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• W310853466 abstract "Abstract This manuscript describes a course designed for incoming students as an introduction to liberal arts education, which proposes a close relationship between ethics and aesthetics, between and Students are exposed to different Western philosophical definitions of the life, as well as to different definitions of beauty. Underlying is the course's working metaphor of as work of art: as a work of self-creation. In weekly conversations with senior citizens, students produce an autobiography informed by readings, and assist their conversation partners in producing a narrative of their own life. Unlikely conversation partners of different generations can stimulate with their questions a deep reflection on the definitions of the life at work in the span of a lifetime. ********* What is life? The question seems to encapsulate the main topic of ethics, the discipline of philosophy that seeks to find ultimate justifications for human existence. An individual's is affected, conditioned and perhaps even determined by a myriad of contingencies. Yet, the way in which an individual overcomes and even employs these contingencies in a process of self-creation can be found to be poignantly analogous to an artist's creation of a work. Both the self-created individual, in this limited sense, and the artist must adapt to the contingent hand they have been dealt, if they are to impose on their material a form they ultimately find to be beautiful. For, isn't that what we all hope to be able to declare on our deathbed, My has been beautiful!? Yes, I will wholeheartedly grant, these are heavy questions with which to welcome a group of fourteen eager and starry-eyed incoming college students to our campus. And yet, since some questions take a lifetime to answer, it is never too early to begin asking them in all seriousness! Not only is the perspective on each stage of the road bound to be unique, and the definition of the life it will yield particular to that given situation, but, most importantly, one of life's most perplexing characteristics is its unpredictable duration. This last fact is one that I was painfully reminded of recently in the context of the course I wish to describe in what follows. The question regarding life as well as that regarding the relationship, if any, between what we find to be good and what we find to be beautiful, constitute the leitmotif for a course I teach at Colorado College, [1] which is designed as an introduction to a liberal arts education. In a brief seven weeks, students are expected to begin developing strong habits in the practice of close reading of difficult texts, thematically comparing them, conducting collective research on artists that inspire them, communicating those interests and research to the members of the group in class presentations, as well as writing research papers. As if that were not ambitious enough, the course receives the designation Alternative Perspectives: A (Western Tradition). This is a mandatory, all-campus requirement, which together with its counterpart, Alternative Perspectives: B (Non-Western Traditions), is meant to insure that all students receive at least a minimum exposure to these broad categories of heritage-based knowledge before graduation. Like all courses with these designations, my First Year Experience: Juncture of Ethics and Aesthetics course offers a survey of important literary works in one of these traditions. Guided by our stated leitmotif, we begin with four books of Plato's Republic, continue with Sophocles' Oedipus Rex, Euripides' Medea and Aristophanes' Clouds, transition to Aristotle's Poetics and three books of his Nicomachean Ethics, explore Nietzsche's account of the origin of Greek tragedy in his Birth of Tragedy, and celebrate the end of our first three-and-a-half week block with a much deserved four day block break. …" @default.
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• W310853466 date "2003-06-22" @default.
• W310853466 modified "2023-09-26" @default.
• W310853466 title "Reflecting on the Good Life: Intergenerational Dialogue." @default.
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