Democracy. Philosophy. Sculpture. Dramatic tragedies. The Olympic Games. Many of the fundamental elements of Western culture first arose more than 2000 years ago in ancient Greece.
This course will acquaint the student with some of the ancient Greek contributions to the Western philosophical and scientific tradition. We will examine a broad range of central philosophical themes concerning: nature, law, justice, knowledge, virtue, happiness, and death. There will be a strong emphasis on analyses of arguments found in the texts.
By reading and rereading the passage closely and focusing their reading through a series of questions and discussion about the text, students will be equipped to unpack Dillard's essay. When combined with writing about the passage, students will learn to appreciate how Dillard's writing contains a deeper message and derive satisfaction from the struggle to master complex text. This close reading exemplar is intended to model how teachers can support their students as they undergo the kind of careful reading the Common Core State Standards require. Teachers are encouraged to take these exemplars and modify them to suit the needs of their students. Additional teacher background material: http://teachers.sduhsd.k12.ca.us/lcaston/documents/WeaselsEssayAnal.pdf
Making Evidence-Based Claims ELA/Literacy Units empower students with a critical reading and writing skill at the heart of the Common Core: making evidence-based claims about complex texts. These units are part of the Developing Core Proficiencies Program. This unit develops students' abilities to make evidence-based claims through activities based on a close reading of an excerpted text from Plato's Apology.
A brief history of conflicting ideas about mankind's relation to the natural environment as exemplified in works of poetry, fiction, and discursive argument from ancient times to the present. What is the overall character of the natural world? Is mankind's relation to it one of stewardship and care, or of hostility and exploitation? Readings include Aristotle, The Book of Genesis, Shakespeare, Descartes, Robinson Crusoe, Swift, Rousseau, Wordsworth, Darwin, Thoreau, Faulkner, and Lovelock's Gaia. This subject offers a broad survey of texts (both literary and philosophical) drawn from the Western tradition and selected to trace the growth of ideas about nature and the natural environment of mankind. The term nature in this context has to do with the varying ways in which the physical world has been conceived as the habitation of mankind, a source of imperatives for the collective organization and conduct of human life. In this sense, nature is less the object of complex scientific investigation than the object of individual experience and direct observation. Using the term "nature" in this sense, we can say that modern reference to "the environment" owes much to three ideas about the relation of mankind to nature. In the first of these, which harks back to ancient medical theories and notions about weather, geographical nature was seen as a neutral agency affecting or transforming agent of mankind's character and institutions. In the second, which derives from religious and classical sources in the Western tradition, the earth was designed as a fit environment for mankind or, at the least, as adequately suited for its abode, and civic or political life was taken to be consonant with the natural world. In the third, which also makes its appearance in the ancient world but becomes important only much later, nature and mankind are regarded as antagonists, and one must conquer the other or be subjugated by it.
This course is an introduction to many of the central issues in a branch of philosophy called philosophy of mind.
This course is an introduction to problems about creativity as it pervades human experience and behavior. Questions about imagination and innovation are studied in relation to the history of philosophy as well as more recent work in philosophy, affective psychology, cognitive studies, and art theory. Readings and guidance are aligned with the student's focus of interest.
ASF presented a virtual conversation between artists Jeanette Ehlers and La Vaughn Belle on “Race in the Colonial Past and Present,” moderated by Ursula Lindqvist, exploring the history of Denmark's colonial presence in the mid-17th century and how it has since affected representation.
In 2018, Virgin Islands artist La Vaughn Belle and Danish artist Jeannette Ehlers created the monumental public sculpture entitled I AM QUEEN MARY, the first collaborative sculpture to memorialize Denmark’s colonial impact in the Caribbean and those who fought against it. In this program, listen to the two artists discuss colonialism and how commemorative representations can impact the public discourse surrounding Danish colonial history. What do these representations mean for people of African descent living in the Nordic Countries? What do they mean to the Virgin Islands? And how can they intervene in the historic, current and future relationship between Denmark and the Virgin Islands?
Reexamination of the Insular Cases
Decided by the U.S. Supreme Court in the first decade of the 20th century, the Insular Cases are a series of decisions that established the status of the residents of territories which had recently been acquired by the United States during and immediately after the Spanish-American War. These cases remain the basis for the relationship between the territories and the rest of the United States.1 Many attorneys in the territories say the Insular Cases are the reason they went to law school. However, the Insular Cases are much less well known outside of the territories and are not included in some law school curricula.