Scott Lee is an Executive Director, ACTC Liberal Arts Institute at St. Mary's College. Lee has advised over 50 institutions of higher learning on the reform and renewal of sound, general liberal education curricula. He received his Ph.D. from the University of Chicago. J. Scott Lee is the Executive Director of the Association for Core Texts and Courses and Series Editor for the ACTC Annual Proceedings.

• Chapter 1 PrefaceChapter 2 AcknowledgmentsChapter 3 Practically Educated: The ACTC Director's AddressChapter 4 On Education: Uniting Students' LearningChapter 5 Waiting for Herot to Burn: The Core Vision of BeowulfChapter 6 The Rewards of Reading CopernicusChapter 7 (Re)discovering the Rationale for a Liberal Arts Core: Narrative of the Life of Frederick Douglass in Interdisciplinary ContextChapter 8 Knowledge, History, and the Creation of Human NatureChapter 9 Teaching Students to Ask Questions About What They ReadChapter 10 Educating the Educators: Core Curriculum and Peripheral FacultyChapter 11 From Wandering to Journeying with Core Texts in an Honors CurriculumChapter 12 Acts of Reading:Chapter 13 Euclid Through Ages of ReasonChapter 14 The Interpretive Journey and the Allegory of Reading: Introduction to the Inferno as a Humanities TextChapter 15 Prospero and the Times of ReadingChapter 16 Character and Reading: The Absent Speaker's PresenceChapter 17 Texts as Gathering Points:Chapter 18 At the Core of the Social Sciences: Montesquieu's Spirit of the LawsChapter 19 Teaching the Bhagavad-Gita in a Traditional Great Books ProgramChapter 20 Confucius in Dialogue with the West and Today's StudentsChapter 21 History in the Service of Life: A Dynamic Systems Approach to Intellectual HistoryChapter 22 What the Classics of Science Can Teach Us: Claude Bernard's Introduction to the Study of Experimental Medicine and Erwin Schrödinger's What Is Life?Chapter 23 The Ethical:Chapter 24 Tragedy, History, and Rhetoric in the Core: Sophocles and ThucydidesChapter 25 Adam Smith's Other Great Book: The Theory of Moral SentimentsChapter 26 Questioning "Our Western Tradition"Chapter 27 Core Events as "Core" Context: The Holocaust as a Test CaseChapter 28 The City:Chapter 29 The Holy CityChapter 30 Dante and the Synthesis of the Medieval CityChapter 31 Shakespeare's CitiesChapter 32 Unraveling the City: "Bartleby" and the Mid-Nineteenth CenturyChapter 33 The City in Toni Morrison's Paradise

Scott Lee is an Executive Director, ACTC Liberal Arts Institute at St. Mary's College. Lee has advised over 50 institutions of higher learning on the reform and renewal of sound, general liberal education curricula. He received his Ph.D. from the University of Chicago. J. Scott Lee is the Executive Director of the Association for Core Texts and Courses and Series Editor for the ACTC Annual Proceedings.

• Chapter 1 PrefaceChapter 2 AcknowledgmentsChapter 3 Practically Educated: The ACTC Director's AddressChapter 4 On Education: Uniting Students' LearningChapter 5 Waiting for Herot to Burn: The Core Vision of BeowulfChapter 6 The Rewards of Reading CopernicusChapter 7 (Re)discovering the Rationale for a Liberal Arts Core: Narrative of the Life of Frederick Douglass in Interdisciplinary ContextChapter 8 Knowledge, History, and the Creation of Human NatureChapter 9 Teaching Students to Ask Questions About What They ReadChapter 10 Educating the Educators: Core Curriculum and Peripheral FacultyChapter 11 From Wandering to Journeying with Core Texts in an Honors CurriculumChapter 12 Acts of Reading:Chapter 13 Euclid Through Ages of ReasonChapter 14 The Interpretive Journey and the Allegory of Reading: Introduction to the Inferno as a Humanities TextChapter 15 Prospero and the Times of ReadingChapter 16 Character and Reading: The Absent Speaker's PresenceChapter 17 Texts as Gathering Points:Chapter 18 At the Core of the Social Sciences: Montesquieu's Spirit of the LawsChapter 19 Teaching the Bhagavad-Gita in a Traditional Great Books ProgramChapter 20 Confucius in Dialogue with the West and Today's StudentsChapter 21 History in the Service of Life: A Dynamic Systems Approach to Intellectual HistoryChapter 22 What the Classics of Science Can Teach Us: Claude Bernard's Introduction to the Study of Experimental Medicine and Erwin Schrödinger's What Is Life?Chapter 23 The Ethical:Chapter 24 Tragedy, History, and Rhetoric in the Core: Sophocles and ThucydidesChapter 25 Adam Smith's Other Great Book: The Theory of Moral SentimentsChapter 26 Questioning "Our Western Tradition"Chapter 27 Core Events as "Core" Context: The Holocaust as a Test CaseChapter 28 The City:Chapter 29 The Holy CityChapter 30 Dante and the Synthesis of the Medieval CityChapter 31 Shakespeare's CitiesChapter 32 Unraveling the City: "Bartleby" and the Mid-Nineteenth CenturyChapter 33 The City in Toni Morrison's Paradise

Scott Lee is an Executive Director, ACTC Liberal Arts Institute at St. Mary's College. Lee has advised over 50 institutions of higher learning on the reform and renewal of sound, general liberal education curricula. He received his Ph.D. from the University of Chicago. J. Scott Lee is the Executive Director of the Association for Core Texts and Courses and Series Editor for the ACTC Annual Proceedings.

• Chapter 1 PrefaceChapter 2 AcknowledgmentsChapter 3 Practically Educated: The ACTC Director's AddressChapter 4 On Education: Uniting Students' LearningChapter 5 Waiting for Herot to Burn: The Core Vision of BeowulfChapter 6 The Rewards of Reading CopernicusChapter 7 (Re)discovering the Rationale for a Liberal Arts Core: Narrative of the Life of Frederick Douglass in Interdisciplinary ContextChapter 8 Knowledge, History, and the Creation of Human NatureChapter 9 Teaching Students to Ask Questions About What They ReadChapter 10 Educating the Educators: Core Curriculum and Peripheral FacultyChapter 11 From Wandering to Journeying with Core Texts in an Honors CurriculumChapter 12 Acts of Reading:Chapter 13 Euclid Through Ages of ReasonChapter 14 The Interpretive Journey and the Allegory of Reading: Introduction to the Inferno as a Humanities TextChapter 15 Prospero and the Times of ReadingChapter 16 Character and Reading: The Absent Speaker's PresenceChapter 17 Texts as Gathering Points:Chapter 18 At the Core of the Social Sciences: Montesquieu's Spirit of the LawsChapter 19 Teaching the Bhagavad-Gita in a Traditional Great Books ProgramChapter 20 Confucius in Dialogue with the West and Today's StudentsChapter 21 History in the Service of Life: A Dynamic Systems Approach to Intellectual HistoryChapter 22 What the Classics of Science Can Teach Us: Claude Bernard's Introduction to the Study of Experimental Medicine and Erwin Schrödinger's What Is Life?Chapter 23 The Ethical:Chapter 24 Tragedy, History, and Rhetoric in the Core: Sophocles and ThucydidesChapter 25 Adam Smith's Other Great Book: The Theory of Moral SentimentsChapter 26 Questioning "Our Western Tradition"Chapter 27 Core Events as "Core" Context: The Holocaust as a Test CaseChapter 28 The City:Chapter 29 The Holy CityChapter 30 Dante and the Synthesis of the Medieval CityChapter 31 Shakespeare's CitiesChapter 32 Unraveling the City: "Bartleby" and the Mid-Nineteenth CenturyChapter 33 The City in Toni Morrison's Paradise