Part 1 Introduction
Part 2 Liberal Learning
Chapter 3 Liberal Learning, Chicago Style: Reflections on a Founding Tradition in Liberal ArtsEducation - Plenary Address
Chapter 4 Plato and the Ideal of Liberal Education
Chapter 5 John Henry Newman on Liberal Learning and Opennessto the Mystery of Creation in The Idea of a University
Part 6 Learning and Life
Chapter 7 Identity, Liberal Education, and Vocation - Plenary Address
Chapter 8 Plato on Educating Rulers
Chapter 9 Beatrice and Pearl
Chapter 10 Of Stomachs and Gold Teeth:The Limits of Dehumanization in Elie Wiesel's Night
Chapter 11 Albert Camus's The Plague: Finding Meaning in a Post-Modern World
Chapter 12 Memory is Necessary for Freedom
Chapter 13 Core Texts and Context: Reading Poems of World War I in 2005-2006
Part 14 Expanding the Core Text Canon
Chapter 15 Non-Canonical Core Texts Reflections from Experience: Liberal Arts Education in a Columbian Technological University - Plenary Address
Chapter 16 Sulwan Al-Muta': The Wisdom of Stories for Leaders
Chapter 17 Core Texts as Critical History: How Studying Works by Dead White Men Can Be Radical
Chapter 18 Reading Bob Dylan's Chronicles as a Required Freshman Text
Chapter 19 "Be Not Afraid of My Body": Whitman's Courageous Corporeality
Chapter 20 The Selective Transformation of Reality in Life of Pi: A Model for Artful Living
Chapter 21 On the Waterfront: Claude McKay's Banjo as a Core Textof African Diasporan Literature
Chapter 22 "I Know Now How History Is Made":Wole Soyinka and the Drama of Existence
Part 23 Core Texts in Science
Chapter 24 Copenhagen, Bohr, & Heisenberg: How Did We Learn to Love the Bomb?
Chapter 25 Galileo in Kansas: The Strange Timeliness of the Letter to the Grand Duchess Christina
Chapter 26 Foundations of the Natural Sciences: "Great Books" Course at Carthage College
Chapter 27 "Analogy to What is Old": Francis Bacon's Four Idols Today
Chapter 28 Arctic Dreams and Nightmares
Chapter 29 Teaching Scientists to See:A Possible Bridge between C.P. Snow's Two Cultures
Chapter 30 Rocks of Ages: A Critique of Stephen Jay Gould's Thesis on the Relationship between Science and Religion
Chapter 31 Teach the Science Not the Controversy: Charles Darwin, The Origin Of Species, and Intelligent Design
Part 32 Pedagogical Models for Teaching Core Texts
Chapter 33 Michelangelo and the Copernican Revolution
Chapter 34 Teaching Humanities through The Milton Moment
Chapter 35 Using Core Texts to Promote Students' Critical Thinking Skills
Chapter 36 The Rule of St. Benedict as a Business Core Text
Chapter 37 Engaging the Text: Reading the Opening Stanza of Dante's Inferno With Alumni in a "Great Books and Midlife" Weekend Course
Chapter 38 How To Understand A Primary Source: Undergraduates And Ancient Biography: Appraising Athanasius's Life of Antony