Life of the mind tour

courses

Stravinsky or Swiftie: Which way, modern music?

What makes great music? Since ancient times, the world’s great (and not so great) minds have argued strongly for or against different styles of music.

In this course, students will study the genealogy of modern music, examining the strands of thought and practice that led to the pop/classical divide which emerged in the 20th Century. Students will work towards making objective judgements on music as an art, integrating the study of philosophy, history, and musicology. No experience in music is required - just a willingness to shake it off and listen intently!

readings:

Plato, Republic (Book 2-3 Excerpt)

Aristotle, Ethics (Book 2 Excerpt)

Alan Bloom, 'Music,' from The Closing of the American Mind

Scruton, Music and Morality

Instructor:
Mr. Benjamin Crocker

Benjamin Crocker is the Director of Special Programs and Associate Director of Admissions at the University of Austin. He is from North Queensland, Australia, and previously taught at The King’s School, and The University of Sydney.

In Australia, Mr. Crocker has conducted the Queensland and Tasmanian Symphony Orchestras, and recorded for nationwide radio broadcast at the Australian Broadcasting Corporation. Mr. Crocker holds a B.Mus. from the Queensland Conservatorium of Music, a teaching diploma from the University of Southern Queensland, and an M.A. from St. John’s College, Annapolis.

The Good Man and the Good Citizen

Is it possible to be both a good person and a good citizen, or do these two ideals pull in opposite directions? What happens if our duty to truth and our duty to society inevitably clash, as it did for socrates? Plato helps us see both sides of the coin in two of his most famous and dramatic dialogues: The Apology and Crito.

In the Apology, Socrates is presented by Plato as someone who is fearless in the pursuit of truth—even if it means upsetting his fellow citizens and breaking the law. Socrates defends the philosophic life as a sort of divine mission that supersedes the authority of Athens, and he envisions his role as a kind of gadfly, pestering and waking a slumbering city. Yet, in the Crito, Socrates is presented with the possibility of escape. Ultimately, he turns down this offer, suggesting that it would be unjust for him to avoid conviction and punishment. On the one hand, we see a man wrestling with the demands of truth—the good man. On the other hand, we see a man wrestling with the laws of the city that raised, nourished, and protected him—the good citizen. Are these two things in permanent tension, or can the good citizen truly be a good man?

readings:

Discussion One: Plato, Apology, pt. 1

Discussion Two: Plato, Apology, pt. 2

Discussion Three: Plato, Crito, pt. 1

Discussion Four: Plato, Crito, pt. 2

Instructor:
Jacob Wolf

Jacob Wolf was formerly Assistant Professor of Government in the Honors College and the College of Arts and Sciences at Regent University, where he wasalso the Associate Director of the Lincoln Program in America's Founding Ideals. Before these positions, Jacob was the 2020-2021 John and Daria Barry Postdoctoral Fellow in the James Madison Program at Princeton University. He received his Ph.D. in political science from Boston College in 2020, double-majoring in political theory and American politics. He studies the social and religious ramifications of expressive individualism. His academic writing has been published in Perspectives on Political Science, Political Science Reviewer, Interpretation, and The Public Discourse, and he is the 2022 recipient of the Jack Miller Center's Award for Excellence in Civic Education.

Democracy And the Good Life

What is the good life? To ask and even begin answering that question requires unearthing and examining the roots of our opinions in our shared, communal life.

If you ask yourself, 'What is the good life?' or, 'What will make me happy?' you will immediately encounter certain unquestioned opinions. If you take the further step of actually questioning those opinions, you will find that they come from the political regime under which you happen to live. To seek to live a truly good life, one based not on opinion but on genuine insight, therefore, requires questioning the goodness of one's regime. In this course, we will, with the help of Plato, investigate the relationship between democracy, the regime devoted to freedom and equality, and the good life.

readings:

Plato: Republic, Book 1, 330d-339e

Plato: Republic, Book 2, 357a-368c

Plato: Republic, Book 6, 487a–489d, 496a–497d

Plato: Republic, Book 8, 559d–563e

Instructor:
Alex Priou

Alex Priou received a Ph.D. and M.A. in Philosophy from Tulane University, an M.A. in Liberal Arts from St. John’s College, and a B.A. in Political Science from the University of Connecticut.

Priou is the author of three books on Plato: "Becoming Socrates: Political Philosophy in Plato’s Parmenides" (2018), "Defending Socrates: Political Philosophy Before the Tribunal of Science" (2023), and "Musings on Plato’s 'Symposium'" (2023). He has also written essays on the history of philosophy for various journals and edited volumes in Classics, Philosophy, Political Science, Literature, and Film, including studies of Homer, Hesiod, Parmenides, Plato, Aristotle, and beyond. He also engages in public scholarship, occasionally writing for a general audience, but most frequently with The New Thinkery, a weekly podcast he co-hosts with his two close friends, Gregory McBrayer and David Bahr. Together, they aim to model friendly and fun conversations between friends on texts and topics in the history of philosophy.

Priou is currently at work on a book on Plato’s that will offer a comprehensive overview of its drama that situates the characters, with all their hopes, opinions, and commitments, in the context of the political events that have shaped them. He hopes to show how Socrates’ investigation of the good life amid the political and moral decline of imperial Athens can serve as a model for us today, confronted as we are by similar circumstances. After that, he plans to resume work on a non-historical study of the nature of civilization and barbarism intended for a more general, educated audience.

What is a Classic?

What is a classic? Do literary classics share certain 'classical' features, or is 'classic' nothing more than a title given by posterity?

In this course, students will read some of the great poems of the English tradition, together with landmark essays by major literary voices. Students will question for themselves what makes a poem a "classic," whether classics are possible in all genres, the role of time and history in turning a work into a classic, and whether a classic author speaks in her own voice or simply embodies a tradition. No knowledge of poetry or literary criticism is necessary to benefit from this course.

readings:

T.S. Eliot, What is a Classic?

T.S. Eliot, Tradition and the Individual Talent

T.S. Eliot,  The Lovesong of J Alfred Prufrock

T.S. Eliot,  Portrait of a Lady

Charles Augustin Sainte-Beuve, What is a Classic?

John Crowe Ransom, Lycidas: A Poem Nearly Anonymous

John Milton, Lycidas

Shakespeare, Sonnets 1, 29, 106, 130

Instructor:
Clay Greene

Clay Greene is a scholar of early modern literature and thought. He received his Ph.D. in English and Renaissance Studies at Yale. His work focuses on the literary, philosophical, and historical inheritances of early modern Greece and Rome.

Dr. Greene’s scholarly interests lie in early modern England's literary and intellectual culture, especially from the 1650s through the 1750s. Within that broad framework, he studies the intersections of philosophy, theology, and poetry, with a focus on the poetic work of John Milton. His dissertation project covered the revival of the Platonic doctrine of the pre-existence of the soul among English poets and philosophers, arguing that this revival constituted a genuine religious movement of significance. He is fascinated by how individual moral and spiritual considerations always take place against a complete background of metaphysical assumptions about the nature and significance of reality. No era better exemplifies this fact than the late seventeenth century, a time when the “world pictures” of entire societies were in radical flux. Recently, his interests have shifted from the metaphysical to the physical, focusing on the imagination of warfare in early modernity. Still, even here, the focus remains on how beliefs about war crucially depend upon general beliefs about man’s role in the cosmic drama of creation.

Dr. Greene’s next project is a study of the relationship between epic poetry and warfare, focusing on the sublime poetics of physical size and power. "Paradise Lost" is at the center of that study, which also includes William Davenant’s "Gondibert," John Dryden’s "Annus Mirabilis," and short works by Joseph Addison and Aphra Behn.

Poetry of Revolution: The English Romantics

In the West, the years of the late eighteenth and early nineteenth centuries have often been called the "Age of Revolution." In the midst of political and social upheavals of the French and American Revolutions and the Industrial Revolution, an artistic and poetic revolution was also underway. And that revolution was called Romanticism.

"It is impossible to read the compositions of the most celebrated writers of the present day without being startled with the electric life which burns within their words." So wrote the English poet Percy Bysshe Shelley in 1821. Through close readings of some of the greatest poems and manifestos of English Romanticism, this course will examine how the Romantics challenged traditional assumptions about the nature and purpose of poetry with their startling, electrifying, and sometimes dangerous new poetic style.

readings:

Alexander Pope, An Essay on Criticism

William Wordsworth, excerpts from the Preface to Lyrical Ballads

William Wordsworth, Lines Composed a Few Miles above Tintern Abbey

Samuel Taylor Coleridge, Kubla Khan

Percy Bysshe Shelley, excerpts from A Defence of Poetry

Percy Bysshe Shelley, Ode to the West Wind

Percy Bysshe Shelley, Ozymandias

John Keats, Ode on a Grecian Urn

John Keats, Ode to a Nightingale

Instructor:
Kirsten Herlin

Kirsten Hall Herlin graduated from Hillsdale College and completed her PhD in English at the University of Texas at Austin. Before coming to the University of Austin, she served as the Director of the Literature Program at Ave Maria University. She is currently the Managing Editor of the Genealogies of Modernity Journal. Her research focuses on religion and eighteenth-century British literature, and her work has been published in academic journals such as Modern Philology, Renascence, and Notes & Queries. She has also appeared as a guest on National Review’s podcast The Great Books and has written articles for The Weekly Standard and The New Atlantis.  

The Technology and Philosophy of Artificial Intelligence

How does ChatGPT “understand” language? What does modern AI tell us about the nature of intelligence? Where will AI head in the next decade, and what will its effect be on society and the economy? Can a machine be conscious?

We’ll examine these important questions in four sessions. Our first session will review AI topics and terminology, including a bit of AI history, and how to work with an LLM like ChatGPT. Our second session will examine the likely near and longer term impacts of AI on the human experience. The third will look at how AI works “under the hood,” covering a bit ofthe mathematics of deep learning. And the fourth will address the “hard problem of consciousness” and whether machines can truly think.

readings:

Session 1: TDS Prompting Hints; SuperAnnotate Prompting Hints; Claude LLM; Chat GPT 3.5; AI and Copyright; WSJ on AI Liability

Session 2: Deep Learning 1; Deep Learning 2; Deep Learning 3; Transformers 1; Overview of CNNs; Intro to Reinforcement Learning

Session 3: MIT Review: AI and Employment; CBS: Jobs Likely to be Replaced; CNBC: AI and Employment; Warpnews: AI Creates New Middle Class?

Session 4: Chinese Room Argument; Searle Speaking at Google; J. Searle, Minds, Brains and Programs; AI Rights

Instructor:
Clinton Staley

Bio coming soon

STREET EPISTEMOLOGY

How do you bring people around to your view? Can you support your statements with evidence? Can you empathize with a classmate’s viewpoint, even when you vehemently disagree? When conducted properly, debate enables us to learn and productively navigate disagreements.

The end is not to prove that we are right. Rather, our program brings diverse minds together so that we can clarify what we do and do not know. This passionate pursuit of truth, however elusive it may be, is at the heart of all of our programs.

details And Requirements

Eligibility & Cost

Eligibility: Participants must be at least 15 years old. The program is designed for rising high school juniors and seniors.

Cost: The program is tuition-free. Participants will receive complimentary meals daily. Participants are responsible for their travel and lodging expenses as applicable, and the costs of assigned reading materials/books.

Location & Dates

Location: Forthcoming (Denver, Colorado)

Dates: Friday, June 7 through Sunday, June 9, 2024

Arrangements

Parental Supervision Required: Because this is not an overnight program, those participants coming from outside Austin are required to make their own arrangements for lodging. The University of Austin can neither provide housing nor assist with housing requests. The University is not responsible for supervising, chaperoning, or otherwise caring for students, and all participants are required to have adult supervision outside program hours.

International Students

Applicants are not required to be U.S. citizens, but they must be proficient in English. At this time, UATX cannot provide assistance with visa applications nor with lodging or housing needs.

Academic Credit

Our program is not a credit-bearing or degree program. Students may not earn continuing education credits, credit hours, or a diploma for participation in this program.

Deadline

Register your interest by May 31, 2024, and a member of the university will reach out to confirm your attendance or let you know if you have been added to the waitlist.

Further questions? Please email programs@uaustin.org.

Register Today

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