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Electives: |
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Electives: Introduction to Great Books, Third Series |
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| Introduction
to Great Books, Third Series introduces students to works by great
authors of the Western world. The selections in this text are specifically
chosen to complement a study in Western history, politics, economics, and
culture. Students develop capacities to analyze, interpret, criticize, and
communicate. Selections in the first half of the course include “On
Happiness” by Aristotle, “Habits and Will” by John Dewey,
“Happiness” by Mary Lavin, “Crito” by Plato, “On
Liberty” by John Stuart Mill, and “Conscience” by Immanuel
Kant. In the second portion of the course, students will read “A Hunger
Artist” by Franz Kafka, “Of the Limits of Government”
by John Locke, “Antigone” by Sophocles, “Why Great Revolutions
Will Become Rare” by Alexis de Tocqueville, “A Room of One’s
Own” by Virginia Woolf, and “In Dreams Begin Responsibilities”
by Delmore Schwartz. Preceding each selection is a short essay “By
and About” the author.
Dispersed throughout the text, in between the major selection, are short informative essays on Shared Inquiry; Great Writers; What a Story Is; Preparing for Discussion; Getting into a Story; Interpretation: Questions of Fact, Interpretation, and Evaluation; Developing Interpretive Questions; and a Practice Session on Writing Interpretive Questions. Following the critical reading of each selection, students discuss with an instructor the ideas contained in the selection in an effort to elucidate its meaning. Each Shared Inquiry discussion (discussion based upon the Socratic method) involves comprehension, literary analysis, interpretation, and evaluation. Students learn how to engage with the text critically and thoughtfully, to craft an argument and to support it with evidence. Since the student is required to support his or her statements with evidence, shared inquiry also promotes careful and accurate reading. Writing is integrated into development of ideas through selected interpretive activities. Strategies include writing notes, responses, and questions; writing before and after discussion; responding to divergent ideas in writing. Students approach writing with a wealth of ideas. The creative, personal, and persuasive writing projects guide them in shaping well-organized, satisfying compositions. Because the writing process, from short notes to full essays, is integrated with reading activities, writing becomes a tool for thinking. Primary Text: Introduction to Great Books, Third Series
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