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2019 CONVOCATION SPEECH
On behalf of the faculty, your fellow students, college staff, and alumni—all of
us—welcome to St. John’s.
You have joined a community of learners who wrestle with bold and radical ideas.
We are searchers and do our work with honesty tempered by civility. These
values—honesty, a commitment to rigorous searching, civility, respect for and
openness to the ideas of others—are largely lost in American higher education
today. But they still have a home here at St. John’s.
And now, you have a home here as well.
Looking at you this morning, I am confident that you know that you have chosen
to make your home in a very unusual community. But I am not sure you know
how unusual it truly is and exactly why we continue to choose to be so different.
Older admissions materials explaining the college say “The goals of the St. John’s
Program are not those of other schools, and the meaning of a liberal arts
education at St. John’s is not what is thought of as a liberal arts education
elsewhere. The standard questions and usual considerations about college barely
apply.”
That was true when it was written decades ago, and it is even truer today.
St. John’s is as different from other small liberal arts schools—such as Middlebury,
Pomona, or Oberlin—as these schools are from the University of Texas or Ohio
State.
But what does this difference really mean? It is part of the St. John’s approach
that we do not figure things out for you. But I believe that exploring this
difference a bit this morning, thinking broadly about what we are really engaged
in here, will provide you with an important context as you begin your St. John’s
journey.
�If you look around you, you will see signs all over campus for our fundraising
campaign. That campaign is entitled Freeing Minds, and that title was chosen by
our alumni as the best way to describe what it is we seek to do.
So, it is our claim that what we do here can help to free your mind.
How do we do that?
Our mission statement offers some help here. It reads: "The educational mission
of St. John’s College is to foster searching consideration of the most important
human questions through reading and discussion of great books…Through the
study of these works, the College seeks to free human beings from prejudice and
unexamined opinion, and to help students make thoughtful choices in public and
private life."
Of course, freedom is a complex concept with multiple potential meanings. By
joining St. John’s you are actually forgoing many “freedoms” that others view as
important and that you would experience at other colleges. For example, our
ambition to help free minds clearly does not mean granting you the freedom to
suggest and choose what you are going to study.
No, we are talking about a different kind of freedom. A freedom that is not given,
but rather earned.
The Statement of the Program says that “St. John’s College is persuaded that a
genuine liberal education requires the study of great books because they are both
timeless and timely. These books are the most important teachers. They
illuminate the persisting questions of human existence and they bear directly on
the problems we face today.”
To say that our all-required curriculum and the beliefs behind it run against trends
in American higher education is to engage in massive understatement. Most
schools now encourage students to exercise the freedom to design their own
education. It is one of their selling points. And I suppose for some students—no,
why not say it truthfully—for a vast majority of students, this is what they would
prefer. Students in these schools are not required to study outside of their
�comfort zone. They are free to hold their beliefs relatively unchallenged. They are
not asked to go places they do not want to go or have not already been.
At St. John’s you will be required to confront ideas and ways of looking at the
world that are markedly different from your own. You will be uncomfortable, not
just on occasion, but often.
We believe a freer thinker comes from when you know how others think, what
they believe and why. And when you learn to listen. Really listen.
Ours is also a challenging program. We ask you to overcome your fear of being
able to do higher-order thinking in mathematics, science, philosophy, and
literature. By learning you can do what you might have feared you could not do,
you will become not just a stronger student, but also a stronger and a freer
person.
We do not believe that it helps free your mind to spend time in a lecture hall
writing down what someone else is telling you to think. It is not just a semantic
oddity that we call our faculty tutors and not professors… It represents something
really important. The faculty at St. John’s will not “profess” the “truth” to you.
Because of that, a question is even different here. At most colleges a professor
will ask you a question to see if you know something that they already have fixed
in their mind. Here at St. John’s, tutors will ask you questions to invite you on a
shared exploration, not because they know the answer and are seeking to find
out if you do as well.
Tutors are also searchers, open to the possibility that they might, alongside you,
learn something new about the Pythagorean Theorem in Freshman Math or in the
Graduate Institute mathematics tutorial, or while reading Genji in the Eastern
Classics program. You, the less experienced colleagues of your tutors, and the
equal partners of your classmates, are now going on a search together…you
will be dissecting the texts together. Looking for insights together, and helping
to understand together.
Another major difference, and one that you may be only marginally enthusiastic
about, is that you will work very hard here. How different is this from many other
schools? Just check out the recent book Academically Adrift, which examines how
�little work many college students actually do and how little they learn. One
conclusion: about a third of the 2,300 college incoming freshmen tested on
measures such as critical thinking, analytic reasoning, and other higher-level skills
had made no gains in those areas when tested again as outgoing seniors. The
freedom to not apply yourself, to be a passive participant in your college years, is
another “empty” freedom you will not enjoy at St. John’s.
By giving up these various so-called freedoms we believe you have the
opportunity to attain a far greater, far more important freedom. And that
freedom—to understand the most important thinking that brought us to be who
we are and where we are, to be able as our mission statement says to free
yourself from prejudice and unexamined opinion—is a hard-earned freedom. To
attain it you must give of your self…you must open your mind and your heart to
new thinking. And you must dive deep. That’s how discoveries—intellectual,
personal, and otherwise—are made. That’s how a life is built. That is how a mind
is made free.
I am convinced that becoming a freer thinker is why you chose to come here. To
those who know me even a little, they can tell you I do not flatter. But I have to
tell you that I am impressed by you. By your courage. By your willingness to take a
more challenging path. I believe that your presence here is an indication of how
you are going to make your choices throughout your life.
You have shown both great humility and great courage in choosing St. John’s.
Now you must show another equally important characteristic in life—
perseverance. Commit to seeing through the struggles that are up ahead. You will
gain greatly when you do.
We know a good deal of what makes for a successful experience at St. John’s.
The most essential positives? Connect. Engage. Commit. Learn how to fail and
how to recover. Learn what is truly important to you…what lights your
emotional and intellectual fires. And please, seek help if you are in trouble.
We—all of us—faculty and staff are here to support you. Seek us out. We are
working hard to make sure you have all the support services, academically and
personally, that you might require. But it is essential for you to have the courage
to ask for help when you need it.
�And seek beauty. We live in a very dark time. A time in which it is ever more
apparent that we, as a species, are self-deluding and short-sighted. And
yet…beauty is all around us. There is spectacular beauty in the mountains and
ever-changing skies of Northern New Mexico and there is also beauty in what you
will be reading and doing here, in our attempts to take stock of our condition—
our stories, poems, and our songs…Our attempts to understand ourselves, they
matter a great deal.
And now, begin with confidence. You chose St. John’s for a reason. Remember
that. And remember that we know that you bring great things to us. You will add
great value to this college, and you will receive immeasurable gifts in return.
Thank you for listening. And welcome to your new home at St. John's.
I declare the College in session. Convocatum est.
�
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Santa Fe Convocation Addresses
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Meem Library
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St. John's College Meem Library
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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/.
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Santa Fe Convocation Address, Fall 2019
Description
An account of the resource
Transcript of the convocation address given on August 29, 2019 by Mark Roosevelt in Santa Fe, NM.
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An entity primarily responsible for making the resource
Roosevelt, Mark
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An entity responsible for making the resource available
St. John's College
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Santa Fe, NM
Date
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2019-08-29
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Meem Library has been given permission to make this item available online.
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text
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pdf
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English
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Convocation Addresses
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St. John's College Greenfield Library
Description
An account of the resource
Addresses given at convocation ceremonies held at the beginning of the semester at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />Click on <a href="http://digitalarchives.sjc.edu/items/browse?collection=43" title="Items in the Convocation Addresses Collection">Items in the Convocation Addresses Collection</a> to view and sort all items in the collection.
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convocation
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00:26:32
Dublin Core
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Title
A name given to the resource
Convocation Address, Fall 2019
Description
An account of the resource
Audio recording of the convocation address given by Pano Kanelos for the Fall 2019 semester in Annapolis, MD.
Creator
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Kanelos, Panayiotis
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
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2019-08-21
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sound
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English
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Kanelos_Pano_2019-08-21
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Title
A name given to the resource
Playbills & Programs
Description
An account of the resource
Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe.<br /><br />Click on <strong><a title="Playbills & Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills & Programs Collection</a></strong> to view and sort all items in the collection.
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
Identifier
An unambiguous reference to the resource within a given context
playbillsprograms
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.
Page numeration
Number of pages in the original item.
7 pages
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
paper
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/.
Identifier
An unambiguous reference to the resource within a given context
275th Anniversary Convocation
Title
A name given to the resource
St. John's College 275th Anniversary Convocation
Date
A point or period of time associated with an event in the lifecycle of the resource
1971-10-16
Description
An account of the resource
The program of the 275th Anniversary Convocation of 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
Publisher
An entity responsible for making the resource available
St. John's College
Language
A language of the resource
English
Type
The nature or genre of the resource
text
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St. John's College owns the rights to this publication.
Format
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pdf
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An entity primarily responsible for making the resource
St. John's College
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convocation
Convocation
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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/.
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Santa Fe Convocation Addresses
Creator
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Meem Library
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An entity responsible for making contributions to the resource
St. John's College Meem Library
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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.
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Word doc
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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
Santa Fe Convocation Address, Spring 2019
Description
An account of the resource
Transcript of the convocation address given on January 14, 2019 by Mark Roosevelt in Santa Fe, NM.
Creator
An entity primarily responsible for making the resource
Roosevelt, Mark
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
2019-01-14
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Meem Library has been given permission to make this item available online.
Type
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text
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pdf
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English
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Roosevelt, M. Convocation 01-2019
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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
Convocation Addresses
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 convocation ceremonies held at the beginning of the semester at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />Click on <a href="http://digitalarchives.sjc.edu/items/browse?collection=43" title="Items in the Convocation Addresses Collection">Items in the Convocation Addresses Collection</a> to view and sort all items in the collection.
Identifier
An unambiguous reference to the resource within a given context
convocation
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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
Word doc
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Number of pages in the original item.
7 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
Convocation Address, Graduate Institute, Spring 2019
Description
An account of the resource
Typescript of the Graduate Institute convocation address given by Emily Brooker Langston for the Spring 2019 semester on January 7, 2019 in Annapolis, MD. Entitled "The Joy of Recognition".
Creator
An entity primarily responsible for making the resource
Langston, Emily Brooker
Publisher
An entity responsible for making the resource available
St. John's College
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Annapolis, MD
Date
A point or period of time associated with an event in the lifecycle of the resource
2019-01-07
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St. John's College owns the rights to this publication.
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text
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pdf
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English
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GI Convocation 2019
Convocation
Deans
Graduate Institute
Tutors
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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/.
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A name given to the resource
Photographic Archive—Annapolis
Description
An account of the resource
<p>The Greenfield Library photographic archive houses over 5,000 photographs. The photographs in the collection document the history, academic, and community life of St. John’s College. The Library’s mission is to organize and preserve these unique visual materials, and to provide access to this collection. </p>
To learn more about our photographic use policy or to obtain high resolution images, please see the <strong><a title="Photographic Archive Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Photographic Archive Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Photographic Archive—Annapolis Collection</a></strong> to view and sort all items in the collection.
Publisher
An entity responsible for making the resource available
St. John's College
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An entity responsible for making contributions to the resource
St. John's College Greenfield Library
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Annapolis, MD
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photographicarchiveannapolis
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A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
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25 x 20 cm.
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Photograph
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/.
Identifier
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SJC-P-1710
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A name given to the resource
Convocation Ceremony in the Francis Scott Key Auditorium, Annapolis, Maryland
Contact sheet of Commencement in the Francis Scott Key Auditorium
Description
An account of the resource
1 sheet : 17 prints from 35mm film : b&w
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An entity primarily responsible for making the resource
Unknown
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Annapolis, MD
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Still Image
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jpeg
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St. John's College owns the rights to this photograph.
Commencement
Convocation
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A name given to the resource
Santa Fe Convocation Addresses
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Meem Library
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An entity responsible for making contributions to the resource
St. John's College Meem Library
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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.
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The type of object, such as painting, sculpture, paper, photo, and additional data
Word doc
Page numeration
Number of pages in the original item.
5 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
Santa Fe Convocation Address, Fall 2018
Description
An account of the resource
Transcript of the convocation address given on August 23, 2018 by Mark Roosevelt in Santa Fe, NM.
Creator
An entity primarily responsible for making the resource
Roosevelt, Mark
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
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2018-08-23
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Meem Library has been given permission to make this item available online.
Type
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text
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pdf
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English
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Roosevelt, M. Convocation 08-2018
Convocation
Presidents
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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
Photographic Archive—Annapolis
Description
An account of the resource
<p>The Greenfield Library photographic archive houses over 5,000 photographs. The photographs in the collection document the history, academic, and community life of St. John’s College. The Library’s mission is to organize and preserve these unique visual materials, and to provide access to this collection. </p>
To learn more about our photographic use policy or to obtain high resolution images, please see the <strong><a title="Photographic Archive Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Photographic Archive Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Photographic Archive—Annapolis Collection</a></strong> to view and sort all items in the collection.
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
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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
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An unambiguous reference to the resource within a given context
photographicarchiveannapolis
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Physical Dimensions
The actual physical size of the original image
22 x 13.5 cm.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Photograph
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/.
Identifier
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SJC-P-1089
Title
A name given to the resource
Freshmen Bow and Curtsie before Richard D. Weigle at Convocation, Annapolis, Maryland
Description
An account of the resource
1 photographic print : b&w
Date
A point or period of time associated with an event in the lifecycle of the resource
1978-09
Creator
An entity primarily responsible for making the resource
Unknown
Subject
The topic of the resource
Weigle, Richard Daniel 1912-
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
Type
The nature or genre of the resource
Still Image
Format
The file format, physical medium, or dimensions of the resource
jpeg
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this photograph.
Convocation
Honorary Alumni
Presidents
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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
Photographic Archive—Annapolis
Description
An account of the resource
<p>The Greenfield Library photographic archive houses over 5,000 photographs. The photographs in the collection document the history, academic, and community life of St. John’s College. The Library’s mission is to organize and preserve these unique visual materials, and to provide access to this collection. </p>
To learn more about our photographic use policy or to obtain high resolution images, please see the <strong><a title="Photographic Archive Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Photographic Archive Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Photographic Archive—Annapolis Collection</a></strong> to view and sort all items in the collection.
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
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
Identifier
An unambiguous reference to the resource within a given context
photographicarchiveannapolis
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Physical Dimensions
The actual physical size of the original image
25.5 x 20.5 cm.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Photograph
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/.
Identifier
An unambiguous reference to the resource within a given context
SJC-P-0963
Title
A name given to the resource
Students Seated at Convocation in Iglehart Hall
Description
An account of the resource
1 photographic print : b&w
Date
A point or period of time associated with an event in the lifecycle of the resource
9/25/1941
Creator
An entity primarily responsible for making the resource
Unknown
Subject
The topic of the resource
St. John's College (Annapolis, Md.) -- Students.
Iglehart Hall (St. John's College, Annapolis, MD)
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
Type
The nature or genre of the resource
Still Image
Format
The file format, physical medium, or dimensions of the resource
jpeg
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this photograph.
Convocation
Iglehart Hall
-
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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
Photographic Archive—Annapolis
Description
An account of the resource
<p>The Greenfield Library photographic archive houses over 5,000 photographs. The photographs in the collection document the history, academic, and community life of St. John’s College. The Library’s mission is to organize and preserve these unique visual materials, and to provide access to this collection. </p>
To learn more about our photographic use policy or to obtain high resolution images, please see the <strong><a title="Photographic Archive Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Photographic Archive Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Photographic Archive—Annapolis Collection</a></strong> to view and sort all items in the collection.
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
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
Identifier
An unambiguous reference to the resource within a given context
photographicarchiveannapolis
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Physical Dimensions
The actual physical size of the original image
25.5 x 20.5 cm.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Photograph
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/.
Identifier
An unambiguous reference to the resource within a given context
SJC-P-0962
Title
A name given to the resource
Students Seated at Convocation in Iglehart Hall
Description
An account of the resource
1 photographic print : b&w
Date
A point or period of time associated with an event in the lifecycle of the resource
9/25/1941
Creator
An entity primarily responsible for making the resource
Unknown
Subject
The topic of the resource
St. John's College (Annapolis, Md.) -- Students.
Iglehart Hall (St. John's College, Annapolis, MD)
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
Type
The nature or genre of the resource
Still Image
Format
The file format, physical medium, or dimensions of the resource
jpeg
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this photograph.
Convocation
Iglehart Hall
-
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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
Photographic Archive—Annapolis
Description
An account of the resource
<p>The Greenfield Library photographic archive houses over 5,000 photographs. The photographs in the collection document the history, academic, and community life of St. John’s College. The Library’s mission is to organize and preserve these unique visual materials, and to provide access to this collection. </p>
To learn more about our photographic use policy or to obtain high resolution images, please see the <strong><a title="Photographic Archive Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Photographic Archive Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Photographic Archive—Annapolis Collection</a></strong> to view and sort all items in the collection.
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
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
Identifier
An unambiguous reference to the resource within a given context
photographicarchiveannapolis
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Physical Dimensions
The actual physical size of the original image
25.5 x 20.5 cm.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Photograph
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/.
Identifier
An unambiguous reference to the resource within a given context
SJC-P-0961
Title
A name given to the resource
Convocation in Iglehart Hall
Description
An account of the resource
1 photographic print : b&w
Date
A point or period of time associated with an event in the lifecycle of the resource
9/25/1941
Creator
An entity primarily responsible for making the resource
Unknown
Subject
The topic of the resource
St. John's College (Annapolis, Md.) -- Students.
Iglehart Hall (St. John's College, Annapolis, MD)
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
Type
The nature or genre of the resource
Still Image
Format
The file format, physical medium, or dimensions of the resource
jpeg
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this photograph.
Convocation
Iglehart Hall
-
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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
Photographic Archive—Annapolis
Description
An account of the resource
<p>The Greenfield Library photographic archive houses over 5,000 photographs. The photographs in the collection document the history, academic, and community life of St. John’s College. The Library’s mission is to organize and preserve these unique visual materials, and to provide access to this collection. </p>
To learn more about our photographic use policy or to obtain high resolution images, please see the <strong><a title="Photographic Archive Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Photographic Archive Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Photographic Archive—Annapolis Collection</a></strong> to view and sort all items in the collection.
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
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
Identifier
An unambiguous reference to the resource within a given context
photographicarchiveannapolis
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Physical Dimensions
The actual physical size of the original image
25.5 x 20.5 cm.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Photograph
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/.
Identifier
An unambiguous reference to the resource within a given context
SJC-P-0960
Title
A name given to the resource
Convocation Procession Led by George A. Bingley
Description
An account of the resource
1 photographic print : b&w
Date
A point or period of time associated with an event in the lifecycle of the resource
9/25/1941
Creator
An entity primarily responsible for making the resource
Unknown
Subject
The topic of the resource
St. John's College (Annapolis, Md.) -- Students.
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
Type
The nature or genre of the resource
Still Image
Format
The file format, physical medium, or dimensions of the resource
jpeg
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this photograph.
Convocation
-
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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
Photographic Archive—Annapolis
Description
An account of the resource
<p>The Greenfield Library photographic archive houses over 5,000 photographs. The photographs in the collection document the history, academic, and community life of St. John’s College. The Library’s mission is to organize and preserve these unique visual materials, and to provide access to this collection. </p>
To learn more about our photographic use policy or to obtain high resolution images, please see the <strong><a title="Photographic Archive Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Photographic Archive Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Photographic Archive—Annapolis Collection</a></strong> to view and sort all items in the collection.
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
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
Identifier
An unambiguous reference to the resource within a given context
photographicarchiveannapolis
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Physical Dimensions
The actual physical size of the original image
25.5 x 20.5 cm.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Photograph
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/.
Identifier
An unambiguous reference to the resource within a given context
SJC-P-0926
Title
A name given to the resource
Richard D. Weigle in Academic Robe and Student at Convocation, Annapolis, Maryland
Description
An account of the resource
1 photographic print : b&w
Date
A point or period of time associated with an event in the lifecycle of the resource
1949-08 [circa]
Creator
An entity primarily responsible for making the resource
Unknown
Subject
The topic of the resource
St. John's College (Annapolis, Md.). -- Presidents.
St. John's College (Santa Fe, N. M.). -- Presidents.
Weigle, Richard Daniel 1912-
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
Type
The nature or genre of the resource
Still Image
Format
The file format, physical medium, or dimensions of the resource
jpeg
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this photograph.
Convocation
-
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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
Photographic Archive—Annapolis
Description
An account of the resource
<p>The Greenfield Library photographic archive houses over 5,000 photographs. The photographs in the collection document the history, academic, and community life of St. John’s College. The Library’s mission is to organize and preserve these unique visual materials, and to provide access to this collection. </p>
To learn more about our photographic use policy or to obtain high resolution images, please see the <strong><a title="Photographic Archive Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Photographic Archive Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Photographic Archive—Annapolis Collection</a></strong> to view and sort all items in the collection.
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
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
Identifier
An unambiguous reference to the resource within a given context
photographicarchiveannapolis
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Physical Dimensions
The actual physical size of the original image
25.5 x 20.5 cm.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Photograph
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/.
Identifier
An unambiguous reference to the resource within a given context
SJC-P-0883
Title
A name given to the resource
Signing The Register at Convocation in Iglehart Hall
Description
An account of the resource
1 photographic print : b&w
Date
A point or period of time associated with an event in the lifecycle of the resource
1945-1948 [circa]
Creator
An entity primarily responsible for making the resource
Hayman Studio
Subject
The topic of the resource
St. John's College (Annapolis, Md.) -- Students.
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
Type
The nature or genre of the resource
Still Image
Format
The file format, physical medium, or dimensions of the resource
jpeg
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this photograph.
Convocation
Iglehart Hall
-
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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
Convocation Addresses
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 convocation ceremonies held at the beginning of the semester at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />Click on <a href="http://digitalarchives.sjc.edu/items/browse?collection=43" title="Items in the Convocation Addresses Collection">Items in the Convocation Addresses Collection</a> to view and sort all items in the collection.
Identifier
An unambiguous reference to the resource within a given context
convocation
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.)
00:21:33
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
Convocation Address, Fall 2018
Description
An account of the resource
Audio recording of the convocation address given by Pano Kanelos for the Fall 2018 semester in Annapolis, MD.
Creator
An entity primarily responsible for making the resource
Kanelos, Panayiotis
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
2018-08-22
Type
The nature or genre of the resource
sound
Format
The file format, physical medium, or dimensions of the resource
mp3
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
Convocation Kanleos, Pano 8-22-18
Convocation
Presidents
-
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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
Convocation Addresses
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 convocation ceremonies held at the beginning of the semester at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />Click on <a href="http://digitalarchives.sjc.edu/items/browse?collection=43" title="Items in the Convocation Addresses Collection">Items in the Convocation Addresses Collection</a> to view and sort all items in the collection.
Identifier
An unambiguous reference to the resource within a given context
convocation
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 document
Page numeration
Number of pages in the original item.
8 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
Convocation Address, Graduate Institute, Summer 2018
Description
An account of the resource
Typescript of the convocation address for the Graduate Institute given by Emily Langston on June 11, 2018 for the Summer 2018 semester in Annapolis, MD. The address is titled "Parts and Wholes."
Creator
An entity primarily responsible for making the resource
Langston, Emily Brooker
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
2018-06-11
Rights
Information about rights held in and over the resource
St. John's College 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
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
Convocation Summer 2018 Parts and Wholes_Emily Langston
Relation
A related resource
<a href="http://digitalarchives.sjc.edu/items/show/3926" title="Sound recording">Sound recording</a>
Convocation
Deans
Graduate Institute
Tutors
-
https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/aa429ad60fa13b1a86a12140be7a597a.mp3
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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
Convocation Addresses
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 convocation ceremonies held at the beginning of the semester at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />Click on <a href="http://digitalarchives.sjc.edu/items/browse?collection=43" title="Items in the Convocation Addresses Collection">Items in the Convocation Addresses Collection</a> to view and sort all items in the collection.
Identifier
An unambiguous reference to the resource within a given context
convocation
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.)
00:19:05
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
Convocation, Graduate Institute, Summer 2018
Description
An account of the resource
Audio recording of the convocation for the Graduate Institute given by Emily Langston for the Summer 2018 semester in Annapolis, MD. Introduction by Panayiotis Kanelos.
Creator
An entity primarily responsible for making the resource
Langston, Emily Brooker
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
2018-06-11
Type
The nature or genre of the resource
sound
Format
The file format, physical medium, or dimensions of the resource
mp3
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
SummerConvocation2018
Contributor
An entity responsible for making contributions to the resource
Kanelos, Panayiotis
Relation
A related resource
<a href="http://digitalarchives.sjc.edu/items/show/3927" title="Typescript">Typescript</a>
Convocation
Deans
Graduate Institute
Presidents
Tutors
-
https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/350132b48541f427adc9feda526aa114.pdf
e5856f46705cedf725c5519c1d01d75c
PDF Text
Text
St. John’s College Graduate Institute
Convocation Address
Summer 2013
On the Philosophy & Theology Segment
Welcome, new students, returning students, and tutors, to St. John’s College, and to the
Graduate Institute. Today each of you is joining, or returning to, a College that describes itself
as a community of learning, and that dedicates itself to inquiry: to asking fundamental questions,
and to pursuing answers to these questions. As members of such a community, we must from
time to time shine the light of inquiry on ourselves. Today I mean to do so by examining the
readings of the Philosophy & Theology segment.
The subject of this convocation address – which I mean to be the first of five, each
treating one of the segments of the Graduate Institute – follows from a claim that I made in an
earlier address, delivered in Spring 2012, titled “What is a Segment?” I said then that the
program of the Graduate Institute is a homogeneous whole, and that its segments represent
arbitrary divisions of that whole into parts. Accordingly, I claimed that the titles of these
segments should be taken as compressed questions in need of answers, and as opportunities for
wonder, rather than as names for the distinct subject matter treated by the readings in each. Now
I hope to make good on these claims in detail. So what, then, are the wonderful questions raised
by the segment title “Philosophy & Theology”? And before I proceed to answer my own
question, I should caution that the threads that I mean to follow for the next few minutes –
threads that run through the tutorial and seminar readings of the segment, and that are connected
to threads that run through other segments – are by no means the only ones worth following. I
1
�only insist that these threads are present in the segment readings, and truly worth following. So
again, what are the wonderful questions raised by “Philosophy & Theology”?
Let’s begin with the ampersand. It suggests that there is something dual about the
segment, and prompts us to wonder what this duality is. The things joined together by the
ampersand, of course, are philosophy, which any good dictionary will tell you comes from the
Greek for ‘love of wisdom,’ and theology, which comes from the Greek for ‘an account about
the god.’ In what way, then, are the ‘love of wisdom’ and ‘an account about the god’ two?
It’s tempting to answer this question summarily, by noting that three of our segment titles
have ampersands in them, and that each segment has two classes whose readings are required:
the seminar and the tutorial. Could it be, then, that the dual segment titles reflect the duality of
the seminar and tutorial readings? Not every segment title has an ampersand, admittedly,
whereas every segment has a seminar and a tutorial. But we could attribute the exceptions, the
one-word segment titles, to exhausted imaginations on the part of the graduate Program’s
architects. We could then correct the title of the Literature segment, calling it the Greek &
English Literature segment. The History segment would become the Ancient & Modern History
segment, and our work would be done.
At first glance, there seems to be something to this somewhat tongue-in-cheek ‘division
of labor’ theory. For if we survey the readings of the tutorial and the seminar, we see that the
former is full of great books ordinarily taken to be works of philosophy – Plato’s Meno,
Aristotle’s Physics, Metaphysics, and On the Soul, Descartes’ Meditations, Hume’s Enquiry,
Kant’s Prolegomena, and Nietzsche’s Beyond Good and Evil – whereas the latter is full of great
books ordinarily taken to be works of theology: the Hebrew and the Christian Scriptures, and
Augustine’s Confessions. The presence of Aquinas’ Summa Theologica on the seminar reading
2
�list could be taken as conclusive evidence in favor of the division of labor between seminar and
tutorial, were it not for the disappointing fact that Kierkegaard’s Philosophical Fragments is also
among the readings of the so-called ‘theology seminar’ – not to mention that, with the
Prolegomena in tutorial and the Groundwork in seminar, Kant seems to be playing for both
teams.
Indeed, the more one thinks about this division of labor theory, the more problems
appear. Take the very first reading from the so-called ‘philosophy tutorial’: Plato’s Meno. It
begins, as we all know, with Meno challenging Socrates to say whether virtue comes to be in
human beings by teaching, by practice, by learning, by nature, or in some other way [70a]; and it
ends, as most of us know, with Socrates claiming that virtue comes to be by “divine allotment”
[100b]. In between, we find an account (logos) about divine matters (ta theia), one that claims
that “what we call learning is recollection” [81a-81e]. Is the Meno not in some way, then, a
theological dialogue? If we are tempted to dismiss this thought, on the ground that Socrates is
being playful when he speaks about the gods, what should we say about Aristotle’s account of
the unmoved mover, or about Descartes’ proof of the existence of God, or about Hume’s
discussion of miracles, or Kant’s theological Idea, or Nietzsche’s reintroduction of Dionysus?
Are these really not accounts about the god? What is worse, if we consult Aristotle’s discussion
of wisdom (sophia), found in the Nicomachean Ethics – which we read, alarmingly, in the
Politics & Society tutorial – we find that it is “the science of the things that are valued most
highly” [1141a20-21]. How could the love of such a science not include an account about the
god? How could philosophy not include theology? From the perspective of the so-called
‘philosophy tutorial,’ then, it seems that the ampersand in the Philosophy & Theology segment
title only marks and apparent duality, a hendiadys, a two that is really one.
3
�Problems arise from the perspective of a so-called ‘theology seminar’ too; but they are
more grave, and more interesting. Should we seek a definition of theology, we can find one, but
unfortunately, it is also in Aristotle. In two passages in the Metaphysics that we don’t read for
tutorial, Aristotle calls theology the kind of contemplative philosophy that concerns things that
are eternal, separate, and motionless [1026a10-20; 1064a30-b5] – should such things exist. By
contrast, the term is not found in the Hebrew or Christian scriptures. It first appears among the
seminar authors in Augustine’s City of God – parts of which we read in the History tutorial – and
then among the seminar readings, most obviously in the title of Aquinas’ magnum opus. So the
Greek term ‘theology’ seems applicable to at best half of the so-called ‘theology seminar’
readings, in the sense that the authors of roughly half of these readings were aware of, or made
use of the term. Since the authors of the other half of these readings had a different name for, or
a different understanding of, what they were doing, it seems like the so-called ‘theology seminar’
is in fact composed of theology, understood as a branch of philosophy, and something else.
What, then, is this something else?
Another look at the first readings for tutorial and seminar will be helpful here. In one of
the most memorable passages in the Meno, Socrates says that while he will not insist very much
on the other parts of his argument, he would do battle, if he could, for the view that it is better,
more courageous, and less lazy to inquire into the things we don’t know, rather than supposing
that it is impossible to discover them, or that we ought not to inquire into them [86b-c]. (By the
way, I take Socrates’ conditional here not to imply that he can’t battle for this view, but to
provide an opening for Meno, who is very interested in what Socrates can and can’t do, to ask
him to battle for this view. It’s an opening Meno fails to exploit.) Socrates does not outright say
4
�that we can know all the things we don’t know; but he does imply that he has reason to think that
we should try – that the attempt will be neither fruitless nor dangerous.
Now contrast this beginning with the beginning in the first Genesis reading from the
Philosophy & Theology seminar, where we learn that God created heaven and earth, and what he
created was “very good” [1:30]; but Adam and Eve nonetheless ate of the prohibited tree of good
and evil knowledge, and were punished for it [3:1-24]. Leaving aside the more sophisticated –
we might say, more theological – interpretations of these events, which try to interpret this
punishment in accordance with the presumed characteristics of God, the serpent, Eve, and Adam,
the naïve message is clear: we ought not to inquire into at least some of the things we don’t
know, namely the prohibited things, as the attempt to do so could be both fruitless and
dangerous.
The first readings of the Philosophy & Theology tutorial and seminar thus make opposite
claims. And we should not let our prejudices in favor of one or the other of these claims muddy
the wonderful, terrifying question that wants to rise to the surface through this opposition. There
are things that we don’t know. It is good to try to know them? Is knowledge possible, and is it
good? With these questions we have at last gripped two threads that run, in my view at least,
throughout the segment’s tutorial and seminar readings. In the tutorial, the Meno is followed by
Aristotle, who in the Metaphysics practices theology as the science of the intrinsically most
knowable and best things; by Descartes and Hume, whose reasoning about God is calculated to
protect the possibility of knowledge; and by Kant, whose reasoning about knowledge is
calculated to protect the possibility of God. This tutorial thread terminates, after its brief Kantian
crossing into the seminar, in Beyond Good and Evil, with Nietzsche’s alarming claims that
knowledge in the Aristotelian theological sense is neither simply possible, nor simply good.
5
�The seminar thread, by contrast, runs through the Hebrew scriptures, with the examples
of Abraham’s exemplary fear [Genesis 22:12], which makes him a worthy father of multitudes
and a blessing for nations [22:17-18]; the Israelites’ exemplary law, obedience to which is
wisdom and understanding in the eyes of peoples [Deuteronomy 4:6]; and Job’s exemplary
ignorance, which in the end confesses that knowledge of God is impossible, and so speaks
rightly [Job 42:2-8]. It is found also in the Christian scriptures, for example in Jesus’ claim that
the most needful knowledge depends solely on revelation – “no one knows the son except the
father,” he says; “and no one knows the father except the son, and anyone to whom the son
wishes to reveal it” [Matthew 11:27]. But with the rise of theology, starting with the writings of
Paul, this thread becomes tangled. Paul, who confesses himself a debtor just as much to the
Greeks as to the barbarians, to the wise as to the unwise [Romans 1:14], is willing to claim that
“the invisible things of [God] from the creation of the world are clearly seen, being understood
by the things that are made, even his eternal power and Godhead” [2:20]. And Augustine and
Aquinas both find themselves in the same boat, using the philosophical arguments of theology as
paths to belief in the Christian God, all the while denying the sufficiency and even doubting the
necessity of these paths. In Book Ten of his Confessions, for example, Augustine laments the
soul’s “vain and inquisitive greed” for experience, which “cloaks itself in the name of ‘research’
and ‘knowledge’” [10.35.54]; but soon thereafter he qualifies his lament, saying that he has been
able to curb his “curiosity for superfluous knowledge” [10.37.60; emphasis added]. For his part,
Aquinas begins the Summa by insisting that sacred doctrine is a science in the Aristotelian sense,
even though it is beyond human knowledge and may not be sought by human reason [q.1 a.1].
This seminar thread finally becomes untangled, and then terminates, with Kierkegaard, who
asserts in the Philosophical Fragments that thought wants to discover something that thought
6
�cannot think [IV.204]: namely, the, eternal historical moment of god become man [IV.227], the
faith that is different in kind from, and infinitely more needful than, any knowledge.
Having traced these threads in this way, what can we say about the meaning of the
ampersand, and the duality of the Philosophy & Theology readings? The apparent duality of the
love of wisdom and an account about the god is only apparent: every lover of wisdom, every
lover of the science of the most valuable things, will seek an account about the god. But behind
this apparent duality is a real duality, between the love of knowledge – with all the sometimes
irrational attachment that the word ‘love’ can connote – and doubt about knowledge. The drama
of this duality comes from the encounter between these two views. Since doubt about
knowledge nonetheless wants to insist that its doubt is grounded in knowledge, it is easily
seduced by the appeal of love of knowledge, tries to incorporate it, and is corrupted by it. Once
this corruption is understood, attempts are made to recover the original insight, the original
tension between love of knowledge and doubt about knowledge. Beyond Good and Evil, with its
consideration of “The Religious Being,” its assertion of the necessity of religion to a flourishing
society [61-62], and its Dionysian conclusion, and the Philosophical Fragments, with its radical
rethinking of the meaning of Christian faith, are two attempts to restate the original questions – is
knowledge possible? Is knowledge good? – in their originally wonderful and terrifying force.
I hasten to repeat that the story I have told here about the readings of the Philosophy &
Theology tutorial is not a history, and certainly not a Hegelian one. There’s no necessity, to my
mind, that Kant follow Hume, nor that Jesus follow Moses; there’s no necessity that the threads
I’ve tried to grasp begin and end untangled. (Indeed, they seem quite tangled to me in our
contemporary, everyday world.) But there is a necessity that the authors of the great books that
we read confront, in more or less clearsighted ways, what it means to be the kinds of beings that
7
�we are: beings that both stretch out, and stretch out toward knowing. It is this durable necessity
that ensures the connection of these threads to the threads that run through the readings of the
other Graduate Institute segments. The scope and character of political and social life depend,
for example, on our answers to the questions of whether knowledge is possible and good, as do
the scope and character of mathematics and natural science. And the durable basis of this
durable necessity is human nature itself, that homogeneous though multiple subject matter that is
the true content and concern of the graduate Program here at St. John’s. Without some account
of the whole that lies behind the graduate Program, without some attempt to follow the threads
that run through and between its segments, the education we are all pursuing in the Graduate
Institute will not acquire its full value.
I would like to conclude by announcing that there will be two Graduate Institute-hosted
study groups this term. One group will meet on Tuesdays, from 3:00 to 4:30, beginning on June
25, to read Xenophon’s Memorabilia – his recollections of Socrates. The other will hold an
organizational meeting in the Hartle Room this Tuesday, June 18, from 2:00 to 3:00. The
purpose of the group is to study techniques useful for the math section of the GRE. Schedules
for these groups will be circulated by email. Lastly, I would like to invite you all to take part in
the refreshments provided at the back of the Great Hall, before going to preceptorial.
The summer 2013 term of the Graduate Institute is now in session. Convocatum est.
Jeff J.S. Black
Annapolis, Maryland
13 June 2013
Delivered 17 June 2013
Note
The numbers cited in the text refer in each case to the standard divisions of the work in question,
never to page numbers.
8
�
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Typescript of the convocation address for the Graduate Institute given by Jeff Black for the Summer 2013 semester in Annapolis, MD. Entitled "On the Philosophy & Theology Segment".
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Convocation
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St. John's College Graduate Institute
Convocation Address
Spring 2018
Emily Brooker Langston
Good Afternoon and Welcome – New and returning students, families,
friends, and tutors – to the spring term of the Graduate Institute at St. John's
College. In particular, welcome to all of you who are today becoming members of
the Graduate Institute.
I’ve spoken a couple of times in the past about the seal of the college. Are
those of you who are joining us today for the first time familiar with it? You can
find it in many places around campus - for instance, it is embedded in the brick
section of the quad, before the steps descending toward the playing fields and
college creek. The seal is circular and features a picture of a balance-scale,
surrounded by seven books representing the seven liberal arts. Inscribed around the
edges of the seal is a motto in Latin: “Facio Liberos ex liberis libris libraque.” Or,
less alliteravly, in English, “I make free people out of children by means of books
and a balance.”
In earlier talks I’ve wondered about the applicability of the seal to the
Graduate Institute, and what it might mean to assert that students in the GI come to
the program as “children.” Today, though, I want to take a different tack and push
back a little against the motto on the seal. I want to think about what it means to
�learn as an adult. To explore this, I will talk about an adult I spent a lot of time
thinking about with my literature seminar this past semester – the “man of many
ways,” Odysseus.
It is clear from the very beginning of the Odyssey that this will be the tale of
a man at or even past the prime of his life, not a character in formation. He comes
to us already with a back-story, one we know primarily through the Illiad. Even
there we encounter him as one of the older, more experienced warriors. He is not a
prodigy like Diomedes or Achilles, but a man whose value to his companions
comes even more from his experience with stratagems and his sagacity than it does
from his prowess as a warrior. The opening lines of the epic read as follows (all
translations are Richard Lattimore’s):
“Tell me, Muse, of the man of many ways, who was
Driven far journeys, after he had sacked Troy’s sacred citadel.
Many were they whose cities he saw, whose minds he learned of,
Many the pains he suffered in his spirit on the wide sea,
Struggling for his own life and the homecoming of his companions.”
So right from the start we are told that this is a complex man, a man “of
many ways,” who has already lived through great adventures as part of the sack of
Troy. And we are told that the story we will hear now is not one of going out,
winning a great battle, and gaining glory but a story of returning home.
It almost goes without saying that a story of a homecoming of this sort, a
homecoming through great trials after long years and a great adventure, is a story
�of an adult. The characteristic story of a young person is a story of setting out,
launching oneself into the world. We have such a narrative in the Odyssey, in the
story of Telemachus’ quest to find his father; it is part of the incomparable beauty
of the epic that the story of Telemachus’ setting out and Odysseus’ coming home
are intertwined. Classes in the undergraduate program are full of young people
launching themselves with greater and lesser degrees of bravado, trepidation,
curiosity, and ambition. Like Telemachus in the court of Menelaus, they encounter
the adult world with wonder and with a longing to be recognized and welcomed,
and it is a delight to converse with them. In the Graduate Institute, though, students
bring to their classes a wider range of human experience. Some around the table
are still setting out, just out of college, reaching for what they will become. Others
however bring to the discussion decades of experience in a wide variety of
professions, in families and communities, in peace and in war. These are students
who have made an unusual and deliberate choice to seek this education as adults.
One of the great joys of classes in the Graduate Institute is experiencing the
interaction of the perspectives that students of differing ages and experience bring
to our discussions.
So, to continue my inquiry, Odysseus returns home not to find out who he is,
but to re - establish himself as husband, son, father, and king. There is, as my
�colleague Margaret Kirby noted in her fine lecture on the Odyssey earlier this year,
a motif of recognition running through the epic. Odysseus must know again his
wife, son, father, and faithful retainers, and be known again by them, as well. This
recognition is only possible because - although he returns to Ithaca decades older
and disguised as a beggar - he remains recognizable. The interplay between the
aspects of Odysseus that are complex and fluid and that within him that, through it
all, remains recognizably Odysseus is brought to our attention by the epithet that is
most frequently applied to him. He is “polutlas”, often translated by Lattimore as
“much-enduring.”
“Much-enduring Odysseus” The phrase certainly emphasizes the suffering
Odysseus has undergone, the adventures he has lived through, and the disguises in
which he has appeared, but it is also indicates that there is an enduring center to
this man. Let’s look, very quickly, at a couple of instances in which the epithet
occurs. When, after leaving Calypso’s island, Odysseus is on a storm-tossed raft
and is in sight of shore, the sea nymph Ino appears to him telling him to leave the
raft and swim for it. She gives him her veil to tie around himself, saying it is
immortal and will not allow him to perish. Instead of immediately taking her
advice, however, “much-enduring Odysseus” consults himself and decides to stay
on the raft as long as it will carry him, swimming toward shore with the aid of the
veil only after the raft has been dashed to bits. In a second example occurring at
�the very end of his journey: when he sees his father Laertus, Odysseus desires to
reveal himself, weep, and tell his father everything – but surpressing that first
impulse “much enduring” Odysseus decides instead to approach his father in
disguise and test him. The point I am trying too hastily to make with these
examples is that the epithet is often associated with moments when we see the
interplay between his self-knowledge and his ability to use his experience to judge
and adapt himself to circumstances; between his enduring self and purpose, and the
many-ness of his schemes and courses of action. In the two examples I have
chosen we see him question the advice of an immortal and gauge his own chances
in a battle with the sea; and we see his ability to evaluate and hold in check his
own first impulses. In each situation he endures not by being unyieldingly inert but
through a prudent adaptability that demands both knowledge of the world in
evaluating the situation and settled self-knowledge in determining his way forward.
This sort of knowledge, I submit, is characteristic not of children but of (at least
some but not all!) adults.
Returning now to the subject of education, I will ask - what does any of this
imply about the ability to learn? Doesn’t learning imply a self that is not settled but
that is formed by the learning process? There surely there is a sort of learning that
is mostly formative. Returning to the example of Telemachus, we can see that he is
engaged in this sort of learning – gaining skill in speaking in public assemblies,
�and in planning and fighting, as he grows to become a leader and man like his
father. Odysseus learns too, however. We actually hear it in the first lines of the
epic, that I quoted at the beginning of this talk. Lattimore’s translation of line three
reads: “Many were they whose cities he saw, whose minds he learned of.” [The
Greek word is a form of “gignosko”, to learn or recognize, and in past tenses to
“know”] His skills as an orator and warrior are unquestioned, his experience of the
world is vast, but about the deepest questions, including about the minds of men,
Odysseus learns. And some of that learning may be most effectively undertaken
by one who questions, judges, and evaluates knowing something both of the world
and of the self she or he brings to inquiry.
Thinking about these different types of learning may give us insight into the
difference in curriculum between the undergraduate program at St. John’s and the
program of the Graduate Institute. Note the distinction between liberal education
(an education that is freeing) and the liberal arts (the seven subject areas of the
trivium and quadrivium represented by the books on the seal… grammar logic
rhetoric arithmetic geometry, astronomy, music) which are the tools of that
education. As the seal puts it, we are educated into freedom “by means of” books
and a balance. In the undergraduate program fully half the classes are devoted to
learning skills associated with these seven liberal arts. Students have tutorials in
language, mathematics, and music. In the Graduate Institute, on the other hand, we
�assume a student comes to the program having some level of competence in these
arts. And so in our tutorials we spend almost all our time not learning techniques
associated with one or another of the liberal arts but reading more slowly and
discussing with one another some of the books that, in our judgment, contain some
of the greatest thoughts that have been conceived by human beings – or, echoing
the opening lines of the epic - by the minds of men. This is an education that,
although it may help form children into adults, is also completely fitting FOR
adults – for anyone, in fact, who desires wisdom and greater freedom.
I want to conclude by noting that an indication of the wide-ranging
backgrounds, skills, interests of the students in the Graduate Institute may be seen
in the huge variety of student-led study-groups that spring up every semester. I
usually list those I know of at the end of this talk, but I won’t even attempt it today
since as far as I know there are currently TEN in formation. I will simply tell you
that information about these groups is posted on the bulletin board downstairs in
this building and will be circulated in an email, and that the groups are open not
only to GIs but to all members of the college community.
The spring 2018 semester of the Graduate Institute in Annapolis is now in session.
CONVOCATUM EST
�
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Convocation Address, Graduate Institute, Spring 2018
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Typescript of the Graduate Institute convocation address given by Emily Brooker Langston in January 2018 in Annapolis, MD.
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Convocation, Spring 2018 Langston, Emily
Convocation
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St. John’s College Convocation
August 23, 2017
Pano Kanelos
It is with great pleasure that I would like to welcome the Class of 2021 and our entering
Graduate Institute students into our St. John’s community. We are honored to have you here. I
would like to welcome as well all family and friends who are joining us today – thank you for all
the support you give these wonderful young people. And to the returning students, faculty and
staff – I would like to thank you personally for allowing me to join this community. Just like our
first-year students, I feel like I’ve entered a place of a garden of delight and wonder.
It was customary in the nineteenth century, at American colleges such as St. John’s, for the
college president to offer a capstone course to graduating seniors. This class, generally titled
“Moral Philosophy”, was meant to be the culmination of one’s college experience. “Moral
philosophy” was the end towards which all the separate courses of study pointed. It
represented the telos of one’s education.
Those nineteenth-century presidents must have been made of sterner stuff than this twentyfirst century president. I am certain, were I to presume to offer instruction in moral philosophy
at the end of your St. John’s experience, I would could only do more harm than good. Let us
leave the end of your studies in more qualified hands, those of your tutors, those of the texts
you encounter, and most critically, your very own.
Yet here we are at a beginning, called together in assembly, which is the meaning of
convocation, a radical beginning for those of you who are joining us in your first year, and an
only slight less profound beginning for those of us who have already been resident in this
community.
And at this beginning, I would like to draw inspiration from those past presidents and have us
take a look at our end. In fact, what I would like to do this afternoon is provide a framework for
you to think about the arc of your education at St. John’s College. To this end, I would like to fix
in your mind a tableau, an evocative image provided by one of your teachers, the great lover of
wisdom, Plato. My hope is that this image will remain with you during your time here in the
college, and that it will be one that you will return to again and again in the years that follow.
�The endpoint of the experience of the Program of Instruction is a text, Plato’s Phaedrus. This is
the final work on our four-year long seminar reading list in Annapolis. This may seem
anomalous to some, given that all the other readings in seminar are roughly chronological in
sequence. Why, at the end of the arc, after having marched resolutely from the classical world
to Wittgenstein and Heidegger, are we circling back around to this ancient work?
And to strike yet another seemingly discordant note, those of you who study the seminar
reading list with any attention, will mark another peculiarity – there is only one text over our
four-year course of study, that we read not once, but twice – Plato’s Phaedrus.
The Phaedrus marks the end point of our first undergraduate year of study; it also marks the
endpoint of the Program of Instruction. Thus when we reach the end of the Program we are
both at an end, yet also circling back around to an earlier point. We complete a circuit, a
coming again, a revolution. The end is, and is not, the end.
Which brings us to the image that I would like to fix in your mind as you charge forth into this
year and those to come.
Picture a chariot. This chariot, pulled by two winged steeds, is traversing the sky. The driver,
sweating, straining, struggles to maintain control. One of the horses, white, noble in bearing,
heaves upward, wrenching the chariot towards the heavens. The other horse, black, disfigured,
drags the craft perilously towards the earth. Their journey is an erratic one, a dangerous one.
This dynamic image is taken from the Phaedrus. It is an image of the human soul.
In the Phaedrus, Plato describes the chariots of the gods, each harnessed to two white, noble
horses, parading one after the other into the heavens. Led by Zeus, the gods ascend
effortlessly into the ether, where they contemplate the Forms:
" What is in this place is without color and without shape and without solidity, a reality that
really is what it is, the subject of all true knowledge, visible only to intelligence, the soul's
steersman. Now a god's mind is nourished by intelligence and pure knowledge, as is the mind of
any soul that is concerned to take in what is appropriate to it, and so it is delighted at last to be
seeing what is real and watching what is true, feeding on all this and feeling wonderful, until
the circular motion brings it around to where it started. On the way around it has a view of
Justice as it is; it has a view of Self-control; it has a view of Truth. And when the soul has seen all
the things that are as they are and feasted on them, it sinks back inside heaven and goes home.
On its arrival, the charioteer stables the horses by the manger, throws in ambrosia, and gives
them nectar to drink besides. Now that is the life of the gods.”
�The life of mortals, however, is not quite so serene. The chariot represents for Plato the
tripartite human soul. The driver of the chariot signifies the intellect, our ratiocinative powers.
The white horse represents what the Greeks termed our “thumos” or spiritedness. Our thumos
seeks glory, honor, and recognition. It goads us towards excellence and pricks us when we act
shamefully. The black horse embodies our appetites, which are drawn towards earthly
pleasures, material gain and comfort. Human reason, in the figure of the charioteer, aims for
enlightenment. But it is yoked to these other human drives. Thus, trailing the gods,
desperately following in their wake, the human soul invariably falters.
Again, from the Phaedrus: "As for the other souls, one that follows a god most closely, making
itself most like that god, raises the head of its charioteer up to the place outside and is carried
around in the circular motion with the others. Although distracted by the horses, this soul does
have a view of Reality, just barely. Another soul rises at one time and falls at another, and
because its horses pull it violently in different directions, it sees some real things and misses
others. The remaining souls are all eagerly straining to keep up, but are unable to rise; they are
carried around below the surface, trampling and striking one another as each tries to get ahead
of the others...”
Such is the fate of human souls. What comes without effort to the gods, possessed of pure
intellect, is attained only fleetingly by mortals, and even then, only by a select few. Depending
upon on how extensive a glimpse of the Forms they achieve, determines their human identity.
Those who have steered their chariots above the rim of the sky and who have glimpsed Reality
in its authentic form are compelled by an overwhelming desire to return that exalted station.
The longer the soul has spent among the universals, the stronger the memory of what it has
witnessed. Souls whose experience of the heavens was most sustained, return to earth as
philosophers. Their compulsion to return to an unalloyed Reality manifests itself in desire, in a
passion for truth – hence they are denominated lovers of wisdom.
Other souls return to earth in descending order, each having seen and understood less and less
of Reality, from law-abiding kings, to merchants, physicians, prophets, poets, craftsmen or
farmers, sophists, and finally, the least enlightened, tyrants. You may read that final category
as you will…
This is neither the time nor place to offer an extended exegesis on Plato’s Allegory of the
Chariot. Instead, I would like to offer a set of six brief observations. Then I would like to
address how this allegory may be applied to your education.
1. The soul described by Plato is dynamic. It is in motion. Its path is not predetermined,
but is rather the result of effort. We are creatures that change and develop.
�2. The soul is multifaceted, composite. We are not simply rational creatures, but creatures
of passion. We are driven by desires, both edifying and destructive. The intellect may
try to steer these desires, yet it is also dependent upon them for forward motion.
3. We cannot simply cut the black horse loose – without its strength, we cannot ascend
into the heavens. Yet our earthly desires must be informed by our reason and aligned
with our spiritedness to propel us in the right direction.
4. The white horse may also present dangers. Thumos properly directed can lead to noble
action. But thumos unbridled, like the anger of Achilles, can lead to rage and the loss of
control.
5. As mortals, even our greatest efforts to seek Truth ultimately falter. Yet what marks us
most is the desire for Truth, rather than its attainment. In this we are more glorious
than even the gods.
6. It is the memory of what they have seen that draws souls back into the heavens. To
know something is to return to it. To love something is to desire to return to it.
So what do these unruly steeds and frantic charioteer have to do with your experience at St.
John’s?
To answer this question, we must first ask ourselves others: Is this thing we call education the
formation of the intellect or the formation of the soul? Is knowledge dependent upon powers
of the mind, or habits of character? Are these things separable?
For Plato, they clearly are not. To seek truth, one must cultivate one’s character, one must
allow the passion for what is honorable to rein in and lead the passion for baser things. In fact,
one must train the passions to act in accord with the Good.
As Aristotle says, “To be always seeking after the useful, does not become free and exalted
souls.” Liberal education is an education that liberates – this is the root implication of liberal.
Plato’s chariot is an image of free and exalted souls, those souls that soar as best they can
towards the heavens.
The course of that flight for those of you joining St. John’s, as well as for those of you currently
mid-air, is the course of your experience in the Program. Yours are minds traversing a set of
texts, a constellation of intensified human experience. Yet the Program is not the end itself. It
is an opportunity for you to strive for higher things. And your striving will be animated by your
thumos.
Let me provide an example. Recently, I ran into a couple of Johnnies at a restaurant on Main
Street in Annapolis. Our conversation turned towards the coming semester. I mentioned that I
would be leading a preceptorial, but was still mulling over the topic. I asked them what they
would be interested in taking. One of the young women immediately responded, “Anything!
�As long as it’s really difficult.” That right there, that impulse that rose in this young woman to
seek the challenging path, was an expression of her thumos. You could practically feel the
white horse lifting her upwards.
As you make your way through St. John’s, the black horse will be at work as well, tugging you in
the other direction. It will be most obviously evident in simple, base distractions: when Netflix
calls more loudly than Plato. When your confidence is shaken and you question the utility of
your education. Most perniciously, you may also find yourself subject to the cynicism that
seems to pervade the general culture about the pursuit of truth itself. To resist these impulses,
you must have courage.
This is not to say that you should only read books. Dancing, sports, conversation, and courtship
are all arenas for thumos, where the passions quicken and where one may strive for excellence.
We are composite beings, not disembodied minds. Live your life robustly while you are here.
Be engaged. Be active. Be open to other remarkable souls that share this journey with you.
Like the arc of Plato’s chariot, your pathway through St. John’s will come to its end. This may
feel to you like a falling from the heavens to the earth. Yet as Plato instructs us, the end is not
the end. Your future will be nourished by the memory of what you encounter here. The higher
you soar, the longer you sustain your flight, the more potent your memory will be of the finer
things. We are not gods – what we apprehend we apprehend only fleetingly. Yet you will
continue to be free and exalted souls as you continue to be propelled by what is honorable,
what is excellent and what is good. This will be fed by your love for wisdom. Remember, to
know something is to return to it. To love something is to desire to return to it. The end is not
the end.
In Plato’s account, the wings of the both horses are nourished by beauty, enabling us to soar.
At this moment, at the beginning of this journey, I would like to invite Mr. Stoltzfus to lead our
students in a particular offering of beauty to sustain us as we move forward into this academic
year. Mr. Stoltzfus!
Thank you all for that truly inspiring rendition of Sicut Cervus. Immediately following the
ceremony today, please join us for a reception in the FSK lobby. I will ask all guest to remain in
your places until the platform party freshmen, new GI students and faculty have processed out.
With great pleasure, “I officially declare the College in session. CONVOCATUM EST.”
�
Dublin Core
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Title
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Convocation Addresses
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St. John's College Greenfield Library
Description
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Addresses given at convocation ceremonies held at the beginning of the semester at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />Click on <a href="http://digitalarchives.sjc.edu/items/browse?collection=43" title="Items in the Convocation Addresses Collection">Items in the Convocation Addresses Collection</a> to view and sort all items in the collection.
Identifier
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convocation
Text
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Original Format
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Word doc
Page numeration
Number of pages in the original item.
5 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
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Convocation Address, Fall 2017
Description
An account of the resource
Typescript of the convocation address given by Pano Kanelos for the Fall 2017 semester in Annapolis, MD.
Creator
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Kanelos, Panayiotis
Publisher
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St. John's College
Coverage
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Annapolis, MD
Date
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2017-08-23
Type
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text
Format
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pdf
Language
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English
Identifier
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Convocation Kanelos, Pano 8-23-17
Relation
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<a title="Sound recording" href="http://digitalarchives.sjc.edu/items/show/3107">Sound recording</a>
Convocation
Presidents
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