions. Article X THE FACULTY: FACULTY PROCEDURE (1) Procedure for Instructional Proposals. The Campus Planning Committees. The Faculty on each campus shall elect five of its members as a Campus Planning Committee. Two members shall be elected to the Committee annually except in every third year, when one member shall be chosen. The President, the Dean, one of the Assistant Deans, and the Treasurer on each campus shall sit ex officio with the Committee on that campus. It shall be the duty of the respective committees to advise the President on the construction of new buildings, the renovation of old buildings, landscaping of grounds, and all matters relating to the maintenance and development of the campus. The Library Committees. The President on each campus, in consultation with the Librarian and the Dean, shall appoint three Tutors on each campus to serve as a Library Committee. The President, the Dean, and the Librarian shall themselves be ex officio members of the Committee, and the Librarian shall serve as Chair. It shall be the duty of the Library Committees to assist the Librarians in making the Libraries 24 (a) (i) Any proposal concerning matters of instruction that may affect the College as a whole shall originate with the Dean and the Instruction Committee on either campus. A decision as to whether a proposal is college-wide or campus-specific shall be made by the Deans and Instruction Committee of the College. They shall make this decision after notifying the Faculty on both campuses and inviting their comment. Written statements of college-wide instructional proposals shall be distributed to the Faculty at least two weeks before the Faculty meeting at which they are to be presented; the proposal shall be presented to the whole Faculty by the Chair of the Instruction Committee, either in person or through the other Dean. If, after full discussion of any proposal so presented, there be no objection on the part of any Tutor, the measure stands approved and becomes effective as of the date specified therefore. If, after full discussion, a Tutor objects to the proposal and holds to the �objection, the proposal shall be submitted to vote of the Tutors at special Faculty meetings called by the Presidents within a month. Any objections that have been made and held to and submitted in writing shall be transmitted immediately in writing to the whole faculty. Any objections that have been made and held to but not submitted in writing shall be reported immediately in writing to the whole Faculty. If, after discussion, any objection has been made and held to, the Presidents, in calling special Faculty meetings, shall report the statement of the Chair of the Instruction and the Dean on the other campus as to whether it be a matter of confidence; and in submitting the proposal to vote, the Chair of the Instruction Committee and the Dean on the other campus shall, at the special Faculty meetings, repeat their statement as to whether it be a matter of confidence. The vote may then be taken and tallied by the Presidents in such a fashion that the Tutors shall have recorded their decision acting as a whole. If the proposal be one that the Chair of the Instruction Committee and the other Dean have declared a matter of confidence and if it be defeated by majority vote, the Deans and the Instruction Committee shall immediately resign. If it be passed by majority vote, it shall become effective as of the date specified therefore. For the confidence procedure a quorum shall consist of three-fourths of all resident Tutors on each campus. (ii) Any instructional proposal that has been deemed campus-specific shall be subject to the procedure set forth above, except that, if an objection is made and held to on either campus, voting shall proceed only on the campus were the proposal is intended to be put into effect. Any objections that have been made and held to and submitted in writing on the other campus shall be transmitted immediately to the voting Faculty. Any objections that have been made and held to but not submitted in writing shall be reported immediately in writing to the voting Faculty. If the confidence procedure is invoked, it shall be only by the Dean on the voting campus, and it shall affect the Dean and the Instruction Committee only on that campus. (iii) The President may refuse to accept the resignation of the Deans or the Instruction Committee, any or all of them, whenever in the judgment of the President such resignation would be detrimental to the proper functioning of the College; provided, however, that if any six or more Tutors shall petition the Visitors and Governors, the latter shall review the President's decision within four weeks during which time the Deans and the Instruction Committee shall continue office. in (iv) In the event that the proposal be defeated and the resignations be accepted, the President shall proceed to the choice of new Deans in accordance with the provisions of Article V (2)(b). (b) Upon either a petition of not less than one-tenth of the Tutors on either campus or a request from the President, the Dean and Instruction Committee on that campus shall consider any recommendation concerning instruction and shall report to the Faculty 26 within one year their proposal concerning it. They shall decide whether their proposal is a college-wide or campus-specific proposal, and the procedure of Article X(l) shall apply. (2) Faculty Meetings. (a) Regular monthly meetings of the Faculty shall be called upon due notice by the President; except that in the period comprising the months of December and January only one regular meeting need be called. The President or, in his absence, the Dean, shall preside . In the absence of the President and the Dean, the Faculty shall elect·one of its members to preside . (b) Special meetings of the Faculty may be called upon due notice by the President alone or at the request of five Faculty members. ( c) Due notice shall be construed to mean no less than three days notice, except in cases of emergency. (d) A quorum shall consist of a majority of the Faculty in residence except as otherwise provided. (e) Only Tutors may vote on instructional matters. All Faculty members may vote on all other matters not specifically restricted in the Polity. (3) The Secretary of the Faculty. At the last regular meeting of an academic year, the Faculty on each campus shall elect one of its members, then in at least his or her third year at the College, as Secretary. The Secretary shall assist in the preparation and circulation of the agenda for Faculty meetings, shall keep the minutes of such meetings, and shall collect and circulate reports of Faculty committees. Article XI THE SCHOLARS-IN-RESIDENCE AND THE ARTISTS-IN-RESmENCE The Scholars-in-Residence and the Artists-in-Residence shall be appointed from time to time by the Board of Visitors and Governors on the recommendation of the President after consultation with the Dean and the Instruction Committee on the campus where the Scholars and Artists shall reside. Article XII THE STUDENTS (1) The primary responsibilities of the Students are to study and to make themselves as competent as possible in all parts of the St. John's Program. Their advice and service shall be ?7 �sought by the F acuity in such matters and in such ways as may best serve the general welfare of the College. (2) The Students of St. John's College shall constitute the Student Polity of St. John's College in Annapolis and in Santa Fe. (3) The Student Polity in Annapolis or Santa Fe may establish for itself a government which is representative of all polity members. The Dean on each campus may delegate to the Student government a share of the responsibility for the general welfare of the Students and whatever government of the Students may be necessary for the greatest possible attainment of the aims of the program. The duties of the Student Government may include: (a) the management of funds available to the Student Polity; (b) the sanctioning of all student clubs, organizations, and activities, and their regulation, if necessary; (c) the representation of the Students of St. John's College to the community outside the College; (d) the establishment and maintenance of formal channels of communication between the Students and the Faculty; and (c) Every three years, on an alternating basis, one of the Directors shall write a Statement of Educational Policy and Program for the Graduate Institute. The Director who writes the Statement, after consulting with the Committee for the Graduate Institute on his or her campus, and with the other Director, shall submit the Statement to the Instruction Committee for discussion at its joint meeting. (2) The Faculty Teaching in the Graduate Institute. (a) Each Director, after consultation with the Committee for the Graduate Institute on that campus, and in accordance with the recommendation of the Instruction Committee on the same campus, shall recommend to the President Tutors for appointment in the summer session of the Graduate Institute. (b) During the summer term the Tutors teaching in the Graduate Institute on each campus shall have the authority to recommend to the Board of Visitors and Governors candidates for degrees. (3) Committees for the Graduate Institute. (a) On each campus the Committee for the Graduate Institute shares with the Director on the same campus responsibility for carrying out the program of instruction of the Graduate Institute and for the general welfare of the students. (e) any other duties agreed upon by the Students and the Dean. Article XIlI (b) Each Committee shall consist of three Tutors who have experience in the Institute, in addition to the Director, who shall serve as Chair. (c) Members of each Committee shall be appointed by the Director with the concurrence of the Dean on the same campus after consultation with the Committee for the Graduate Institute on that campus. THE GRADUATE INSTITUTE (1) The Directors. (a) There shall be a Director of the Graduate Institute on each campus to whom shall be delegated responsibility and authority, under the Chair of the Instruction Committee, for the organization and supervision on the Director's campus of the graduate program of instruction in the liberal arts and for matters concerning the general welfare of the students. Concerning matters that affect the Graduate Institute as a whole the Director shall, in consultation with the other Director, be responsible to the Chair of the Instruction Committee. Concerning matters limited to one campus, the Director on that campus shall be responsible to the Dean on that campus. (b) The Directors shall be appointed for terms of four years from among the Tutors by the Board of V1s1tors and Governors on the recommendation of the President, after consultation with the Deans and a special committee consisting of five members, three from the campus on which the new Director will serve, and two from the other campus, selected from among themselves by the Tutors having tenure. The Directors shall be Tutors of the Graduate Institute. 28 (4) Proposals concerning matters of instruction or policy shall originate with one of the Directors, after consultation with the other Director and with the Committee for the Graduate Institute, and shall be submitted to the Dean on the originating campus for handling in accordance with Article X(l)(a)(i). Article XIV THEALUMNI (1) Alumni shall be life-long members of the College, since St. John's College is a community not limited by geographical location or fixed periods of time. (2) The Alumni Association is the formal means by which Alumni participate in the life of the College. Through the election of alumni members of the Board of Visitors and Governors, 29 �Alumni share in the direction of that life. In these and other ways, Alumni shall be given the opportunity to serve the College. (3) The College shall cooperate with the Alumni Association to enable Alumni to assist in providing services such as recruiting and interviewing prospective students, placing graduates in appropriate employment, and advising students concerning careers and admission to graduate and professional schools. (4) The College, in cooperation with the Alumni Association, shall provide seminars and other appropriate educational activities in Annapolis, in Santa Fe, and in other places. Faculty, whether in Annapolis or in Santa Fe. A two-thirds vote of the entire Faculty in residence, including at least a simple majority vote of the Faculty in residence on each of the campuses, shall be required for approval and the amendment shall not become effective unless approved by the Board in the manner set forth in Section (1) above. (3) Every five years this Polity shall be reviewed by a committee of six, three to be elected by the Faculty on each campus. The report of the Committee shall be submitted to one regular Faculty meeting and voted upon at the next regular Faculty meeting. A two-thirds vote of the entire Faculty in residence, including at least a simple majority vote of the Faculty in residence on each of the campuses, shall be required for approval of any proposed amendments. Article XV Whatever action is thus recommended by the Faculty shall be submitted to the Board for final decision in the manner set forth in Section (1) above. THE STAFF (1) Members of the Staff assist with the administration and maintenance of the College, performing duties necessary to its well-being. They are subject to appropriate Staff rules and regulations. (2) Members of the Staff on either campus may establish for themselves a Staff Council for the purpose of better communication and understanding of College policies as a benefit to the College as a whole. The Staff Council shall seek to establish and maintain formal channels of communication among the whole Staff and between the Staff and the appropriate College Officers. The Treasurer on each campus shall review Staff employment regulations with the Staff Council and discuss with them any changes proposed. (3) The Staff Council may establish such committees as it deems appropriate. Article XVI AMENDMENTS AND REVIEW (1) Amendments to this Polity may be proposed by a majority of the Polity Review Committee, or by a petition submitted by not fewer than ten percent of the members of the Board, or by the Faculty as provided for in section (2) and (3) below. Written notice of a proposed amendment must be provided to the Board and to the Faculty not less than 30 days prior to the date of the Board meeting at which the amendment is to be considered. The Faculty shall have the right to inform the Board in writing of its recommendation with respect to the proposed amendment by the time of that meeting. This Polity may be amended by a twothirds vote of those members voting at any regular or special meeting of the Board, provided that the votes of no fewer than one-third of the members of the entire Board eligible to vote are in favor of such amendment. (2) Amendments may be proposed at any regular meeting of either the Faculty in Annapolis or the Faculty in Santa Fe upon petition of not less than ten percent of the members on either campus. No such proposal shall be acted upon earlier than the next regular meeting of the 30 Article XVII COMPLIANCE WITH LAW No provision of this Polity shall be construed to contravene any applicable federal or state law. If any provision is determined to contravene any such law, that provision shall be deemed not a part of this Polity, and this Polity's remaining provisions shall remain in full force and effect. Article XVIII MANAGEMENT COMMITTEE There shall be a Management Committee for the college composed of the Presidents and Deans of both campuses. The Chair of the Management Committee will report to and be appointed annually by the Board of Visitors and Governors. With the advice of the Committee, and in a collegial manner, the Chair shall exercise executive authority over the College as a whole with respect to: (1) college-wide strategic planning, including defining the processes for strategic thinking, leading conversations regarding strategic decisions, and presentation of and planning for the strategic goals of the college and their accomplishment; (2) college-wide advancement, including capital campaigns, external relations and publications, common college-wide donor information and databases, oversight and implementation of ongoing development initiatives, and oversight of alumni relations efforts, including the work of the Alumni Relations directors and that portion of the work of Career Services directors pertaining to alumni; (3) budgeting and resource planning, including approval of campus-specific budgets, preparation of college-wide budgets, oversight and implementation of a college-wide 31 �information management system, and oversight and implementation of consistent accounting, audit, and financial reporting processes; (4) approval and monitoring of admissions and financial aid policies for both campuses; and (5) such other matters as may be assigned to the Chair from time to time. The Management Committee shall not have executive authority over instructional matters assigned to the Instruction Committee and its Chair under Articles V and IX(l) of the Polity. 32 � 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 Charter and Polity of the College Description An account of the resource Revised and amended editions of the St. John's College Charter and Polity.<br /><br />The College's first Charter and Polity was published as the <a href="https://digitalarchives.sjc.edu/items/show/3768">September 1950</a> issue of the <em><a href="https://digitalarchives.sjc.edu/collections/show/37">Bulletin of St. John's College in Annapolis</a></em>. Revised and amended versions were published as individual issues of the <em>Bulletin</em> in <a href="https://digitalarchives.sjc.edu/items/show/3746">1951</a>, <a href="https://digitalarchives.sjc.edu/items/show/7844">1960</a>, <a href="https://digitalarchives.sjc.edu/items/show/7845">1963</a>, and <a href="https://digitalarchives.sjc.edu/items/show/7846">1965</a>. <br /><br />The Charter and Polity was published as a separate document in <a href="https://digitalarchives.sjc.edu/items/show/7850">1955</a> and again from <a href="https://digitalarchives.sjc.edu/items/show/7851">1970</a> forward. The most recent version of the Charter and Polity is also available on the College's <a href="https://www.sjc.edu/about/leadership/board-visitors-governors/charter-polity">website</a>. <br /><br />Click on <strong><a title="Items in the Charter and Polity of the College Collection" href="https://digitalarchives.sjc.edu/items/browse?tags=Charter+and+Polity&amp;sort_field=Dublin+Core%2CDate">Items in the Charter and Polity of the College Collection</a></strong> to view and sort all items in the collection. 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 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. 19 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 Charter and Polity of the College, 2009 Description An account of the resource Charter and Polity of the College, amended and restated April 2009. 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 2009-04 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 St. John's College (Annapolis, Md.) Legal instruments Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Charter_and_Polity_2009 Charter and Polity https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9b39eba28ff0c6199688e423491a0082.mp3 1583b205ef2c2f1107758bedcc8fe3ee 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/. 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. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis 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 wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:58:24 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 Paternity and Piety: Noah and His Sons Description An account of the resource Audio recording of a lecture delivered on October 30, 1998, by Leon Kass as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Kass, Leon 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 Date A point or period of time associated with an event in the lifecycle of the resource 1998-10-30 Rights Information about rights held in and over the resource Leon Kass has given St. John's College blanket permission to: "Make recordings of my lectures, speeches, and addresses available online. Make typescript copies of my lectures, speeches, and addresses 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 Noah (Biblical figure) Bible. Genesis Fathers and sons Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Kass_Leon_1998-10-30_ac Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/45d5e47323e457edf3d29ef0a10d2d86.mp4 f5ae886d0560f9993b9a3e9023c7e051 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/. 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. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data mp4 Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:57:05 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 How Deeply Does Democracy Shape Us?: Tocqueville on Our Ideas and Sentiments Description An account of the resource Video recording of a lecture delivered on September 30, 2022, by Bryan Garsten as part of the Formal Lecture Series. <br /><br />Professor Garsten offers this description of his lecture: "The lecture will investigate how the Puritans are the point of departure for Tocqueville’s understanding of America, the role of associations generally, why democratic citizens are liable to underestimate the importance of 'forms,' the love of equality and the danger of industrial aristocracy." <br /><br />Professor Garsten is the author of <em>Saving Persuasion: A Defense of Rhetoric and Judgment</em> (Harvard University Press, 2006) and will soon complete a book called <em>The Heart of a Heartless World</em> that examines the ethical, political and religious core of early nineteenth century liberalism in the United States and France. He is the co-chair of the International Conference on the Study of Political Thought and serves on the editorial board of <em>Philosophy and Rhetoric</em>. Creator An entity primarily responsible for making the resource Garsten, Bryan 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 Date A point or period of time associated with an event in the lifecycle of the resource 2022-09-30 Rights Information about rights held in and over the resource A signed permission form has been received stating: "I hereby grant St. John's College permission to: make a recording of my lecture, and retain copies for circulation and archival preservation at the St. John’s College Greenfield Library; make a recording of my lecture available online; make typescript copies of my lecture available for circulation and archival preservation at the St. John’s College Greenfield Library; make a copy of my typescript available online." Type The nature or genre of the resource moving image Format The file format, physical medium, or dimensions of the resource mp4 Subject The topic of the resource Democracy--United States--History Tocqueville, Alexis de, 1805-1859 Tocqueville, Alexis de, $d 1805-1859. De la démocratie en Amérique Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Garsten_Bryan_2022-09-30_ac Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/eb1762018a6bc907ea8aa72e612047bb.mp3 51a562672c7712ea46a0a12a5bdac659 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/. 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. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis 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 wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:50:37 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 Agonizing Over a Decision: What Can Neuroscience Tell Us About the Relationship Between Thought and Emotion Description An account of the resource Audio recording of a lecture delivered on September 6, 2007, by Julie Fiez as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Fiez, Julie A. 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 Date A point or period of time associated with an event in the lifecycle of the resource 2007-09-06 Rights Information about rights held in and over the resource A signed permission form has been received stating: "I hereby grant St. John's College permission to: make a recording of my lecture, and retain copies for circulation and archival preservation at the St. John’s College Greenfield Library; make a recording of my lecture available online; make typescript copies of my lecture available for circulation and archival preservation at the St. John’s College Greenfield Library; make a copy of my typescript 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 Affective neuroscience Emotions--Social aspects Emotions (Philosophy) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Fiez_Julie_2007-09-07_ac Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/669b94709aa7ea3389d5c1a16404fd20.mp3 9b0b1163587ba0184495fd2e5a819221 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 m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:40:30 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 On the Biblical, Geometrical, Political Mind: A Panel in Honor of Bob Sacks Description An account of the resource Audio recording of a tutor panel given by tutors Seth Appelbaum, Phil LeCuyer, April Olsen and Ken Wolfe on March 10, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "Robert Sacks, a long-time tutor and one of the College’s most original and esteemed thinkers, was mentored by and became a colleague of Jacob Klein and Leo Strauss—two of the intellectual giants who helped establish the College’s stature and the Program of study we all share. Please join us for a panel discussion to mark both Mr. Sacks’s recent ninety-first birthday and the publication of his book Three Wells: Essays and Lectures on the Biblical, Political, Geometrical Mind. Panelists Seth Applebaum, April Olsen, Phil LeCuyer and Ken Wolfe will discuss essays from this book, as well as other topics in Mr. Sacks’ thinking over many years." Creator An entity primarily responsible for making the resource Appelbaum, Seth LeCuyer, Phillip Olsen, April D. Wolfe, Kenneth 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 2023-05-10 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 Sacks, Robert D. Three Wells: Essays and Lectures on the Biblical, Political, Geometrical Mind. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_AppelbaumS_et_al_Tutor_Panel_in_Honor_of_Bob_Sacks_2023-05-10 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9c400c66a03563ce5e0085e6b1c4c7bd.mp3 30ac09e89a36f6a8836e94a956b0c461 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/. 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. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis 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 wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:56:58 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 "Making New Gods?": Reflections on Plato's <em>Symposium</em> Description An account of the resource Audio recording of a lecture delivered on March 21, 2008, by Mitchell Miller as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Miller, Mitchell H. 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 Date A point or period of time associated with an event in the lifecycle of the resource 2008-03-21 Rights Information about rights held in and over the resource A signed permission form has been received stating: "I hereby grant St. John's College permission to: make a recording of my lecture, and retain copies for circulation and archival preservation at the St. John’s College Greenfield Library; make a recording of my lecture 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 Plato. Symposium Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Miller_Mitchell_2008-03-21_ac Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b227db32913978575ac398583d8bd9cb.pdf da0c883f6eacef07a660e0b643760a2f 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 Alternating Current Description An account of the resource Transcript of a lecture given by tutor Howard Fisher on April 26, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "The technology of alternating current was developed almost entirely in response to the emerging demands of large-scale power generation and transmission. Perhaps for that reason, educational institutions tend to treat it as a subject of practical rather than theoretical interest: alternating current is studied extensively in engineering schools, more perfunctorily in physics departments. But alternating current reveals a number of perplexing electrical phenomena that carry deep theoretical significance. Maxwell understood these phenomena through several remarkable analogies, couched in a highly metaphorical terminology that later generations viewed with suspicion and disdain. Maxwell, though, understood that analogy and metaphor are the most intellectually responsible forms of expression when we are reaching towards theories that lie, as yet, beyond our grasp." Creator An entity primarily responsible for making the resource Fisher, Howard J., 1942- 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 2023-05 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 text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Electric currents, Alternating Maxwell, James Clerk, 1831-1879 Relation A related resource https://digitalarchives.sjc.edu/items/show/7751 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_FisherH_Alternating_Current_2023-04-26_text https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/acc4e2ba2516c7597f5b2a88797a275e.mp3 f585ba7cdaae4ce3fdfb85a15877cb1c 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 m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:01:21 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 Clearing in the Forest: Heidegger’s Thinking Description An account of the resource Audio recording of a lecture given by tutor Frank Hunt on May 3, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "The lecture uses Heidegger’s 1966 “The End of Philosophy and the Task of Thinking” in an attempt to elucidate his assertion in the final section of “The Question Concerning Technology” that the essence of technology 'harbors in itself the saving power.'" Creator An entity primarily responsible for making the resource Hunt, Frank R. 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 2023-05-03 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 Heidegger, Martin, 1889-1976. The End of Philosophy and the Task of Thinking. Heidegger, Martin, 1889-1976. The Question Concerning Technology. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_HuntF_A_Clearing_In_The_Forest_2023-05-03 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a1cc21e9d84f33a81d2c5e4a5d933177.mp3 35900ec8a1f75c6d062c2b453fea6a09 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 m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:26:51 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 “‘Justice,’ or ‘Just’ Speech?: How Philosophy Conceives its Limit, from Plato through Kant, Hegel, and Arendt Description An account of the resource Audio recording of a lecture given by Claudia Brodsky on April 28, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "The aim of this paper is to demonstrate that, of all the abstract ideas that actively orient, ground (or upend) the practical lives and histories of human beings, the inherently relational notion of “justice” is perhaps the most difficult to define. “Justice” names a relation of equivalence between two otherwise unrelated actions or things. Necessarily comparing -- “weighing” or “taking the measure” – of one “side” of a relation it has itself to invent, the identity of “justice” remains two-sided or equivocal in more than one literal sense. As first demonstrated in Plato’s Republic, any attempt to define the identity of “justice” – most important of all “Ideas” according to the inventor of these, and with them, philosophy itself -- must engage not only separate identities but distinct semantic fields: the ideational or theoretical and the concrete or practical. The thesis of this paper is that, in posing the question of the definition of “justice,” Socrates not only opens up the semantic division within language between the abstract and the concrete, but transforms a dialectical dialogue that might have instead come to be entitled Δικαίoσύνη into the hypothetical account of a mechanically synched (or “ad-justed”) state. There will also be brief related discussions of Kant, Schiller, Hegel, Arendt and J. L. Austin." Creator An entity primarily responsible for making the resource Brodsky, Claudia, 1955- 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 2023-04-28 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 Justice Plato. Republic Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_BrodskyC_Justice_Or_Just_Speech_2023-04-28 Friday night lecture Worrell lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e15687e0b81b16b232d9007047d4a19c.mp3 f1d34f0c1323c66c2ad87e50df5f68fc 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 m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:02:38 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 Alternating Current Description An account of the resource Audio recording of a lecture given by tutor Howard Fisher on April 26, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "The technology of alternating current was developed almost entirely in response to the emerging demands of large-scale power generation and transmission. Perhaps for that reason, educational institutions tend to treat it as a subject of practical rather than theoretical interest: alternating current is studied extensively in engineering schools, more perfunctorily in physics departments. But alternating current reveals a number of perplexing electrical phenomena that carry deep theoretical significance. Maxwell understood these phenomena through several remarkable analogies, couched in a highly metaphorical terminology that later generations viewed with suspicion and disdain. Maxwell, though, understood that analogy and metaphor are the most intellectually responsible forms of expression when we are reaching towards theories that lie, as yet, beyond our grasp." Creator An entity primarily responsible for making the resource Fisher, Howard J., 1942- 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 2023-04-26 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 Electric currents, Alternating Maxwell, James Clerk, 1831-1879 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_FisherH_Alternating_Current_2023-04-26 Relation A related resource https://digitalarchives.sjc.edu/items/show/7755 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f855ca60a3964a4fe115f364c98f0e9a.mp3 8ffc53ecf7ac556e5fa3061a25e08fb7 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 Speeches, presentations, and other lectures Description An account of the resource Speeches, presentations, and other lectures given at St. John's College. These include convocation addresses delivered in both Annapolis, MD and Santa Fe, NM.<br /><br />Click on <strong><a title="Speeches, presentations, and other lectures" href="http://digitalarchives.sjc.edu/items/browse?collection=15">Items in the Speeches, presentations, and other lectures Collection</a></strong> to <span>view and sort all items in the collection.</span> Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Identifier An unambiguous reference to the resource within a given context speechespresentationsotherlectures 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 m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:43:35 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 Myth and Mycelium Description An account of the resource Audio recording of a lecture given by Sophie Strand on April 22, 2023 as part of the Carol J. Worrell Annual Lecture Series on Literature. A description of the event: "For most of human history knowledge was kept alive through our relationships to each other and to our environments. Storytelling and scripture did not live on the page but in boats of breath, buoyed between generations. Our most important information was nested in oral narrative vessels compelling and flexible enough that they could reliably sail through cultural collapse, disaster, and climatological pressures. In oral cultures and the historical oral traditions, we see narratives that are intimately responsive to their environments and concerned with right relationship to land. What happens when we start writing our stories down so that they can no longer evolve? What happens when we shift from breath to text, from direct relationship to land to abstracted marks on a static page? When we uproot knowledge from its ecosystem – its map of relationships – it becomes more vulnerable to misinterpretation and misuse. What if oral culture’s cultivation of resilient community, narrative plasticity, and environmental embeddedness is exactly what we need to look to in an age of ecological peril? We cannot return to the folk traditions of our distant ancestors. But we can reclaim knowledge as inherently relational and environmentally situated. What if we could reclaim narrative as a way of rooting back into a resilient multi-species network of beings with more feral suggestions on how to dismantle paradigms of domination? The type of stories we are called to write and tell now are probably somewhere closer to composting. We live in a culture that is remarkably good at abstracting itself from waste and off-loading it onto the marginalized communities least responsible for its creation. We cannot simply decide that civilization and patriarchy are toxic and then reject them. Instead, we can take responsibility for our entangled inheritance of bad stories through the transformative power of rot. On the compost heap, nothing is exiled. Beliefs and epistemologies never designed to touch, inappropriately combine in the moist refuse pile, fermenting into soil that can grow something freshly adapted to our dire circumstances. Let us reroot our favorite texts in their original environments to recover the ecological wisdom they were built to transmit." Creator An entity primarily responsible for making the resource Strand, Sophie, 1993- 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 2023-04-22 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 Storytelling Cultural narrative Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_StrandS_Myth_and_Mycelium_2023-04-22 Worrell lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3dc314536d084c7e40a1ba956b360d3f.mp3 b292ac9cf5e4c45d429dedd63eff3f23 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 m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:54:17 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 Draupadī on the Walls of Troy: Reabduction Narratives in Two Indo-European Epics, the Iliad and the Mahābhārata Description An account of the resource Audio recording of a lecture given by Stephanie Jamison on April 21, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "A curious episode in Iliad, the Teikhoskopia (viewing from the wall), in which Helen is asked by her father-in-law Priam to identify the Greek warriors massed below the wall, is compared with another reabduction narrative in Indo-European epic, involving Draupadī, the wife of the five heroes of the Mahābhārata. The two episodes contain a remarkably similar network of incidents, which, furthermore, make sense within the larger Indic cultural paradigm. These close similarities shed light on the corresponding scene in the Iliad, which has long posed a problem in Homeric studies." Creator An entity primarily responsible for making the resource Jamison, Stephanie W. 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 2023-04-21 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 Mahābhārata Homer. Iliad. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_JamisonS_Draupadi_On_The_Walls_Of_Troy_2023-04-21 Friday night lecture Rohrbach lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b9b0cab952e5288e9e6691b89c28abc5.pdf 30ae99d4d2b26b1bc80ae58611525323 PDF Text Text Philosophy and the Cave Wall Plato and Kant on the form of the given Would the mind’s escape from the body be a good thing? This question might arise for anyone who sees a distinction in our human nature between thought and sense. Why might one wish for such an escape? And what might warn one against such a wish? Compare these two different ways of approaching the question, each formulated by Kant: The inclinations themselves, as sources of need, are so far from having an absolute worth, that to be altogether free of them must be the general wish of every rational being. (Kant, Groundwork, 428) 1 Here, sensible appetites and aversions are a regrettable encumbrance. Of course, the annihilation of bodily needs is just a “wish”-- these impositions of nature are truly inescapable for us as long as we live in this body. But who hasn’t felt this wish, in moments of frustration, struggle, or frailty? Just as the addict can see his own addiction as something to regret, as something worth being free from, we may all sometimes see the demands our own bodies seem to make on us as regrettable, and as unfortunate. Socrates spoke of this kind of wish in the Phaedo, when he explained to his friends that a philosopher looks forward to death– the soul leaving the body– as the greatest of blessings. But here is another take on the question: The light dove, cleaving the air in her free flight, and feeling its resistance, might imagine that its flight would be still easier in empty space. 2 It was thus that Plato left the world of the senses, as setting too narrow limits to the understanding, and ventured out beyond it on the wings of the ideas, in the empty zone of pure understanding. He did not observe that with all his efforts he made no advance– meeting no resistance that might, as it were, serve as a support upon which he could take a stand, to which he could apply his powers, and so set his understanding in motion. Kant is more subtle in other works. “The inclinations, in themselves, are good” (Religion within the Limits of Reason Alone). Nevertheless, they do not enable our cognition of the Good itself. 2 Is there such a thing as empty space? The dove thinks so. Kant will argue that mind is absent from no place in the world (“the sum of possible experience”): it is an ideal plenum, so to speak. 1 1 �(Kant, Critique of Pure Reason, A5/B8) Here sensibility could be thought of as a resource, a help that makes knowledge possible for the mind. The wish of the thinker to be released from sense is mistaken, because it fails to see how, if realized, this would mean the withdrawal of that resource, the abandonment of that crucial gift. Notice how Kant relates his own thinking to Plato explicitly in the second passage, and implicitly in the first. Kant seems to be divided. In the practical sphere, where action is concerned, sense can be an obstacle, or at least an encumbrance. But in the theoretical sphere, where knowledge is concerned, Kant is in fact a champion of sensibility. Ultimately, according to Kant, it is only when we understand the epistemic resource provided by sensibility that we can see how necessary, universal knowledge of the world around us is possible. Kant aims to carry out a previously unattempted task for philosophy: to unfold the principles of sensibility. Philosophy, Kant claims, must not sprint ahead to the realm of pure reason, to what seems to it maximally intelligible. Rather, it can and must make intelligible what is not intelligible on its own– the senses. When explicated, this would be a kind of wisdom unavailable to the mere mathematician or scientist, and unheard of by the metaphysician: a philosophical apology of sense, what Kant calls a ‘transcendental aesthetic.’ Getting to read Plato and Kant every few years in an alternating cycle, it has come to seem to me that perhaps Plato, for one, did contemplate such an account. To see this thread in Plato, I will consider tonight passages from two great dialogues: the Republic, and its sibling, the Timaeus. Kant himself turns our attention in this direction by identifying Plato as the beginning of his own philosophical tradition, one that asks first and foremost: how is knowledge possible? The example of mathematics, Kant claims, convinced Plato that we have access universal, necessary truths not derived from sense experience—what Kant calls a priori knowledge. Socrates is often occupied with this sort of knowledge, as in the slave-boy’s recollection of true geometrical judgments he was never taught. To explain this sort of knowing, Socrates sometimes invokes purely intellectual, so-called forms of what is known. The pure forms somehow come to have sensible images of themselves, in our minds and in the world. That is, they are somehow participated in, or received, and it is by means of their reception that the world can be known for what it is. But how is this reception into the sensible realm possible? The problem of human knowledge, of how the given can be known, is therefore always also the problem of sensible receptivity. 2 �The lecture has four parts. We will trace a path of inquiry into receptivity through Book VI of the Republic (section 1), and then into the Timaeus (section 2), where I hope to show how Plato’s thinking reaches a kind of culmination in the account of the so-called ‘receptacle’. In the third section of the lecture, we’ll compare the Platonic approach to the problem with Kant’s account of space in the Transcendental Aesthetic of the Critique of Pure Reason. We might then be in a position to judge whether Plato and Kant are really philosophical brothers-in-arms, as Kant suggests (section 4). We will not discover that Plato and Kant held the same doctrines. Plato’s dialogic writings protect us from ascribing “doctrines” to his writings at all. Nevertheless, philosophers—even philosophers who disagree with each other-- might be colleagues in so far as they are moved by the same questions, and the same problems. It is this comradery under a question I hope to examine in Kant and Plato tonight. The Path Upward is not the Path Downward In Book VI of Plato’s Republic, Socrates asks his conversation partners to imagine a line divided into two unequal sections, each of which is divided again into two subsections (509d7 ff). Then both faculties of the soul and the objects of these faculties are mapped onto the line: the two main sections correspond to sense and understanding; the realm of sense, of what seems to be, is divided into bodily things, and their images; while the realm of the understanding, of what is, is divided into what Socrates calls the “mathematicals,” or the learnable things, and what he calls the “ideas,” or the forms. The philosopher’s authentic activity is knowing the forms, which he or she achieves by what Socrates calls “dialectic.” The category of the mathematicals, by the way, might be much broader than what we would mean by ‘mathematics,’ embracing anything that can be universally known or demonstrated: not only music and mechanics, but perhaps also several natural sciences, and even language arts like grammar and general logic-- the mathematicals, taken together, sserve as the topics of our tutorials and labs. The realm of the sensible is known by experience. Enough familiarity with the solid structures we use as houses lets a carpenter repair and construct. His or her colleague within the sensible realm is the artist who expertly paints images of the same houses that the carpenter constructs. But many aspects of housebuilding follow from geometry, which grasps universal principles about figures. The knowledge of these belongs to the understanding. Here we can see laid out three personages, three psychic activities, and three sorts of object: the 3 �painter, making images of houses by artistic imitation; the carpenter, putting his or her body into motion to bring those same houses into being as solid structures; the geometrician, demonstrating the necessary, universal figurative principles governing the house’s structure. The painting is an image of the roof’s eaves, which in turn can be thought of as images of angles. These angles can be seen “only by thought,” and raising ourselves to the level of the mathematicals reveals that human beings can have contact with universal, necessary truths beyond convention and passing opinion. They give us purchase on the truth beyond experience. But Socrates follows his construction of the divided line by posing two “reservations” to his interlocutors about mathematical knowledge. The first is that its objects are taken as “assumptions” by the thought that knows them. Geometry, for example, like all other particular sciences, must simply assume that mathematical figures exist, and are therefore available for study. It has no account of what sort of existence they have, and whether this existence has a cause or source. Second, geometry will always be at least partially immersed in sensibility, since it must always make use of sensible images in its demonstrations. In Socrates’ account, philosophy will emerge as a possible kind of knowing that could transcend these two “reservations.” Let us consider the reservations in turn. Socrates complains that the mathematicals are not truly “first principles” or beginnings, but “assumptions” But how does he know this? True, geometry does not explain how its angle exists, but could this not be a consequence of the figure’s ultimate priority? It can’t be explained by geometry, because it can't be explained at all: it is a first principle. This is a tempting defense of mathematical supremacy. (when mathematicians call themselves ‘platonists’,sometimes I think this is what they mean.) But consider carefully the difference between self-evidence and assumption: an assumed premise is not self-evident, because it leaves unsettled what sort of being on its own the object may have apart from me, who assumes it. As long as it remains an assumption, a geometrical angle, though it seemed to be real to us, might turn out to be a sort of illusion. Perhaps the reality of things is that spaciousness is not real at all, that nothing is linearly extended, and no two lines are spread out from each other in an angle. While this is perhaps disturbing to contemplate, it is not a possibility the geometer can rule out. There is nothing about the angle that renders its non-existence self-contradictory, and by hypothesis, geometry does not understand the figure’s reality to be guaranteed by some higher source. Geometricians like Euclid and Lobachevski do a great service for knowledge by identifying certain principles as unproved “postulates” or “assumptions.” But even they leave unarticulated, and therefore unexamined, the whole host of presuppositions that underlie their objects. The question, ‘how do angles exist?’ is not 4 �nonsensical, and remains. The geometer, while he or she might ask this question from time to time, cannot answer it from within his or her own science. The second reservation is, I think, more subtle. Just as geometry couldn’t “extricate” itself from its own assuming, it also can’t pull itself out of the very sensibility it is so proud of rising above. Socrates’ speech, with all its talk of higher and lower, here might sound like it is assuming a kind of low-class uncleanliness about sensibility. Or maybe he is exploiting the thumotic character of his interlocutor Glaucon, who will be pleased to look down on the uppity mathematicians who are still enmeshed in the dingy senses. But if we are not so hastily thumotic, we might wonder what is so damning about mathematics’ return to the senses. Is Socrates’ second reservation not itself an unreasoning prejudice against embodiment? In fact I think Socrates is onto something very important here. Mathematics begins by seeking an object more knowable than what presents itself to the senses. But when it demonstrates necessary truths about these objects, it finds it must turn back to sensibility to construct images of what it wants to know. 3 We all know this from our study of Euclid and his sucessors (even Lobachevski): no board or no paper, or no imaginary field in one’s mind, then no demonstration of the proposition. We think the universal we desire to prove on our own, but we turn to the board to manifest what we think about this universal, and the board helps us along, making room for the instantiation of the figure, keeping things apart from each other, letting them abide next to each other, sorting the different directions– left, right, back and forth. It is as if the board, or rather, space itself, were a partner in the demonstration. This means that geometry’s very scientific character is dependent upon sensible conditions. But these sensible conditions are not understood by geometry, and indeed, are never brought into examination by it. We might not find this situation humiliating, but we should find it intellectually unsatisfying. The point is not so much that sensibility contaminates, but that for all its crucial contribution to knowing, it remains unintelligible, a silent partner in the sciences. Socrates proposes that philosophy can rise above mathematics’ limits. “Reason may take hold” of mathematicals, he says, not as “assumptions”, but as “stepping stones,” examining from what higher principles they might proceed, by means of “dialectic.” This philosophical kind of knowing, as an extension of geometrical inquiry, would answer the question ‘how do angles exist?’ by discovering genuinely self-evident truths upon which angles depend. In this sense, its objects would not be assumptions, and it would escape the first reservation about mathematicals. The second reservation would also be escaped, because the dialectical ascent [It is not only geometry that turns back to sensibility, but arithmetic as well. Counting needs an extended field in which successive moments can be distinguished. For Kant, this is time.] 3 5 �upon the grounds of mathematical knowing would move towards fully intelligible objects of reason. Its accounts would move from reason to reason, with nothing but reason in between. In other words, it would never descend back into sensibility’s manifestations to demonstrate, but would [‘hypothetically’] infer the conditions it was after. Philosophy, like seminar, will not need to use the board. As wonderful as these philosophical successes might be if realized, Socrates’ proposal raises some crucial questions not addressed explicitly in the Republic. Remember the concern involved in the second reservation, that mathematics requires the use of sensible images. If this “use” involves epistemic contributions from sensibility not understood by mathematics, these contributions will not be any better recognized by a purely eidetic, dialectical philosophy. Rather, they will be transcended, as the mere circumstances of a lower form of knowing, perhaps not worth the attention of reason unencumbered. In this presentation of philosophy, we are encouraged to assume that sensibility is not, in fact, an epistemic resource. If the contributions to knowledge come wholly from ‘above’, so to speak, from reason alone, then this is perhaps a safe assumption. But a lover of wisdom would rather not beg this question. The image of the divided line is followed by the image of a cave, in which we are born chained to our sensible experience, which plays before us like shadows cast by models of real things outside of the cave. In this allegory, knowledge indeed comes ‘from above’: the naturally true is imitated in the figures manipulated in the cave, and these are imitated in the shadows they cast. But throughout the allegory is an unexplicated factor: each sort of knowable generates an image in some receiver– the forms of the true objects are received into the materials used to construct their likenesses, and the likenesses themselves on the cave wall that receives their shadows. Without these receivers, no chain of imitation is possible. Following the allegory, without the cave wall, no sensible experience is possible. But of what is the wall itself a depiction? Whatever it is, is it of a nature to contribute to the kind of knowing we have in our experience of the world? Socrates’ allegory might distract some readers from such a question with its narrative of “turning-around.” By pointing the aspiring philosopher ‘upwards’ towards reason’s resources, rather than ‘downwards’ towards the nature of sensibility, he is leaving at least one big question on the table. If the path upwards were pursued, what would the Socratic philosopher discover about the first principles of geometric “assumptions”? A first step still within mathematics might be the discovery that figures can be taken as images of ratios– for examples, the pentagon as a spatial flowering of the uncalculable mean and extreme ratio, and the circle, of the transcendent ratio called ‘pi.’ But these so-called “irrational” or “mute” ratios themselves might turn out to be 6 �approximations of rational, speakable– that is, arithmetic– ratios. The very first mathematical principles from which figures are derived would then be numbers, whose first still-mathematical principle might be the unit, or that by which we call something one. Now, a dialectical inquiry into the possibility of numbers-- and indeed the possibility of the unit-- might lead to purely intelligible forms such as the Same itself, the Other itself, and the One itself. This ascent leaves space behind as a sort of encumbrance. Of course, space itself is not accounted for in such a philosophical ascent. The givenness of figures, that they are outside of us, and the receptivity of both the world around us and our own imaginations to the spatial images of ultimately rational principles, is not itself given an explanation. The silent partnership of the cave wall has been left silent. The Turn to Bastard Reasoning Eric Salem once proposed in a lecture on Socrates’ allegory that the account of the cave wall is not given in the Republic, but rather might be sought in part in the Timaeus’ account of the receptacle. I want to follow his suggestion here, and so we now turn to the Timaeus. In the dialogue’s introductory section, Socrates asks to hear about his idea of a beautiful city, which had been elaborated in speech the day before, but this time set in motion, at war. His request might already indicate an interest in just what was left unexplored above: in motion, in the realm of becoming, the beautiful city will need to come down off its seat in intellectual heaven, and show how it might be given in the world of change. But it will not be Socrates who takes this path downward. Rather, the title character Timaeus speaks for the remainder of the dialogue. Before the city in motion can be discussed, however, Socrates and his interlocutors decide they want an account of the nature of the humans who will make up the city. Moreover, they want an account of the whole, moving cosmos in which these humans emerge. The remainder of the dialogue is accordingly cosmological, and then anthropological (the political question is postponed). Timaeus’ very first step in pursuing his cosmology is to offer a fundamental distinction familiar to Plato’s readers: the sensible world, he says, must be distinguished from the purely intelligible model of which it is an image. The intelligible admits of no motion, is eternal, and can never have come to be at all– it simply is. The sensible comes to be, and Timaeus pictures this coming to be as the result of a divine constructive “craftsman” (ho demiourgos) or “framer” (ho synistas). He narrates how this power might have constructed a 7 �harmonious image in imitation of the perfect model, making use of mathematical figures and ratios familiar to the sciences of astronomy and music. 4 Timaeus’ cosmos, at this point, is like a mathematician’s diagram. Compare Ptolemy’s mathematical astronomy. Its theories do not speak of where or in what the motions of the stars occur, but rather only of the stars’ motions’ knowable ratios, demonstrable in diagrams. In this way, the question of the nature of the space that receives the world-image might not arise for the merely mathematical cosmologist. 5 But several steps into the narration, Timaeus points out a problem. The divine maker constructed these mathematical models as somehow imitations of what is best—that is, as imitations of the intelligible original. But it doesn’t seem that this procedure—imitation of the best—is sufficient to account for the whole cosmos. On the contrary, Timaeus claims that the world as it is comes to be not simply from the intellect’s grasp of the good, as his story had been assuming, but also from what he now calls “necessity”: by what, if it exists, has to be the way it is. Where does this necessity come from? Despite the fact that the mathematical arts and sciences (like Ptolemy’s) are filled with insights into what is necessarily and universally true about corporeal nature, none of them can give a deduction of this necessity’s origin. For example, none of the cosmologists, Timaeus points out, have given an account of how the medium of natural change—the elements of bodies-- have come to be in the matter in which they are. 6 To theorize a changing cosmos, mathematical diagrams alone, unhindered by necessity, will not be sufficient. What is needed, Timaeus proposes, is a “new beginning,” a “retreat” to a new principle, a “third kind” of being, making sense of the world’s receptivity as such for the knowable forms. Timaeus calls this principle “the receptacle”, a co-eternal origin alongside the intellect’s model of the cosmos. Not the model itself, nor its constructed image, it is precisely that into which the model is received. With the introduction of his “third” principle, Timaeus is in fact clarifying a fundamental dualism about knowledge. The relation of original to image so dear to Socrates leaves out of account a second origin for the image, in receptivity itself. The world as it appears is different from its origin– this is the Socratic proposal. But that its origins are two is Timaeus’ thesis– by Geometry and arithmetic provide a science of ratio in general; but astronomy and music turn to appearances to discover which particular ratios and figures form a harmonious whole, either of heavenly motions, or of musical scales. Timaeus borrows the particular ratios and figures of the latter two sciences. 5 At this stage, time is given as “a moving image of eternity.” It is the outcome of ratio-metric mathematical principles, not a container in which they have being. This approach is unlike Timaeus’ conception of space. 6 If successful, an account of necessity would perhaps stave off the allegation that corporeal becoming is nothing but an unintelligible flux. 4 8 �adding his “third kind”, he uncovers that second origin, and reveals the apparent world as what he calls a “syntasis”: a combination of heterogenous sources. The multifarious shifting from stability to instability and back again that constitutes the mortal world will take place in the receptacle; but the discovery of this principle reveals that it must have been there all along, providing space even for the relatively unchanging motions of astronomy. 7 With the receptacle, astronomy can be taken as no longer merely mathematical, for its objects are not merely diagrammable ratios. Rather, they are now natural bodies with a place in the cosmos. Their astronomy belongs to physics. 8 Timaeus warns his audience that an account of the receptacle will be “strange and unusual,” because the object of study is “difficult and obscure.” His warnings indicate to us that an entirely new sort of theorizing will be taking place: for unlike the eidetic model, the receptacle is not itself intelligible. And unlike the visible world, it does not appear to the senses. If we have only intellect and sense at our disposal, with what will we know that which is in itself unavailable to either? In one of the strangest passages in Plato (the 4th passage on the handout), Timaeus tells us that the receptacle not only “shares in the intelligible in a most perplexing and hard-to capture manner”— but is “graspable by a bastard sort of reasoning, with the aid of insensibility” (52a8). The claim seems to be that the principle unavailable to our two faculties, sense and thought, will be revealed through a perverse deployment of those very same faculties. Why “bastard”? Wherefore base? This term suggests that in pursuing this account, reason will not be occupied within reason’s own, high territory of the purely intelligible, but with the supposedly baser realm of the sensible. The account to be developed takes the forms to have been mired in the sensible realm, and attempts to understand precisely their adulterated existence. Reasoning will be trying to make sense of what is not its own. And why “insensibility”? How could that help? The idea here could be that the inquiring subject has to somehow scrutinize the nature of his or her own sensible experience, while shutting out the material influence of the sensible object. Insensibility here is a sort of deep abstraction. Regard the curtains behind me, but become insensible to their color, their solidity, their texture, perhaps even their particular magnitude [imagining FSK here]. What emerges for us then is “seen dimly” as if in a “dream,” Timaeus says. Timaeus implies that the heavenly motions of astronomy are not eternal, but rather only an “image” of eternity. The demiurge remarks that “all that is bound together can be dissolved” (41b1). 8 The receptacle belongs to “the account of the whole” 48d5, and “is…before the birth of Heaven.” 52d4 7 9 �As he proceeds, Timaeus’ retreat reasons backwards towards the “nature” or “eidos” of the receptacle. That is, he infers what it would have to be like, in order to fulfill its role as the field in which the visible manifests. It can have no sensible qualities, since it must be able to take any of them on. Similarly, it cannot be pictured or diagramed, since it is the ground of all possible diagrams. It can’t be drawn on the board, since it is what makes the board available in the first place. This is what it is not, but what can be said positively about it? Timaeus calls it the “chora,” the space or room in which the world appears. He also calls it a neutral “molding stuff” for the world, and even a “wet-nurse”, and “mother.” This sequence of metaphors draws out a sense of the formal and causal power of the receptacle. The receptacle thus somehow nourishes, or pours life into things, sustaining them. These metaphors indicate how far from “empty” the receptacle is, even in itself. We might often think of space as sheer void, waiting indifferently to be filled by perceptible items. 9 But Timaeus’ space is teeming with potential life, waiting, not indifferently, but expectantly, to give birth. It is perhaps neither full, nor empty, but according to its eternal priority, the source of either of these spatial dispositions. When it gets filled by forms, it gives them the room to manifest themselves. When it gets filled by void, it holds open the room in which no forms are. Compare the blackboard: where the diagram is not drawn, indeed, in the crucial zones between the parts of the diagram, the board is not merely empty of inscription, but spread out in its blankness. The receptacle’s radical priority to experience further suggests that is matter only in a metaphorical sense. 10 For it is not literally “stuff” in the sense we know from experience– after all, it is “molded” both into our solid, present objects and into the absent spaces between them. It is thus not a source of nourishment for the world in a material sense, but perhaps rather in a formal sense. That is, it “nourishes”, so to speak, the sensible givenenness of things by sustaining them as spatial. Timaeus offers one more, especially puzzling metaphor: he calls the receptacle a “winnowing basket.” Change in sensible things, he points out, comes to be through contact between differences. The hot next to the cold, the dry next to the moist– we might add: negative charge around positive charge, north magnetic poles across from south, or ‘masses’ in a gravitational field. These different “powers”, whatever they may be, “jostle” each other, and thereby produce change. Over time, these changes generate the apparently structured world which we observe. These change-inducing juxtapositions, these jostlings, do not happen through tools of arrangement, as if parts were separated and pushed together with a hoe and a 9 Lucretius’ void. Interesting that Lucretius is such an unmathematical thinker. Aristotle and Plotinus both take the Receptacle to be “matter.” 10 10 �rake. Rather, the parts themselves act on each other, like grains in a winnowing basket. 11 The basket merely provides the venue in which this jostling can transpire– it is a passive sort of tool that does nothing more than make the reciprocal influences of the worked-upon matter possible, by providing them the room for juxtaposition. The six directions of space– left, right, back, forward, up and down– act like the grid of a basket, sorting the tendencies of material things into different directions, giving them a stage on which they can come upon their brethren. Does Timaeus’ story of the receptacle serve as the ’missing’ account of receptivity– missing, that is, from the picture of Socratic philosophy in the Republic? Recall that part [of] the vocation of philosophy described there, to ascend to the intellectual first principles of the mathematical sciences’ own starting places, would leave unexamined the non-intellectual first principles of sensibility, that is, of the receptivity in which the knowable images come to be. On the other hand, Timaeus’ oddly named “receptacle”, which has resonances in Greek of “reservoir” or “harbor,” represents receptivity as a cognitive resource. The name indicates the epistemic purposiveness of the “third kind”: the receptacle provides a welcoming cosmic hospitality for the forms, so that they may be known by us in their images. Timaeus follows his account of the receptacle with an extended speculation about the solid geometry of the elements. Certain propositions about the elements– how many there could be, how they would act upon each other, and how they could change into each other– are derivable a priori, since they arise from the demonstrably necessary geometrical character of the solids. These speculations have hypothetical—perhaps fanciful—beginnings. But the necessity involved in the geometry of his hypotheses generates an a priori, synthetic natural science. 12 Timaeus’ procedure suggests that any mathematical natural science of matter will ultimately rest upon a story about the receptacle as an ultimate condition of the possibility of extended, sensible being. Is this foundational story satisfactory as a philosophical account? But doesn’t the “sieve” itself move? I can only make sense of this in an extremely analogical way. We might be reminded here of a passage from Plato’s Parmenides, in which the elder philosopher proposes that the One– the very highest principle of all being– is both at rest, and in motion (146a). It is at rest, so to speak, Parmenides claims, because it doesn’t ever depart from being fully in itself. But it also is in motion, so to speak, because it always is in other things, making each of them one thing. The metaphysical participation of things in the One can be thought of as a kind of flowing motion of it outwards, into them. Could this conception help us interpret Timaeus’ winnowing basket? The receptacle’s motion is not a locomotion, but a “change” in which it takes on a form it doesn’t have in itself. In so far as the spatialization of these forms has consequences for how they evolve, it is as if the ‘change’ of the receptacle imparts further changes to the things in it. 11 Cf thinkers like Kepler, Maxwell, Rutherford—anyone who imagines a model, derives necessary conclusions from it, and compares these with the appearances. 12 11 �Timaeus warned his audience at the start that any cosmology of a becoming world would not be knowledge, but only a “likely story,” in so far as what becomes is not what is, but only its likeness. Philosophy seeks to rise to what is, and discover knowledge of the eternal there. Accordingly, Timaeus’ mathematical chemistry of the elements is not wisdom about the highest things. Socrates of the Republic would agree. Now, the receptacle, as the neutral field of change, can itself neither change nor come to be. However, Timaeus seems to suggest that as the eternal mother of becoming, the receptacle is itself approachable only under the guise of [a] likely story. This in part justifies his copious use of metaphor in its account. Metaphor becomes the handmaiden of ‘bastard reasoning’, with which we can articulate in speech what is not in itself intelligible. The conjunction of several metaphors– space, mother, nurse, matter, basket– raises the problem of thinking the thing coherently, since its metaphorical predicates are not simultaneously compatible. But beneath this interpretive problem is a deeper paradox: the account treats the receptacle as an eternal, self-subsistent thing, even though it is not, by hypothesis, a being. This double-speak renders the account of that which underlies all becoming even more mythic– “not less, but more likely” (48d3) -- than the playful speculations about shapes and growths that make up the rest of Timaeus’ physics. This paradox, that the receptacle is both beyond becoming and other than being, runs through Plato’s adventure along the path downward. Accordingly, the hoped-for account of the cave wall turns out to be, in Plato’s treatment, deeply enigmatic. The Form of Outer Sense Kant’s life’s work, it seems to me, was an attempt to demythologize philosophical enigmas. Where receptivity is concerned, he’s on the case. He begins in the Critique of Pure Reason with a distinction in kind between thought and sense. In the dialogues, thought was understood as the faculty that grasps the universal, which is, while sense grasps the particular, which merely seems or becomes. One of Kant’s innovations is to add to these correlations the proposal that while thought in us is active, sense is receptive. Kant names the study of the principles of knowledge belonging to thought a ‘Logic’ – the study of logos. He names the study of the principles of knowledge belonging to sensibility an ‘Aesthetic’-- the study of aesthesis. (Note that Kant’s ‘aesthetic’ has nothing directly to do with the beautiful.) An empirical aesthetic would investigate the particular senses we happen to have, and what features of the world they give us access to: color, odor and taste, sound, temperature, as well as shape, size, and duration. Perhaps what we read in Book II of Aristotle’s De Anima could be considered an 12 �empirical aesthetic. A transcendental aesthetic, on the other hand, would investigate sensibility as such, rising past or transcending the particularities our equipment for sensation. This new science’s object comes into view in two stages (described in the 5th passage on the handout): first, Kant claims that we must “isolate sensibility by taking away everything from it which the understanding thinks through its concepts.” In the second step, we “separate off from sensibility everything belonging to its impressions.” The first move resists the claim of monist thinkers like Leibniz, for whom the distinction between sensibility and understanding is a difference in degree– that is, sense is merely the obscure end of the spectrum of human representation, whose clear and distinct end is called understanding. For Leibniz, there is accordingly only one path for philosophy: towards the higher principles of the intellect, for there is properly speaking no heterogenous epistemic contribution from sensibility itself. Taken as an interpretation of the divided line, we can see that Leibniz’s Socratic conception must hold that there is no philosophical theory of the cave wall. Kant’s interest, on the other hand, is not unlike the dualist Timaeus’, for whom givenness must be traced back to a second principle. Timaeus proposed his receptacle as the ultimate ground of the givenness of things, as the reason why things can be given to the senses at all. This question reappears in a new guise in Kant’s account of “sensibility,” defined as receptivity— not, to begin with, the receptivity of the world for intelligible forms, but the receptivity of our own mode of knowing; the openness, one could say, of our minds for things as given. In its second step, the transcendental aesthetic clears out from intuition what Kant calls the “matter” of sense, leaving nothing but the “form.” Kant claims there are two sorts of sense for us: space, the form of “outer sense”, and time, the form of “inner sense.” Kant’s space, in this respect, like the receptacle, is invisible, inaudible, and impalpable. Taken together, these two steps reveal an object not properly available to either the understanding or to sensation. Rather, the philosopher must abstract from the matter of things sensed outside of us to the form of their being “outer” at all. The underlying precondition for juxtaposition, extension, and orientation is not any spatial thing, but space itself– or perhaps better, spatiality. This spatiality is not thought up by us, and is not derived from experience. It is the form or ultimate pre-intuition of whatever could be given as ‘outside.’ This form itself is a “pure manifold”– not merely many, like the spatial stuff of outer sense, but the ordered, stuff-less multiplicity of orientations in which sensations are always given, and to which they cannot themselves contribute. Recalling the warnings of the difficulty of the inquiry voiced by Timaeus, Kant tells us in the introduction of his 13 �book that “it may be that we are not in a position to distinguish [the form of knowledge] from the raw material, until with long practice of attention we have become skilled in separating it” (B1-2). This ultimate priority of space ahead of all outer things means that, like the receptacle, it cannot have come to be. And on precisely the grounds of this priority does space make necessary knowledge of the outer world possible. Our geometrical demonstrations draw their necessity from the way the pre-intuited field in which they are inscribed or imagined determines those inscriptions and images. Thanks be to the board, where we may draw our figures. But greater thanks be to space, which opens out to make room for the board, and opens out for our imaginations to spread and discover what must follow from what among our figures. It is essentially one, embracing all particular spaces. It is both given, in that we do not spontaneously think it at all, and infinite, in that no bounds can be set for its magnitude. It is empty, in that it is the container or receptacle for all sensible content, and unremovable, in that we cannot imagine it away. Timaeus introduced the receptacle, not as an aspect of particular material things, but as a single underlying whole which pre-exists them, so that it may receive them. This seems to be what Aristotle, for one, was most at pains to resist about Plato’s Timaean conception– for the later thinker, the places of things, along with their shape and their magnitude, are accidents of their individual existences: a thing is in a place as the contact boundary of what surrounds it. There is no whole receiver, only a nested series of surrounding containers. Hume’s argument reaches a similar conclusion: no impression comes to us without some spatial magnitude, he claims, and so space itself is only a subsequent abstraction made possible by the accumulation of spatial particulars. Kant, filling in argumentation absent from his ancient comrade Timaeus’ account, argues that the nature of spatiality requires independent singularity and wholeness. For, each particular place is bounded only in so far as these boundaries are between spatial regions. That is, bounded spaces are always “limitations” of the same one space. Just as what recieves limitation must be priori to the result of its limitation, so divisions into particular places presuppose the field which they limit. Accordingly, larger spaces cannot be assembled originally out of smaller ones, and so space is not an aggregate; it is rather, Kant claims, a “totum” (B466), preceding the particular parts we may carve out of it. Recall also how Timaeus brought in the receptacle as an additional “kind” to ground his mathematical science of material nature. Kant seems to have agreed that the nature of geometrical knowledge of things required a heterogenous, spatial source of knowing; indeed, he thought the necessity of mathematical sciences was the strongest evidence for his sense/thought dualism. He points out that geometrical demonstration, for example, reveals that 14 �necessary predicates about figures cannot be derived out of their concepts by analysis, but must rather be synthesized or constructed out of the intuited figures. That the third side of a triangle is shorter than the sum of the other two does not fall out of the concept of what a triangle is, but only from the determination of the sensible field in which we inscribe triangles. The blackboard must play its role. Kant here is taking Socrates’ second reservation about mathematics– that it could not extricate itself from sensible conditions– as decisive evidence that sensibility is, after all, an epistemic resource, and that human knowledge is dual. Idealism Taking up the torch of ‘bastard reasoning,’ Kant finally explains the unacknowledged source of scientific knowledge of sense objects, by reasoning back to the invisible, nonintellectual condition of sensibility. This condition, however, is– unlike Timaeus’ receptacle– not a self-subsisting, eternal being, but a mere form of our own sensibility. It is in us, not in a psychological sense, as if it were a figment of each thinker’s mind, but in a metaphysical sense, as a feature of our knowledge of things, and not of the things as they are in themselves. Space is not ‘in our heads’-- indeed, our heads are in space. But space is ‘in’ our own, human knowing of things, such as our knowledge of the heads in this room. The radically blank ‘non-thing’ that is space, therefore, does not exist in itself. Kant writes (this is on the handout) that those who “maintain the absolute reality of space” as “subsistent...(which is generally the view taken by the mathematical students of nature),... have to admit [an] eternal and infinite self-subsistent non-entity, which is there, yet without being anything real, only in order to contain in itself all that is real” (A39/B56). He was probably thinking of Newton here, but the description fits the deep cosmology of the Timaeus, as well. 13 As we saw, Timaeus’ chora made knowledge possible, but only by way of an existence which is neither being nor becoming. Like Timaeus, Kant infers that there is a determining source of knowledge in receptivity. But to elude the paradox, Kant makes clear that this source, space, is nothing but an epistemic condition. The receptivity, and thus the receptacle– the form of outer sense–, is ours. This position of sensibility– both subjective and essentially sharable– may be more familiar to us from the realm of thought. That is, when we think a concept together, each The receptacle is eternal, but Timaeus never calls it infinite. This is perhaps because qua unformed, it has no quanitity. What did Newton mean by calling space “empty” in the Principia? In the Optics, Newton writes that space is “the sensorium of God.” 13 15 �one of us shares the same universal in our thought. The mind’s concept is not a psychological event, but a form or standard. According to Kant’s account, mind is present in sensibility, as well. The space of things is not a psychological feature of their images in our minds, but rather a necessary feature of how they can known by beings like us. This is what Kant means by “the transcendental ideality of space.” Kant does declare his form of outer sense to be “empty,” which might make us think it is pure, void extension. Where is the living, expectant energy of Timaeus’ receptacle? We might say that its energy has been idealized. The expectancy, the power to hold the shape of what will come to be in it-– that is, the maternal power of space– this is in Kant’s space as well. But we can now see this power as life-like, precisely because it is a power of the mind. Space as the form of intuition is not a null void, but a manifold field ready for knowledge to be generated in. The pure manifold, the cave wall, is alive, because it is sensibility. Kant’s journey down into sensibility has none of the metaphorical images of Timaeus’. On the contrary, it strikes a scientific pose, where Timaeus’ story was only “likely.” Kant speaks in his own voice as philosophical inquirer, rather than through a fictional character whose own relation to philosophy is obscure. Kant’s account appears first in his book, as the starting place for a looming system, where Timaeus’ appears as a “revision” or “retreat” part-way through a narrative. The highly metaphorical, fictive frame of the receptacle might suggest that the receptacle as described is a poetic manifestation of knowable principles, according to which what is transcendentally ideal (space) is depicted as if it were real, in itself, but in a likeness, in a mythos. This would certainly not be the only time Plato has characters speak in a metaphorical mode, rendering as material what cannot properly speaking exist in that way. Such a depiction generates paradox, as we have seen, and this paradox raises questions about subjectivity and the knowability of the world that Plato was content to leave as questions. By demythologizing the receptacle, showing that it is not an alien, quasi-divine being outside of us, but rather a constitutive principle within us all, pulling the depiction out of the poetic sphere of the ‘likely’, Kant gives himself the opportunity to answer these questions. Whether his answers are satisfactory, is a question for us. 16 � 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/. 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. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis 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 Microsoft Word Page numeration Number of pages in the original item. 16 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 Philosophy and the Cave Wall: Plato and Kant on the Form of the Given Description An account of the resource Typescript of a lecture delivered on March 31, 2023, by Matthew Caswell as part of the Formal Lecture Series. <br /><br />Mr. Caswell describes his lecture: "<span>The lecture will compare inquiries into the nature of sensibility offered by Plato, and by Kant. That </span><i>space</i><span> might be the ultimate ground of a certain kind of sensible givenness is a possibility investigated by both thinkers. What can our love of wisdom gain from pointing itself downward, into the senses?</span>" Creator An entity primarily responsible for making the resource Caswell, Matthew 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 Date A point or period of time associated with an event in the lifecycle of the resource 2023-03-31 Rights Information about rights held in and over the resource A signed permission form has been received stating: "I hereby grant St. John's College permission to: make typescript copies of my lecture available for circulation and archival preservation at the St. John’s College Greenfield Library; make a copy of my typescript available online." 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 Kant, Immanuel, 1724-1804 Plato Philosophy Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Caswell_Matthew_2023-03-31 Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c7369884177e2c9e23243322467072f8.mp3 41801bd73c2ac493e439a4a38778ce92 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 m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:41:48 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 Concept of Truth in the Book of Genesis Description An account of the resource Audio recording of a lecture given by tutor Phil LeCuyer on April 14, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "Join tutor Phil LeCuyer for a lecture on the Book of Genesis with a focus on Chapter 24." Creator An entity primarily responsible for making the resource LeCuyer, Phillip 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 2023-04-14 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 Bible. Genesis Truth Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_LeCuyerP_The_Concept_of_Truth_in_the_Book_of_Genesis_2023-04-14 Friday night lecture Worrell lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f6f5bad443e137d4adcbce427bb8e811.mp3 28bfe02586c8c7aef9caa57c65fdf943 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 m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:06:16 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 Duns Scotus’s Modal Argument for the Existence of God - An Introduction Description An account of the resource Audio recording of a lecture given by tutor James Carey on April 12, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "John Duns Scotus (c. 1266 –1308) was a Franciscan friar and theologian so renowned for his logical acumen and ingenuity that he early on acquired the appellation “the subtle doctor.” His argument for the existence of God is not nearly as well-known as are the arguments of Anselm (c. 1033–1109) and Thomas Aquinas (1225–1274), though it is held by some to be the most powerful of them all. Scotus’s argument is “modal” in that it turns on the concepts of possibility, actuality, and necessity. It does not rely on the claims of revelation; and it does not rely on an Aristotelian theory of motion either. Scotus’ argument is complex. And it is long too, occupying in one version, On the First Principle (De Primo Principio), some 70 pages of tight reasoning and concentrated, technical prose. My lecture is only an introduction, and it presupposes no prior familiarity with Scotus. I presented an earlier version of this lecture here in 2015. Some faculty heard it, though few, if any, current students. Sophomores, in particular, might find it of interest." Creator An entity primarily responsible for making the resource Carey, James 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 2023-04-12 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 Duns Scotus, John, approximately 1266-1308 God Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_CareyJ_Duns_Scotus_Modal_Argument_for_the_Existence_of_God_2023-04-12 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/16896b4ea1d072f010c78571f4459a3a.mp3 d6e281da72bc83a35db89abfcea9c4c2 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 m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:48:01 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 To Be Forever and Immortal: Struggle and Salvation in the Thought of al-Farabi Description An account of the resource Audio recording of a lecture given by tutor Ahmed Siddiqi on April 7, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "In the Muslim world, as in the world at large, there is an ongoing debate regarding the proper scope of reason’s authority in religious matters. Should we feel entitled to legislate for ourselves in pursuit of worldly welfare, as liberal Muslim theorists claim? Or, are we obligated to obey the divine law in its original form, as Islamists argue? This lecture will outline the contours of this debate before turning to the work of tenth-century philosopher al-Farabi. I will argue that, through his investigation of virtue, struggle, and happiness, al-Farabi not only clarifies what our attitude towards law should be but also shows us the path toward self-knowledge and true happiness." Creator An entity primarily responsible for making the resource Siddiqi, Ahmed 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 2023-04-07 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 al-Farabi Muslims Islamic law Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_SiddiqiA_To_Be_Forever_And_Immortal_2023-04-07 Friday night lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/45e91acd49e5192a074c6c0d91ebe3b7.mp3 6cb1756cf96da69b72628c3fdd358fd9 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/. 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. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>.  <br /><br />Click on <strong><a title="Formal Lecture Series" href="https://digitalarchives.sjc.edu/items/browse?collection=5&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a> or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe. Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Title A name given to the resource St. John's College Formal Lecture Series—Annapolis Identifier An unambiguous reference to the resource within a given context formallectureseriesannapolis 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 wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:06:53 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 Sappho I: An Ontological Approach Description An account of the resource Audio recording of a lecture delivered on January 13, 1995, by Joshua Kates as part of the Formal Lecture Series. Creator An entity primarily responsible for making the resource Kates, Joshua 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 Date A point or period of time associated with an event in the lifecycle of the resource 1995-01-13 Rights Information about rights held in and over the resource A signed permission form has been received stating: "I hereby grant St. John's College permission to: make a recording of my lecture, and retain copies for circulation and archival preservation at the St. John’s College Greenfield Library; make a recording of my lecture available online; make typescript copies of my lecture available for circulation and archival preservation at the St. John’s College Greenfield Library; make a copy of my typescript 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 Sappho. Works. Fragment 1 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Kates_Joshua_1995-01-13_ac Friday night lecture Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e4dd013de41b5682bd9cc0adeeb786ac.mp3 99326374f51c7c4562f9d29877fafef3 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 m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:00:23 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 Machiavelli: A Good Teacher of Goodness Description An account of the resource Audio recording of a lecture given by Maurizio Viroli on March 31, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "Against current scholarly trends that maintain that Niccolo Machiavelli was an evil man and a teacher of evil, I claim that he was a good man and a teacher of good. I also claim that his goodness was the foundation of his republican political vision." Creator An entity primarily responsible for making the resource Viroli, Maurizio 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 2023-03-31 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 Machiavelli, Niccolò, 1469-1527 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_ViroliM_Machiavelli_A_Good_Teacher_Of_Goodness_2023-03-31 Friday night lecture Steiner lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b73486d8de9b559ae1c167b11ee6645f.mp3 db5b6be1f4d911b43ecc95c90ba72562 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 m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:09:28 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 'Secret Science' and Piano Experiments: The Discovery of Harmonics Description An account of the resource Audio recording of a lecture given by tutor Peter Pesic, (with performances by Consuelo Sanudo and David Forrest) on March 29, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "Harmonics are “little sounds” made by lightly touching a vibrating string at special points. Long used by string players, harmonics had a bad reputation until scientists discussed and named them. This lecture considers this story of science interacting with music as composers began using piano harmonics in the wake of experiments by Hermann Helmholtz. Arnold Schoenberg thought about these experiments in the midst of a profound personal crisis, then used harmonics in pioneering compositions as part of what he called a “secret science” within music. To illustrate this lecture, Consuelo Sanudo (SF92, GILA00) will perform Schoenberg’s song “Am Strande” and David Forrest will join in a performance of a rarely heard piano work by Jules Burgmein (Giulio Ricordi)." Creator An entity primarily responsible for making the resource Pesic, Peter Sanudo, Consuelo Forrest, David 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 2023-03-29 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 Harmonics Arnold Schoenberg Jules Burgmein (Giulio Ricordi) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_PesicP_Secret_Science_And_Piano_Experiments_2023-03-29