Patrick Flynn is a professor of philosophy, Jean-Marie Kauth is an assistant professor of language and literature, and Kevin Doyle is a professor of business administration at Benedictine University. J. Scott Lee is executive director of the Association for Core Texts and Courses and series editor of ACTC's Selected Proceedings.

• Part 1 IntroductionPart 2 Liberal LearningChapter 3 Liberal Learning, Chicago Style: Reflections on a Founding Tradition in Liberal ArtsEducation - Plenary AddressChapter 4 Plato and the Ideal of Liberal EducationChapter 5 John Henry Newman on Liberal Learning and Opennessto the Mystery of Creation in The Idea of a UniversityPart 6 Learning and LifeChapter 7 Identity, Liberal Education, and Vocation - Plenary AddressChapter 8 Plato on Educating RulersChapter 9 Beatrice and PearlChapter 10 Of Stomachs and Gold Teeth:The Limits of Dehumanization in Elie Wiesel's NightChapter 11 Albert Camus's The Plague: Finding Meaning in a Post-Modern WorldChapter 12 Memory is Necessary for FreedomChapter 13 Core Texts and Context: Reading Poems of World War I in 2005-2006Part 14 Expanding the Core Text CanonChapter 15 Non-Canonical Core Texts Reflections from Experience: Liberal Arts Education in a Columbian Technological University - Plenary AddressChapter 16 Sulwan Al-Muta': The Wisdom of Stories for LeadersChapter 17 Core Texts as Critical History: How Studying Works by Dead White Men Can Be RadicalChapter 18 Reading Bob Dylan's Chronicles as a Required Freshman TextChapter 19 "Be Not Afraid of My Body": Whitman's Courageous CorporealityChapter 20 The Selective Transformation of Reality in Life of Pi: A Model for Artful LivingChapter 21 On the Waterfront: Claude McKay's Banjo as a Core Textof African Diasporan LiteratureChapter 22 "I Know Now How History Is Made":Wole Soyinka and the Drama of ExistencePart 23 Core Texts in ScienceChapter 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 ChristinaChapter 26 Foundations of the Natural Sciences: "Great Books" Course at Carthage CollegeChapter 27 "Analogy to What is Old": Francis Bacon's Four Idols TodayChapter 28 Arctic Dreams and NightmaresChapter 29 Teaching Scientists to See:A Possible Bridge between C.P. Snow's Two CulturesChapter 30 Rocks of Ages: A Critique of Stephen Jay Gould's Thesis on the Relationship between Science and ReligionChapter 31 Teach the Science Not the Controversy: Charles Darwin, The Origin Of Species, and Intelligent DesignPart 32 Pedagogical Models for Teaching Core TextsChapter 33 Michelangelo and the Copernican RevolutionChapter 34 Teaching Humanities through The Milton MomentChapter 35 Using Core Texts to Promote Students' Critical Thinking SkillsChapter 36 The Rule of St. Benedict as a Business Core TextChapter 37 Engaging the Text: Reading the Opening Stanza of Dante's Inferno With Alumni in a "Great Books and Midlife" Weekend CourseChapter 38 How To Understand A Primary Source: Undergraduates And Ancient Biography: Appraising Athanasius's Life of Antony

Patrick Flynn is a professor of philosophy, Jean-Marie Kauth is an assistant professor of language and literature, and Kevin Doyle is a professor of business administration at Benedictine University. J. Scott Lee is executive director of the Association for Core Texts and Courses and series editor of ACTC's Selected Proceedings.

• Part 1 IntroductionPart 2 Liberal LearningChapter 3 Liberal Learning, Chicago Style: Reflections on a Founding Tradition in Liberal ArtsEducation - Plenary AddressChapter 4 Plato and the Ideal of Liberal EducationChapter 5 John Henry Newman on Liberal Learning and Opennessto the Mystery of Creation in The Idea of a UniversityPart 6 Learning and LifeChapter 7 Identity, Liberal Education, and Vocation - Plenary AddressChapter 8 Plato on Educating RulersChapter 9 Beatrice and PearlChapter 10 Of Stomachs and Gold Teeth:The Limits of Dehumanization in Elie Wiesel's NightChapter 11 Albert Camus's The Plague: Finding Meaning in a Post-Modern WorldChapter 12 Memory is Necessary for FreedomChapter 13 Core Texts and Context: Reading Poems of World War I in 2005-2006Part 14 Expanding the Core Text CanonChapter 15 Non-Canonical Core Texts Reflections from Experience: Liberal Arts Education in a Columbian Technological University - Plenary AddressChapter 16 Sulwan Al-Muta': The Wisdom of Stories for LeadersChapter 17 Core Texts as Critical History: How Studying Works by Dead White Men Can Be RadicalChapter 18 Reading Bob Dylan's Chronicles as a Required Freshman TextChapter 19 "Be Not Afraid of My Body": Whitman's Courageous CorporealityChapter 20 The Selective Transformation of Reality in Life of Pi: A Model for Artful LivingChapter 21 On the Waterfront: Claude McKay's Banjo as a Core Textof African Diasporan LiteratureChapter 22 "I Know Now How History Is Made":Wole Soyinka and the Drama of ExistencePart 23 Core Texts in ScienceChapter 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 ChristinaChapter 26 Foundations of the Natural Sciences: "Great Books" Course at Carthage CollegeChapter 27 "Analogy to What is Old": Francis Bacon's Four Idols TodayChapter 28 Arctic Dreams and NightmaresChapter 29 Teaching Scientists to See:A Possible Bridge between C.P. Snow's Two CulturesChapter 30 Rocks of Ages: A Critique of Stephen Jay Gould's Thesis on the Relationship between Science and ReligionChapter 31 Teach the Science Not the Controversy: Charles Darwin, The Origin Of Species, and Intelligent DesignPart 32 Pedagogical Models for Teaching Core TextsChapter 33 Michelangelo and the Copernican RevolutionChapter 34 Teaching Humanities through The Milton MomentChapter 35 Using Core Texts to Promote Students' Critical Thinking SkillsChapter 36 The Rule of St. Benedict as a Business Core TextChapter 37 Engaging the Text: Reading the Opening Stanza of Dante's Inferno With Alumni in a "Great Books and Midlife" Weekend CourseChapter 38 How To Understand A Primary Source: Undergraduates And Ancient Biography: Appraising Athanasius's Life of Antony

Patrick Flynn is a professor of philosophy, Jean-Marie Kauth is an assistant professor of language and literature, and Kevin Doyle is a professor of business administration at Benedictine University. J. Scott Lee is executive director of the Association for Core Texts and Courses and series editor of ACTC's Selected Proceedings.

• Part 1 IntroductionPart 2 Liberal LearningChapter 3 Liberal Learning, Chicago Style: Reflections on a Founding Tradition in Liberal ArtsEducation - Plenary AddressChapter 4 Plato and the Ideal of Liberal EducationChapter 5 John Henry Newman on Liberal Learning and Opennessto the Mystery of Creation in The Idea of a UniversityPart 6 Learning and LifeChapter 7 Identity, Liberal Education, and Vocation - Plenary AddressChapter 8 Plato on Educating RulersChapter 9 Beatrice and PearlChapter 10 Of Stomachs and Gold Teeth:The Limits of Dehumanization in Elie Wiesel's NightChapter 11 Albert Camus's The Plague: Finding Meaning in a Post-Modern WorldChapter 12 Memory is Necessary for FreedomChapter 13 Core Texts and Context: Reading Poems of World War I in 2005-2006Part 14 Expanding the Core Text CanonChapter 15 Non-Canonical Core Texts Reflections from Experience: Liberal Arts Education in a Columbian Technological University - Plenary AddressChapter 16 Sulwan Al-Muta': The Wisdom of Stories for LeadersChapter 17 Core Texts as Critical History: How Studying Works by Dead White Men Can Be RadicalChapter 18 Reading Bob Dylan's Chronicles as a Required Freshman TextChapter 19 "Be Not Afraid of My Body": Whitman's Courageous CorporealityChapter 20 The Selective Transformation of Reality in Life of Pi: A Model for Artful LivingChapter 21 On the Waterfront: Claude McKay's Banjo as a Core Textof African Diasporan LiteratureChapter 22 "I Know Now How History Is Made":Wole Soyinka and the Drama of ExistencePart 23 Core Texts in ScienceChapter 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 ChristinaChapter 26 Foundations of the Natural Sciences: "Great Books" Course at Carthage CollegeChapter 27 "Analogy to What is Old": Francis Bacon's Four Idols TodayChapter 28 Arctic Dreams and NightmaresChapter 29 Teaching Scientists to See:A Possible Bridge between C.P. Snow's Two CulturesChapter 30 Rocks of Ages: A Critique of Stephen Jay Gould's Thesis on the Relationship between Science and ReligionChapter 31 Teach the Science Not the Controversy: Charles Darwin, The Origin Of Species, and Intelligent DesignPart 32 Pedagogical Models for Teaching Core TextsChapter 33 Michelangelo and the Copernican RevolutionChapter 34 Teaching Humanities through The Milton MomentChapter 35 Using Core Texts to Promote Students' Critical Thinking SkillsChapter 36 The Rule of St. Benedict as a Business Core TextChapter 37 Engaging the Text: Reading the Opening Stanza of Dante's Inferno With Alumni in a "Great Books and Midlife" Weekend CourseChapter 38 How To Understand A Primary Source: Undergraduates And Ancient Biography: Appraising Athanasius's Life of Antony