As this admonition indicates, the study of Geometry formed an ideal preparation for higher philosophical studies in the ancient world (cf. Republic, VII, 526c8-527c11). By this alone, the study of Euclid’s Elements would justify geometry’s presence in a course of truly liberal education.
But, when combined with the study of science, it does more.
Since mathematical and scientific reasoning have shaped so much of the modern world, the study of these disciplines form an essential part of liberal education for the postmodern age. These studies enable students to consider the increasingly complex inter-relationships that exist between science, technology, and the human person. To do this, the students acquire scientific literacy in order to comprehend scientific matter intelligently, approach sophisticated technology responsibly, and understand that the human person is a moral agent.
These science tutorials do not seek to cover exhaustively the various sciences or to engage in specialized scientific research. Rather, they seek to assist students in discovering that scientific reasoning is a human activity that involves first principles, fundamental assumptions, and a variety of skills that require careful cultivation. More importantly, the science courses seek to awaken in the students a wonder and love of the natural order, revealing a deeper connectedness of things. Through these courses, students trace both first principles and fundamental assumptions to their roots through the close reading of primary sources.
In the science courses, students learn to observe, experiment, and go into nature for observation. This pedagogical method develops each student’s scientific literacy without divorcing his or her experiences from the apprehension of first principles and fundamental assumptions. Finally, the sequences of readings within the courses integrate the “humanities” with the “sciences” so that the students can begin to see the world as a whole and the human person’s place in it.
Sophomore Year, fall semester, 3 credits
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Through a rigorous study of Books One and Two of Euclid’s Elements (as well as selected propositions from later books), we follow in the steps of this “Master of Geometry,” studying first his definitions, postulates, and common notions, and then immersing ourselves in the beauty of his propositions. Through this course, we come to recognize with a fresh perspective the power of intellectus as it grasps first principles and intuits “the whole” of a proposition. We also come to appreciate the importance of ratio as it leads us from true presuppositions to trustworthy conclusions. In short, we renew—by following Euclid—our own capacity to think mathematically, with rigor and with discipline.
As a counterpoint to the study of Euclid, we also take up Plato’s dialogue, the Meno. Here we encounter fundamental questions about knowledge, opinion, recollection, and many of the epistemological questions that challenge us still today.
Sophomore Year, spring semester, 3 credits
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In the first half of this course, we make astronomical observations with the unaided eye, identify the major constellations and learn how to determine both latitude and longitude. We examine basic concepts such as the celestial sphere, celestial equator, solar time, sidereal time, and leap year. Through the reading of selections from Ptolemy’s Almagest—placing special emphasis on Ptolemy’s treatment of the sun’s anomaly—we establish the historical and philosophical background against which we will read Copernicus’ On the Revolutions of the Heavenly Spheres.
In the second half of this course, we explore the birth of modern science—in both its philosophical and empirical aspects—and consider two of its most prominent features: the experimental method and the Copernican revolution.
In the first phase of our inquiry, we undertake a close reading of selections from Copernicus’ On the Revolutions of the Heavenly Spheres in relation to corresponding sections from Ptolemy’s Almagest, specifically comparing both astronomers’ treatments of the sun and the planets, with their corresponding anomalies. We also consider how the difficulties in the Copernican heliocentric theory were eliminated by Kepler in his Epitome of Copernican Astronomy. Finally, we examine Galileo’s contributions to astronomy by reading his “Starry Messenger” and studying the moon using the college’s telescope.
Turning to the philosophical origins of modern science, we read Descartes’ Discourse on Method and Bacon’s Great Instauration—while keeping in mind our understanding of the ancient philosophers acquired in previous courses—and compare and contrast the ancient Greek view of the world with that produced by modern science. In this course, we read the following texts in whole or in part:
Junior Year, fall semester, 3 credits
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In this course we first take up Galileo’s presentation of proto-Newtonian theory, as articulated in his Dialogue Concerning Two New Sciences. Immediately afterward, we examine Isaac Newton’s more complete formulation of the laws governing the mechanical universe. His view of nature is explored (as articulated in his Principia), which lays a foundation for apprehending the first principles of the modern scientific method, as well as for understanding the philosophical outlook of scientific modernity. Through an integrated investigation of both physical problems and their mathematical solutions, we seek to develop a coherent understanding of the application of mathematics, thereby discovering the unity within “science” and “mathematics” and clarifying the mathematical methods discovered by Newton that are still used in physics today. By concentrating on the first principles of motion and their application to matter, we probe beneath the surface of a scientific problem and discover how principles govern mechanical phenomena. In this course we read the following texts in whole or in part:
Junior Year, spring semester, 3 credits
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In this second semester, we conclude our examination of classical physics through a careful consideration of fundamental concepts such as mass, motion, force, space, and time by reading selections from Newton’s Principia and through numerous experiments. We observe the laws of motion in concrete phenomena: through the aerodynamics of the boomerang, the motion of billiard balls, fluid dynamics, air flight, and the physics of gymnastics and diving.
In our study of relativity, we take up Einstein’s own account of his theory, the classic Michelson- Morley Experiment, the derivation of the Lorentz transformation, and the latter’s application to sub-atomic particle disintegration. Finally, we investigate the quantum behavior of light by reading Feynman’s classic lectures on the double slit experiment and Heisenberg’s The History of Quantum Theory. In this course, the following texts are read in whole or in part:
Senior Year, fall semester, 3 credits
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In this tutorial we examine the diversity within nature and its classification, availing ourselves of the natural surroundings of autumn in New Hampshire. Next, we investigate the origins and nature of life. Following this we undertake a brief analysis of basic Mendelian genetics, coupled with a study of genes, DNA replication and transcription, and their roles in genetic inheritance. (See the reading list following Biology II.)
Senior Year, spring semester, 3 credits
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During this semester we take up the subjects of ethology (animal behavior), perception, and neurology, studying the contributions of naturalists such as Loren Eiseley, Konrad Lorenz, J. Henri Fabre, Karl von Frisch, and Nikko Tinbergen. We compare the classic neurological writings of Wilder Penfield with the more recent views of Oliver Sacks, Francis Crick and Richard Dawkins.
In the first and second semesters of this course, we read the following texts in whole or in part: Aristotle’s History of Animals, On Generation and Corruption, Parts of Animals, De anima, St. Augustine’s De Genesi ad litteram, Margulis, Darwin, Gould, Eisele, Augros and Stanciu, Mendel, Watson, Lorenz, Frisch, Sacks, Penfield, and others.
Students will have the opportunity to take one of the following courses for college credit. Taught in Socratic-style seminar discussions, each course enables students to explore a particular interest and consider whether they might like to pursue that academic discipline as a potential college major. Students will spend 3.5-4 hours in class each day, have some assigned homework, and spend the remaining time in prayer, liturgy, sacred music, relaxation with new friends, and a wide range of extra-curricular activities.
Theology of the Body: The Deeper Meaning of Love, Sex, and Marriage (1 credit) – Dr. Ryan Messmore
LIMITED SPOTS REMAINING
When it comes to romantic relationships and marriage, today’s culture is awash in confusion. The Church calls people to see a deeper meaning to sexual desire and marriage. But what is that, and how can it be pursued in modern times? Saint Pope John Paul II has provided valuable teaching in this area. Along with his “Theology of the Body,” this course will explore the nature of love, the meaning of betrothal and marriage, and sexual ethics from a Christian perspective. Class discussions will be theological and philosophical as well as practical.
Philosophy & Humanities: Friendship in Western Culture (1 credit) – Dr. Brian FitzGerald and Dr. Erik Van Versendaal
LIMITED SPOTS REMAINING
One of the most important features of human experience is friendship. Drawing on the great books of Western culture in literature, history, philosophy, and theology, from Aristotle and St. Augustine to Jane Austen and C.S. Lewis, this course will reflect on the nature of friendship across the centuries. Why do we need friends? What makes a good one? What are some obstacles to friendship? What happens as friends grow and mature in different ways?
Christ in Scripture (1 credit) – Deacon Karl Cooper
LIMITED SPOTS REMAINING
“Did not our hearts burn within us while he talked with us on the road, while he opened to us the Scriptures?” In this course we will seek to meet and understand Christ as he presents himself in all the Scriptures. We will read, discuss, enjoy, and pray through the most crucial texts, and focus our work on the living and present Christ.
$395.00 USD
Tuition includes room and board. The purchase of a book may be required for some classes. Students should bring spending money for off-campus trips.
Students will have the opportunity to take one of the following courses for college credit. Taught in Socratic-style seminar discussions, each course enables students to explore a particular interest and consider whether they might like to pursue that academic discipline as a potential college major. Students will spend 3.5-4 hours in class each day, have some assigned homework, and spend the remaining time in prayer, liturgy, sacred music, relaxation with new friends, and a wide range of extra-curricular activities.
Physics: Understanding Boomerangs, Billiard Balls, and Balance Beam Routines (1 credit) – Mr. John Klucinec
ENROLLMENT OPEN
This course explores the laws of motion as described by Galileo and Newton by reading and discussing these authors and through classroom experiments. Students will gain an understanding of physics in concrete phenomena through studying air flight, fluid dynamics, the aerodynamics of the boomerang, the motion of billiard balls, and the physics of gymnastics and diving.
Poetry and Politics in the Western Tradition (1 credit) – Dr. Mary Mumbach
ENROLLMENT OPEN
This course will examine poetic form and political form in the tradition of the West. Students will explore, in particular, how the Incarnation shapes the roles of imagination, prudence, and the heroic in literature and political philosophy. Readings in poetry, fiction, and American Founding documents will be considered.
Moral Philosophy: How Do We Make the Right Decisions? (1 credit) – Rev. Fr. Stephen Rocker
THIS COURSE IS NOW FULL – A WAITLIST IS AVAILABLE
Natural law morality and utilitarianism are incompatible frameworks of moral reasoning, yet elements of both are mixed in the public mind. Catholic moral teaching and the Western system of law are grounded in natural law. This course will present these two moral frameworks and apply them to moral issues.
$395.00 USD
Tuition includes room and board. The purchase of a book may be required for some classes. Students should bring spending money for off-campus trips.
Students will have the opportunity to earn one college credit by taking one of the following courses offered at Magdalen College. Taught in Socratic-style seminar discussions, each course enables students to explore a particular interest and discover if it could lead to a college major or area of focus. Students will spend 3.5-4 hours in class each day, have some assigned homework, and spend the remaining time in prayer liturgy, and sacred music, relaxation with new friends, and a wide range of extra-curricular activities.
Myth in Philosophy: Seeking Wisdom through Poetry and Story (1 credit) – Dr. Erik van Versendaal
What is the relationship between poetry and philosophy? Why does speaking about ultimate things lead philosophers into the realms of poem and story? This course considers philosophical works that are undertaken in a poetic mode alongside poems that express philosophic truth.
Physics: Understanding Boomerangs, Billiard Balls, and Balance Beam Routines (1 credit) – Mr. John Klucinec
This course explores the laws of motion as described by Galileo and Newton, by reading and discussing these authors and through classroom experiments. Students will gain an understanding of physics in concrete phenomena: through the aerodynamics of the boomerang, the motion of billiard balls, fluid dynamics, air flight and the physics of gymnastics and diving.
Theology of the Body: The Deeper Meaning of Love, Sex, and Marriage (1 credit) – Dr. Ryan Messmore
When it comes to romantic relationships and marriage, today’s culture is awash in confusion. The Church calls people to see a deeper meaning to sexual desire and marriage. But what is that, and how can it be pursued in modern times?
$325.00 USD
Students will experience the joy of learning in a variety of liberal arts fields, including courses in literature, philosophy, theology, and politics. Taught primarily in Socratic-style seminar discussions, these courses allow students to read classic texts and wrestle with big questions across a range of disciplines. Students will spend 3.5-4 hours in class each day, have some assigned homework, and spend the remaining time in prayer, liturgy, and sacred music, relaxation with new friends, and a wide range of extra-curricular activities.
$125.00 USD
