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Just over 100 years ago Columbia's John Erskine started a General Honors program that was the precursor of the Great Books programs popularized by his student, Mortimer Adler. As a set term "Great Books" has elicited more than some controversy, especially because most relatively short lists of such works mostly features "dead white men". However, most any group in America has made the Great Ideas their own. This book explores the benefits of reading "Great Books," and is virtually unique in detailing what a series of Great Books classes has looked like over the past decades.
Just over 100 years ago Columbia's John Erskine started a General Honors program that was the precursor of the Great Books programs popularized by his student, Mortimer Adler. As a set term "Great Books" has elicited more than some controversy, especially because most relatively short lists of such works mostly features "dead white men". However, most any group in America has made the Great Ideas their own. This book explores the benefits of reading "Great Books," and is virtually unique in detailing what a series of Great Books classes has looked like over the past decades.
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Autorenporträt
Michael Gose was a student at Mission Bay High School, Occidental College, Pepperdine University, Stanford University, and as such, he had the great good fortune of reading and discussing the classics. After a visit to campus by Mortimer Adler, Gose initiated a Great Books program at Pepperdine University, and has been teaching Great Books, and writing about Socratic pedagogy, for almost forty years.
Inhaltsangabe
Table of Contents Acknowledgments Foreword Preface Becoming a Reader My Qualifications 75 Word Preamble Acknowledging My Bias Resistance and Obstacles Maya Angelou and an Inclusive Great Conversation Musings on Great Books Introduction Everyone's Inheritance Including Students and Alumni Writing The Prospect of the Erskine/Adler Great Books The Chapters Observations for Specific Reader Groups Everyone's Inheritance Zena Hitz Chapter One. History A Brief History of the Great Books Idea A Brief History of Great Books Initiatives Who, What, When, Where, Why, How What Great Books Is and Is Not Chapter Two. Curriculum: Content Context 47 Content 48 Four Great Books Lists John Erskine's Original General Honors List of Great Books The List of Books with Consensus for Inclusion The Pepperdine University List for the Great Books Colloquium The Martin Luther King, Jr. List The Erskine/Adler Approach The Four Cornerstones of Western Culture Translations Chapter Three. Curriculum: Skills Reading a Difficult Book Essential Ideas 10 Key Ideas/Issues/Questions Seeing the Forest and Not the Trees How to Mark a Book Writing Medea Essay Exam Divine Comedy Term Paper Captain Fantastic Term Paper Virtues Patience Engagement Flexibility Chapter Four. Curriculum: Methods Shared Inquiry Socratic Dialogue and Socratic Pedagogy Go to Life for Help in Understanding a Difficult Text Pavez Story 10 Commandments The Discussant and the Discussion Autodidactic Learning and/or Discussion Group How to Contribute to a Seminar Discussion Teaching For Wisdom Kanako Suzuki Complementary Teaching Strategies Chapter Five. Curriculum: Evaluation Evaluating Great Books The Taxonomy of Engagement A Retrospective Essay by a Great Books Alum What Other Former Students Say About Great Books Chapter Six. Issues and Controversies Specialized vs. General Knowledge Works in Conversation with Each Other Plato/Augustine/Dante The Purview of the Text Readiness for the Particular Book Even Homer Nods Diversity The Venn Diagram Are the Books Simply Too Difficult? Authority and the Canon "None of it is true." Elective or Required? 152 Secondary Sources 152 John Seery on Great Books Issues 153 MacIntyre and Lacy 153 Repository for Wisdom? 155 Excerpts or Whole Books? 156 Reason and Emotion 156 Aesthetics 157 Existence and Essence 157 Analyzing vs. Judging 158 Anika Prather and Martin Luther King, Jr.: Making the Exclusive, Inclusive 159 Censorship 161 The Battle of the Books (with apologies to Jonathan Swift) 162 Creating the Right Attitude 164 The Canon in Perspective, Michelle Liu Carriger 170 Chapter Seven. Benefits The Experts Takes on the Benefits of Great Books Good Citizen and Thoughtful Human Ambiguity, Agency Large Mindedness Expanded Capacities Other Potential Benefits Warnings Paradigm The Constellation of the Canon Snapshots from Great Books Alumni Why Take or Not Take Great Books Chapter Eight. Limitations and Potential Downsides Limitations and Downsides Shakespeare Insults Student and Alumni Reflections Chapter Nine. This Book's Underlying Assumptions CS Lewis The Particular and the Universal The Constellation The Polyfocal Conspectus The Student as the Heart of the Education Enterprise Inclusive Laughter Balance Truisms Informing Ideas Christina Littlefield Alexis Allison Chapter Ten. Conclusions Great Books Deserve More Attention The Obstacles of Academic Disciplines Getting the Student Started Resentment Sunday Conclusions Brenden Fereday Julie Jang Jane Travis Julie Howe Bibliography Appendix. A Checklist on Being Prepared for Great Books Become a Super Hero Glossary of Hundred Dollar Words and Expressions Adler's List of 102 Ideas Gose's List of Ten Ideas/Issues A Time Line by Mia Maddy Links
Table of Contents Acknowledgments Foreword Preface Becoming a Reader My Qualifications 75 Word Preamble Acknowledging My Bias Resistance and Obstacles Maya Angelou and an Inclusive Great Conversation Musings on Great Books Introduction Everyone's Inheritance Including Students and Alumni Writing The Prospect of the Erskine/Adler Great Books The Chapters Observations for Specific Reader Groups Everyone's Inheritance Zena Hitz Chapter One. History A Brief History of the Great Books Idea A Brief History of Great Books Initiatives Who, What, When, Where, Why, How What Great Books Is and Is Not Chapter Two. Curriculum: Content Context 47 Content 48 Four Great Books Lists John Erskine's Original General Honors List of Great Books The List of Books with Consensus for Inclusion The Pepperdine University List for the Great Books Colloquium The Martin Luther King, Jr. List The Erskine/Adler Approach The Four Cornerstones of Western Culture Translations Chapter Three. Curriculum: Skills Reading a Difficult Book Essential Ideas 10 Key Ideas/Issues/Questions Seeing the Forest and Not the Trees How to Mark a Book Writing Medea Essay Exam Divine Comedy Term Paper Captain Fantastic Term Paper Virtues Patience Engagement Flexibility Chapter Four. Curriculum: Methods Shared Inquiry Socratic Dialogue and Socratic Pedagogy Go to Life for Help in Understanding a Difficult Text Pavez Story 10 Commandments The Discussant and the Discussion Autodidactic Learning and/or Discussion Group How to Contribute to a Seminar Discussion Teaching For Wisdom Kanako Suzuki Complementary Teaching Strategies Chapter Five. Curriculum: Evaluation Evaluating Great Books The Taxonomy of Engagement A Retrospective Essay by a Great Books Alum What Other Former Students Say About Great Books Chapter Six. Issues and Controversies Specialized vs. General Knowledge Works in Conversation with Each Other Plato/Augustine/Dante The Purview of the Text Readiness for the Particular Book Even Homer Nods Diversity The Venn Diagram Are the Books Simply Too Difficult? Authority and the Canon "None of it is true." Elective or Required? 152 Secondary Sources 152 John Seery on Great Books Issues 153 MacIntyre and Lacy 153 Repository for Wisdom? 155 Excerpts or Whole Books? 156 Reason and Emotion 156 Aesthetics 157 Existence and Essence 157 Analyzing vs. Judging 158 Anika Prather and Martin Luther King, Jr.: Making the Exclusive, Inclusive 159 Censorship 161 The Battle of the Books (with apologies to Jonathan Swift) 162 Creating the Right Attitude 164 The Canon in Perspective, Michelle Liu Carriger 170 Chapter Seven. Benefits The Experts Takes on the Benefits of Great Books Good Citizen and Thoughtful Human Ambiguity, Agency Large Mindedness Expanded Capacities Other Potential Benefits Warnings Paradigm The Constellation of the Canon Snapshots from Great Books Alumni Why Take or Not Take Great Books Chapter Eight. Limitations and Potential Downsides Limitations and Downsides Shakespeare Insults Student and Alumni Reflections Chapter Nine. This Book's Underlying Assumptions CS Lewis The Particular and the Universal The Constellation The Polyfocal Conspectus The Student as the Heart of the Education Enterprise Inclusive Laughter Balance Truisms Informing Ideas Christina Littlefield Alexis Allison Chapter Ten. Conclusions Great Books Deserve More Attention The Obstacles of Academic Disciplines Getting the Student Started Resentment Sunday Conclusions Brenden Fereday Julie Jang Jane Travis Julie Howe Bibliography Appendix. A Checklist on Being Prepared for Great Books Become a Super Hero Glossary of Hundred Dollar Words and Expressions Adler's List of 102 Ideas Gose's List of Ten Ideas/Issues A Time Line by Mia Maddy Links
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