Collegiate

10 Nov

Posted at 15:36h in Collegiate, Humanities, K-12, Training and Lifelong Learning

The metaphysical concern for the origin or, reasons for persistence of, and possibilities for eradicating evil is one of the most important discussions to have in relation to human happiness. After all, how can humans thrive and be happy if their efforts are continually sabotaged by evil? Once this question is asked, deductively we come to the even larger issue with the Great Idea of “Good and Evil”—what is “good” and what is “evil” in the first place? Furthermore, an understanding of “what is evil” and “what is good” becomes metaphysically vastly more important under monotheism. After all, if there is...

29 Oct

Posted at 11:50h in Collegiate, Humanities, K-12, Training and Lifelong Learning

“When we say that something is “natural” we have certain attributes in mind. Natural speaks of purity, of goodness, of some untouched essence that is almost transcendent in its beauty and power. Inherent in this view of Nature, is that Nature is something inherent, “meant to be,” authentic while, on the other hand, that which comes from humans is artificial. So, one of the first questions to ponder as we approach the Great Idea of nature is this: Does human intervention make Nature “unnatural?” Is the Natural world, without human intervention, more pure or true? Another framework from which to view...

19 Oct

Posted at 11:38h in Collegiate, Humanities, K-12, Training and Lifelong Learning

There is, perhaps, no bigger question that human beings ask than: “Is there a God?” From this singular question stems a whole lifetime of coming to terms with your conclusions. For many of us, this simple question provokes answers that change, transform, deepen with experience and through time. Outside of this personal quest to either experience, take on faith or deny the existence of one, true God, this class also considers the cultural ramifications of faith, particularly monotheistic faith. How does a cultural tradition that, in general, embraces monotheism (even without homogeneous doctrinal practices) reflect the belief in one God?...

12 Oct

Posted at 16:53h in Collegiate, Humanities, K-12, Tips on Courseware Creation

The central educational issue this article intends to illuminate is how to conflate education in the western intellectual tradition and Open Educational Resources (OER) to make such an education available to anyone, anywhere, anytime. An education in the western tradition abounds with timeless ideas, old books, and scholars, and by nature it is slow to adopt a new influence especially if it seems hypermodern. This longstanding mistrust regarding the use of digital technology to educate youth in great ideas can and should be overcome for great advantage while assuring achievement of the intended ends of a classical education. Recent advances...

18 Sep

Posted at 16:34h in Collegiate, Humanities

How does Roman art (including sculpture, monumental architecture and literature) serve as propaganda for the power of the emperor? There are many words to describe tyrannical rulers—they are despots, dictators, autocrats-what they all have in common, despite linguistic subtleties of political science, is that they rule by fear. To go against a tyrant is to risk torture and death, loss of property, the harm of loved ones, and the ruin of your reputation by slander. Although there are a few throughout history who have tried to justify the “benevolent dictator” or the “just tyrant,” often appealing to efficiency, order and a...

15 Sep

Posted at 21:52h in Collegiate, Humanities

The fourth section in the Syntopical Course Guide for each of the interrelated Great Ideas is Online Research. After your initial reaction to the Great Idea, your formal introduction to and readings concerning the Great Idea, you will now be asked to do a small amount of online research as it relates to great works that comment or expand upon the Great Idea....

04 Sep

Posted at 16:13h in Collegiate, Humanities

When asked, "What is the biggest problem we could solve for you?" University of Chicago Ph.D. and California Humanities Professor Chad Redwing replied, "Some semesters as few as 15% of my students purchase the required texts for class. If this number could be raised, my job would be easier and the students would learn more."...