Unified Curriculum

A FOUR-YEAR UNIFIED CURRICULUM FOR THE LIBERAL EDUCATION OF UNDERGRADUATES

TABLE OF CONTENTS

SUMMARY

PROJECT DESCRIPTION

I. INTRODUCTION...........................................1

II.THE UNIFIED CURRICULUM.................................2

A. The Seminar.......................................5

B.The Language Tutorial.............................7

C.The Mathematics Tutorial.......................... 8

D.The Laboratory....................................9

III.IMPLEMEN TATION OF THE UNIFIED CURRICULUM...............10

IV.STUDENTS OF THE UNIFIED CURRICULUM.....................11

V. FACULTY FOR THE UNIFIED CURRICULUM.....................13

APPENDIX A: Syllabi of the Unified Curriculum

APPENDIX B: Weekly Schedule of Classes and Activities

APPENDIX C: Curriculum Vitae for all Project Personnel

APPENDIX D: Letters of Commitment of Key Project Personnel

APPENDIX E: Discussion by Visiting Scholars

APPENDIX F: Eastern Classics Texts

A FOUR-YEAR UNIFIED CURRICULUM

FOR THE LIBERAL EDUCATION OF UNDERGRADUATES

For the last several years, various senior members of the faculty of the University of Virginia, including several former Provosts and Deans, have been organizing a unified curriculum to provide a liberal arts education for undergraduates. The plan is for a four-year program to consist of a seminar, a language tutorial, a mathematics tutorial and a laboratory.

In the seminar, which would be the central focus of the curriculum, the students would study the classic texts of the humanities, which contain the intellectual sources of our Western tradition. These books, which speak to one another over the centuries, fall into a natural, chronological order, starting with Homer. A seminar will consist of 20 students. Through free discussion, the students will learn to examine their opinions rationally, put them to the test of argument and defend them logically.

The language tutorial, consisting of ten students, will be taught in a broadly cultural way. It will use Greek as the language during the first two years, French for the third and German for the fourth. And it will also provide an opportunity for the students to do a closer, more detailed reading of some of the classic texts read in the seminars.

In the mathematics tutorial, the ten students will undertake rigorous demonstration and exercise their skills in the solution of problems. Various mathematical techniques, thus learned, will provide the necessary tools for work in the laboratory, which is necessary if the curriculum is to attain one of its main goals, to make its students literate in science. But the elegance and rigor of mathematics will also be emphasized for its own intellectual value.

The laboratory, consisting of 20 students, will attempt to provide a matrix of experimentation and discussion within which a liberal understanding of science can be achieved. And careful experimentation will be possible, since the students will have the necessary mathematical background. These experiments will, over four years, be organized to cover and coordinate the basic subjects of biology, chemistry and physics.

The present plans are to start this program in a very small way with 40 students, hopefully, to be housed as the program grows in a residential college, or comparable quarters, where they can live, dine and talk together. A FOUR-YEAR UNIFIED CURRICULUM

FOR THE LIBERAL EDUCATION OF UNDERGRADUATES

I. INTRODUCTION

In March of 1935, a committee of the University of Virginia faculty, which had been appointed by the then president, John Newcomb, to investigate and report on the subject of honor courses, presented the results of its deliberation.

The committee's report stated that, in its considered judgment, based on long discussion, the "subject matter of a liberal education" should consist of "a selected list of the greatest classics of our cultural tradition, from the Greeks to the moderns." "Such classics should be the highest achievements in language and literature, and also of mathematics and the sciences. They should be read in their entirety and the maximum possible understanding achieved. The goal to be aimed at would be the comprehension of the main elements of Occidental thought. The scheme recognizes that such classics have stood the test of time, as permanently significant embodiments of our cultural inheritance. It recognizes that to live in our civilization at all requires some understanding of them, although that understanding under the present system is meager, erroneous, and circuitous in origin. It assumes that the matters treated in these books ought therefore to be faced, not indirectly through 'written-down' textbooks, but directly through the books themselves, books which have been recognized generation after generation as containing the clearest and most forceful statements available, of just such matters. It assumes that a properly disciplined study of such books would therefore be a more formative and more liberalizing discipline and therefore a sounder basis for ... college work, or indeed for wise living, than any curriculum under the present system. The Committee feels that this scheme of studying our literary and mathematical classics is indeed 'radical' in the etymological sense of that word, but that it is also the most conservative, most direct and most safe solution of a problem that has been dealt with long enough in ways that were 'progressive, indirect, and dangerous.' The Committee knows of no better method than this one of furnishing a student with a liberal education, and believes that the inherent practical difficulties in the scheme are exciting problems that face any college." This report was the beginning at the University of the idea of a unified curriculum, which we are now returning to its roots.

II. THE UNIFIED CURRICULUM

The unified curriculum adopts many of the basic recommendations of the Gooch Committee, although, over the intervening years, various modifications and revisions have taken place. We hold firmly to the belief that not only the humanities, as usually conceived, should be studied, but that, through the addition of mathematics and natural science, the students could be made scientifically literate. And, since four years are generally allotted to undergraduate study, ideally they should be entirely spent on the liberal arts and sciences.

Undergraduate education, in general, seems to have lost its goal. Curricula have been largely conceived with reference to the requirements of the graduate, professional and vocational schools, or to the conditions of employment in the modern world; colleges, for the most part, have become timidly and fanatically preparatory. Our unified curriculum seeks to return undergraduate liberal education to its proper goal of developing free and rational men and women, committed to the pursuit of knowledge, appreciative of their common cultural heritage and conscious of their social and moral obligations. We believe that such men and women will be best equipped for the specific skills of any calling and to become competent and responsible citizens of a free society.

The majority of the texts and documents, which present to the student the intellectual tradition of Western thought, such as works of literature, philosophy, theology, history and the social sciences, we feel, are best read and discussed in the seminars, comprised of about 20 students along with two seminar leaders. The study of the texts on mathematics and astronomy, which must be covered in more detail, are better handled in smaller classes, or tutorials, of about ten students with one instructor. Also, a laboratory, where extensive and genuine experiments are performed, is essential to produce students who are literate in science. And we find that such a laboratory, by its nature, seems to function best with about 20 students and two instructors. Finally, at least two languages should be studied during the four undergraduate years. We intend to study Greek for the first two years, French for the third and German for the fourth. And, again, such studies should be done in small classes, or tutorials, of about ten students and one instructor.

Thus, our unified curriculum will consist of a seminar, the core of the curriculum, which will be directly supported by the language tutorial, in which certain selected seminar texts are read more closely and in more detail than possible in the seminar. And the mathematics tutorial will provide the necessary operational skills to enable the students to perform rigorous laboratory experiments.

The classics works include the elements out of which our cultural tradition was built. In them is the whole range of questions which have to be raised and of answers that can be given. We do not think it wise, in the undergraduate context, to approach these books with the paraphernalia and concern of a scholar, but rather to attempt to experience their impact directly, within the frame of our natural interest and unexamined opinion. This latter is the frame of mind that a liberal curriculum should presuppose in the beginning. The process of learning consists in the gradual transformation of this frame, through the acquisition of intellectual skills that enable the student to examine his own assumptions and free his mind for a better understanding and real insight. The great themes of the tradition become alive and meaningful in this process. And the acquisition of these intellectual skills indicates that the discipline of the liberal arts has begun to take hold and mould the students' mind.

A. The Seminar

We intend that the students and the faculty alike will regard the seminar as the natural core of our liberal arts curriculum, the center of our college within the College. A seminar or discussion group, of no more than 20 students, will meet twice a week throughout the four years of the program on a set text, which has been read by all the members. There will be two seminar leaders, who alternately ask an opening question. And, having two, instead of one, leader tends to prevent either from presenting the students with an authoritative opinion, leaving them free to address each other, rather than the teacher.

The leaders ought to be persons of a certain intellectual maturity, not graduate students drafted into service. They need not necessarily be well versed in the text which is being read, and, given the seductions of the seminar situation, should probably not be experts at all, for the danger is always present that the leaders, who feel they really understand the text, will want to tell the students, not to say lecture them on, what it means. However, with these problems avoided, continual conversational contact between students and mature members of the college community, over a sustained period of time, so crucial to the learning process, can proceed unhindered.

The seminar assumption is that a small number of persons, for the most part young, of varied backgrounds and faced with a text that may present ideas largely foreign to their experience, will attempt to talk rationally with one another. And the seminar presupposes a willingness on the part of its members to submit their opinions to critical scrutiny. Each opinion must be put to the test of argument and defined in free discussion. An unsupported opinion drops of its own weight. And, in doing so, the participants acquire familiarity with the great problems and ideas of Western thought, which gives them some perspective on the tradition which formed them and in which they must live. And they also gain a better understanding of the terms in which these problems and ideas have been expressed, of their ambiguity and of their deeper meaning.

This free discussion within the seminar, continued over the four undergraduate years, and dealing with persistently reoccurring questions, problems and ideas, in the ever changing context of the seminar texts, we believe, will function well as the focus of a liberal arts curriculum.

A good seminar ought to have a certain structure. Several questions may be discussed during its course. And each member will be encouraged and expected to contribute, to listen carefully to their fellow members, to reflect seriously on what is being said and to attempt to advance the thought under discussion. But we also have strong feelings about what a seminar shouldn't be. It is not a polite conversation or the occasion for a lecture by the leaders or a recitation by the students. It's not an encounter group or an exercise in group dynamics. A successful seminar can last beyond its allotted time of two hours, and frequently does, if the discussion is good. In deference to the ancient tradition that talk flourishes best after dark, we intend to hold our seminars at night.

Deciding on the texts to be read in seminars always brings some disagreement, but only as to a small part of the reading list, for we have found large areas of agreement on which books are the sources of our intellectual tradition. And these books, which speak to one another over the centuries, fall into a natural chronological order, starting with Homer.

It makes obvious sense to us for the students to have read what the author of their present text has read. Since Plato and Thucydides, the playwrights and, indeed, all educated men in Greece knew their Homer, so should students as they read the Greek books. And some knowledge of the Bible is needed to read St. Augustine, and the study of both Aristotle and the Bible must precede the Summa Theological of St. Thomas Aquinas. And this dependence continues on throughout the tradition.

And from the modern point of view, Einstein, in his famous 1905 paper on special relativity, explicitly presupposes a knowledge of Maxwell's works. Maxwell cannot be understood without Newton. Newton, in his own phrase, "stands on the shoulders" of Kepler and Galileo. Galileo advocates Copernicus's system. Copernicus revolutionizes the Ptolemaic cosmos. Ptolemy's theorems cite Apollonius's conics and Apollonius is inaccessible without The Elements of Euclid. Thus, to us the genetic approach makes immediate sense.

B. The Language Tutorial

The primary purpose of the language tutorial is not to master or become fluent in any foreign language, but to learn something of the nature of language, in general, and the languages of one's own culture, in particular, since words are one of the two symbols with which men think and communicate. In the time allotted, mastery is obviously impossible, but a knowledge of the basic grammatical forms, the degree of dependence upon inflection or word order and a feeling for the peculiarity of a language can be achieved. If a degree of fluency in a language is desired, it can be best acquired by spending the summer months where that language is spoken. The program will encourage and help those students who wish to spend a summer abroad.

Language will be studied as the discourse of reason. The resources of articulate speech will be sought and the rules learned which must govern it, if it is to be clear, consistent and persuasive. The language tutorial should also support and supplement the seminar, with its rapid reading focused on the large outlines and the general development of the central ideas of the text, with a more precise and refined study, concerned with details, shades of meaning and the abstract logical structure of the seminar book. Thus, examples and models of prose and poetry in the languages being studied, such as Greek, French, German or English, will be read and carefully analyzed.

C. The Mathematics Tutorial

The mathematics tutorial will be small enough to allow the students to undertake the duty of rigorous demonstration and the exercise of their skills in the solution of problems. Again, the texts and documents selected for these classes, while not entirely beyond controversy, are, in large part, self-evident. The various mathematical subjects must be covered including second order differential equations of the calculus, since these provide the necessary tools for work in the laboratory. And the classic works of astronomy and celestial mechanics, which form a continual tradition from Ptolemy to Einstein, are obvious choices, and, surprisingly, turn out to be good texts for teaching.

However, the study of mathematics should not be looked on only as a requisite for advanced technical training, or as a support and underpinning for performing and understanding the experiments in the laboratory, but as an end in itself. In mathematics, a student's intellectual imagination can be freed and developed to a point where he or she can investigate the structure of worlds that are possible, that is, consistent beyond the powers of sense. Or, to say the same thing, mathematics give to human intellect the potential of creating free forms in space. It is in such endeavors that imagination and reason are seen at their most impressive and effective. Here, all is distinct, orderly and necessary. To see reason thus at work, building its structures, as in pure mathematics, or in making the world intelligible, as in the mathematical sciences of nature, is perhaps the most exciting and absorbing of all intellectual activities.

D. The Laboratory

The primary task of the laboratory is to provide a matrix of experimentation and discussion within which a liberal understanding of science will become possible. And, with the mathematical tutorial providing the students with the necessary skills to perform and understand the experiments, the laboratory can lead the students, by way of relativity theory and quantum mechanics, to some understanding of our universe.

A chart showing an outline of how the unified curriculum appears as a whole is included as Appendix A.

III. IMPLEMENTATION OF THE UNIFIED CURRICULUM

There is a belief among a significant minority in the academic world that the undergraduate curriculum in most American universities, especially in so-called research universities, is inadequate. This belief was recognized by a March 2, 1993, article in the New York Times, which stated that "In response to declining educational standards in undergraduate liberal education, distinguished academic leaders from throughout the United States have formed a new organization called the American Academy for Liberal Education," the AALE. It will seek to reestablish the primary of liberal arts education, argue its importance and refine its standards and method of teaching. A report issued in March of 1996 by the National Association of Scholars on the "Demise of General Education 1919-1993" makes many of the same points as the AALE and argues for a return to a strong core curriculum.

As the formation of the AALE and report of the NAS emphasize, declining standards of liberal education go straight to the heart of the university's principal mission of teaching. We have lost sight of the ends of liberal education in the pursuit of its means: If a university is to be more than just another conglomerate of professional schools, which uses all the undergraduates for financial support and a limited number of them for recruitment into the professions, a way to provide them with a coherent liberal education must be found. It seemed clear to us that a program to accomplish a sufficiently radical change could not be constructed piecemeal, by tinkering with existing undergraduate courses, or by patching together parts of old course offerings, which are necessarily divided along departmental lines. It must have some unifying theme. That is, we first had to decide what we were trying to accomplish, and then to consider the proper means for so doing. Therefore, we began by making our best effort to set forth our ideas of a liberal education, and, when that had been done, we sought the proper means to bring it into being for our undergraduates.

Our concept of liberal education is set forth above (page 3), as is our description of a unified liberal arts curriculum (pages 3-4). There, we state our conclusions concerning the kind of curriculum best suited to accomplish our purpose of providing the opportunity for a genuine liberal education to those undergraduates at the University of Virginia who desire it.

IV. STUDENTS OF THE UNIFIED CURRICULUM

In view of the present serious budget constraints at most schools and of the political and organizational difficulties of making radical changes in a College-wide curriculum, it seems advisable to begin the unified curriculum in quite a modest way. As said above, we expect to start with about 40 students, who will make up two seminars and supporting classes in language, mathematics and laboratory.

The most relevant test of an entering student's probable fitness to enter the unified curriculum will be his desire to do so, although the instructors should be empowered to choose those applicants, using whatever standards or tests seem applicable, whose backgrounds make it probable that they will succeed.

The various activities, some educational, and many not, of a large university community can be distracting to the single-minded pursuit of a liberal education. We think it will be very important for the students in the curriculum to have common residential and dining facilities throughout their four years, and thus be somewhat sheltered from the distractions of the various non-intellectual university activities. To provide such facilities, which we know are much desired by the students themselves, we have been working with the Special Interest Housing Committee of the University and have been assured that such facilities will be forthcoming.

And, in a longer term perspective, we would hope to see a residential college come into being, where the students and the faculty live and study together and where teaching has replaced research and writing as the primary, but not the only, goal of the professor. In such a small residential college, of say 400 or so students, we believe a collegial atmosphere could be recaptured, where learning was not confined to the seminar or to the tutorials, or even to the usual academic subjects, but included all things men should know.

And we are fully aware that the exceptionally large ratio of faculty to students will be appealing, since most undergraduates have very little regular contact with mature faculty, although they universally desire it.

V. FACULTY

We recognize that teaching in this curriculum will require an unusual commitment of time and effort on the part of its faculty. Although the means of instruction will not be essentially different from some of those presently used in the College, the matter to be taught will, in many instances, be new and require each faculty member to learn some changed methods of instruction, as well as a certain amount of different material.

Detailed reading lists and course outlines will have to be prepared by the curriculum faculty during the spring and summer of 1995 before the program is begun that fall. And during that academic year, seminars, language and mathematics courses, as well as laboratories, will be used to train the faculty and further familiarize them with the new material as they use it. Then, after the first year of the curriculum has been completed, program material for the second year will be prepared during the summer. Part of this teaching requirement will be a meeting of the entire faculty of the unified curriculum on certain Friday afternoons: one meeting a month to discuss the operation of the curriculum, deal with its problems and suggest improvements; and two meetings a month to hear a lecture by a visiting scholar. A schedule of classes and activities is set forth in Appendix B.

In the somewhat longer perspective, since college professors make their reputations and obtain their promotions, pay increases and tenure only by work within their departments, those who leave to teach part time in the unified curriculum will tend not to advance their careers. Therefore, teachers, who will spend their careers entirely within the liberal arts program, eventually will have to be found. While this will be a radical change from present academic life, it could be a rewarding, educative, and even enjoyable intellectual experience. ��ͼ

VIII. RESULTS OF THE UNIFIED CURRICULUM

We expect that the unified curriculum, when fully implemented, will meet many of the deficiencies now present in the liberal education of undergraduates and will also result in a new enthusiasm for teaching and learning among the participating faculty. And, we expect that certain changes in the conventional method of teaching will occur. Most important of all, we believe that the curriculum will result in a superior undergraduate experience for its students by providing them with a true liberal education.

It seems to us that many American universities have, as a rule, given up on the central task of transmitting to their students the intellectual traditions of the West, with the result that not only do students now lack a knowledge of their own tradition, they often have no standpoint from which to appreciate any other tradition, or even to have a sense of tradition. We hope to free our students from their prejudice and provide them with a knowledge of their own tradition and the world around them. But, before they can understand these other worlds, they must have a firm grip on their own.

We recognize, of course, that other cultures have affected the Western tradition and that they, in turn, have been affected by the West. As we have made clear, the Western tradition is the primary concern of the unified curriculum, but we shall make persistent efforts to see our tradition from other viewpoints. And we shall use the Friday Meeting, which will be an assembly of all the members of the curriculum, to bring scholars from outside the program to speak about other cultures and to discuss their classic texts with our students. A list of important Eastern classic texts which such visiting scholars might discuss is attached hereto as Appendix E. After each such talk, there will be an in-depth question and answer period, during which the speaker and the students will explore questions arising from the talk and the subject text. APPENDIX A

Syllabi of the Unified Curriculum

�� ͻ

� � � � � �

� YEAR � SEMINAR � LANGUAGE � MATHEMATICS � LABORATORY �

� � � � � �

��

� First � Classical texts: � Classical Greek � Mathematics of � Observational �

� � Homer, Herodotus, � taught � heaven and earth: � biology; study �

� � Aeschylus, � linguistically, � astronomy, navigation � of matter and �

� � Sophocles, � plus close � and surveying � measurement, �

� � Euripides, � reading of � including field � leading to the �

� � Aristophanes, � certain seminar � work), classical � atomic theory �

� � Hypocrites, Plato, � texts � methods for � of chemistry �

� � Thucydides, � � handling these � �

� � Aristotle, � � problems. The � �

� � Lucretius � � reading and making � �

� � � � of maps; algebra, � �

� � � � from its historic � �

� � � � roots � �

� � � � � �

��

� Second � Roman, Medieval � Classical Greek � Standard single- � Physics: �

� � and Renaissance � and close reading � variable calculus, � mechanics, �

� � texts: � of certain seminar � including power � optics, heat, �

� � Virgil, the Bible, � texts continued � series, introduction � electricity �

� � Plutarch, � � to ODEs and � and magnetism �

� � Plotinus, � � mathematica as a � �

� � Augustine, � � tool for symbol � �

� � Thomas Aquinas, � � manipulation. � �

� � Dante, Chaucer, � � Readings of � �

� � Machiavelli, � � classical texts, � �

� � Luther, Calvin, � � as appropriate � �

� � Bacon, Shakespeare � � � �

� � � � � �

��

� Third � Early modern � French and close � Calculus, beginning � Genetics, �

� � texts: � reading of certain � with celestial � evolution and �

� � Rabelais, Harvey, � seminar texts � mechanics and going � molecular �

� � Cervantes, � � through Einstein's � biology. Begin �

� � Descartes, Hobbes, � � theory of relativity. � research project. �

� � Spinoza, Milton, � � Introduction to � �

� � Locke, Liebnitz, � � linear algebra and � �

� � Voltaire, Rousseau, � � simple PEDs � �

� � Adam Smith, Kant, � � � �

� � Declaration of � � � �

� � Independence, � � � �

� � Federalist Papers, � � � �

� � de Tocqueville � � � �

� � � � � �

��

� Fourth � Later modern � German and close � Probability and � General �

� � texts: � reading of certain � statistical theory � relativity, �

� � William Douglas, � seminar texts � and technique; � atomic physics �

� � Kierkegaard, � � study of development � and quantum �

� � Hegel, Balzac, � � of certain basic � mechanics. �

� � Stendahl, Darwin, � � concepts in � Complete �

� � Marx, Tolstoy, � � mathematics, such � research project. �

� � Dostoevski, � � as the notion of � �

� � William James, � � the infinite, rigor � �

� � Nietzsche, � � and mathematics as � �

� � Freud, Einstein, � � reflection of � �

� � Millikan, � � the real world � �

� � Charter of the � � � �

� � United Nations � � � �

� � � � � �

��ͼ

APPENDIX B

Weekly Schedule of Classes and Activities

�� ͻ

� � Monday � Tuesday � Wednesday � Thursday � Friday �

�� ͹

� � ��ͻ � �

� � � � � �

� AM � � Four sections of � � �

� � � MATHEMATICS and LANGUAGE: � � �

� � � 10 students each � � �

� � � � � ��ͻ �

� � ��ͼ � � � �

� � � � � � � The � �

��Ķ FRIDAY �Ķ

� � � � � � � MEETING � �

� � ��ͻ � ��ͻ � � � �

� � � � � � � � ��ͼ �

� PM � � Two sections of � � � Two sections of � � �

� � � SEMINAR: � � � LABORATORY: � � �

� � � 20 students each � � � 20 students each � � �

� � � � � � � � �

� � ��ͼ � ��ͼ � �

�� ͼ

APPENDIX E

Representative Subjects and Important Texts

For Discussion by Visiting Scholars

China Someone to discuss China, Buddhism and Confucianism

India Someone to discuss the sacred Hindu texts and the Hindu religion

Japan Since their culture is derivative of China, discuss their

formative texts

Pakistan Origins of Islamic political philosophy

Arabia Someone to lecture on Avaroese and his main text

Someone to lecture on Avicenna and his main text

Greek mathematics as developed by the Arab world APPENDIX F

Eastern Classic Texts

For Discussion by Visiting Scholars

Fall Semester

a) Valmiki: Ramayana - Buck edition, entire

b) Ramayana - selections

i. Ramayana - selections

a) Ramayana - selections

1) Rig Veda - selections

ii. Rig Veda - selections

a) Katha Upanishad

(1) Shvetashvatara Upanishad; Isha Upanishad

(2) Kautilya: Arthashastra - selections

iii. Institutes of Manu - selections

iv. Kalidasa: The Birth of the War God

v. Kalidasa: Shakuntala

a) Charvaka - selected readings

(a) Patanjali: Yoga Sutra

a) Vaisheshika Sutra

(i) Ishvarakrishna: Sankhya Karikas

vi. Jayadeva Gitagovinda

a) Mahabharata - selections

1) Mahabharata - selections

vii. Mahabharata - selections

viii. Mahabharata - Bhagavad Gita

ix. Mahabharata - Bhagavad Gita

(1) Mahabharata - Bhagavad Gita

x. Confucius: Analects

a) Analects

(1) Analects

a) Lao Tzu: Tao Te Ching

(2) Tao Te Ching

a) Chuang Tzu: Inner Chapters

(3) Inner Chapters

a) Inner Chapters

>(4) Chinese Lyric Poetry

Winter Vacation

Spring Semester

a)Ssu-Ma Ch'ien: Records of the Historian

b) Records of the Historian

(1) Mencius - selected readings

a) Mencius - selected readings

(a) Ashvaghosha - Acts of the Buddha

i. Dhamapada

a) Mahaparinibanna Sutta

ii. Questions of King Milinda

a) Journey to the West (Monkey)

b) Journey to the West

iii. Journey to the West

a) Journey to the West

(a) Journey to the West

iv. Vimalakirti Sutra

a) Diamond Sutra; Heart Sutra

(a) Bodhidharma: selected readings

Spring Vacation

a) Lady Murasaki: Tale of Genji

(1) Tale of Genji

a) Tale of Genji

v. Tale of Genji

a) Nagarjuna: Vigrahavyavartani

(i) Vigrahavyavartani

a) Badarayana: Vedanta Sutras, with Shankara's Commentary

vi. Vedanta Sutras

a) Ta-Hsueh: The Great Learning; Chung Yun: Doctrine of the Mean

b) Wang Yang-Ming (Instructions for Practical Living)

vii. Liu-Tsu T'an Ching: Platform Sutra of the Sixth Patriarch

(a) Dogen: Shobo-Genzo (Sermons)

(1) Miyamoto Musashi: A Book of Five Rings

viii. Basho: The Narrow Road to the Deep North

ix. Selected plays from the No Theater

x. Selected plays from the No Theater

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