Great Books as Best Education

You can get a used set of the Great Books of the Western World for around $300.

You can get a used set of the Gateway to the Great Books of the Western World for around $50.

The Wikipedia articles for Great Books, Great Books of the Western World, and Gateway to the Great Books of the Western World are very complete.

Other Books:

How to Read a Book: The Classic Guide to Intelligent Reading by Mortimer J Adler and Charles Van Doren. 1972

Great Books: My Adventures with Homer, Rousseau, Woolf and other Indestructible Writers of the Western World by David Denby. 2005

The Western Cannon: The Books and School of the Ages by Harold Bloom. 1994

Genius: A Mosaic of One Hundred Exemplary Creative Minds by Harold Bloom. 2002

The Know-It-All: One Man’s Humble Quest to Become the Smartest Person in the World by A J Jacobs. 2004

Great Books

Of course, the only serious solution is the one that is almost universally rejected: the good old Great Books approach, in which a liberal education means reading certain generally recognized classic texts, just reading them, letting them dictate what the questions are and the method of approaching them—not forcing them into categories we make up, not treating them as historical products, but trying to read them as their authors wished them to be read. I am perfectly well aware of, and actually agree with the objections to the Great Books cult. It is amateurish; it encourages an autodidact’s self-assurance without competence; one cannot read all of the Great Books carefully; if one only reads Great Books, one can never know what a great, as opposed to an ordinary, book is; there is no way of determining who is to decide what a Great Book or what the canon is; books are made the ends and not the means; the whole movement has a certain coarse evangelistic tone that is the opposite of good taste; it engenders a spurious intimacy with greatness; and so forth. But, one thing is certain: wherever the Great Books make up a central part of the curriculum, the students are excited and satisfied, feel they are doing something that is independent and fulfilling, getting something from the university they cannot get elsewhere. The very fact of this special experience, which leads nowhere beyond itself, provides them with a new alternative and a respect for study itself. The advantage they get is an awareness of the classic—particularly important for our innocents; an acquaintance with what big questions were when there were still big questions; models, at the very least, of how to go about answering them; and, perhaps most important of all, a fund of shared experiences and thoughts on which to ground their friendships with one another. Programs based upon judicious use of great texts provide the royal road to student’s hearts. Their gratitude at learning of Achilles or the categorical imperative is boundless. Alexander Koyre, the late historian of science, told me that his appreciation for America was great when—in the first course he taught at the University of Chicago, in 1940 at the beginning of his exile—a student spoke in his paper of Mr. Aristotle, unaware that he was not a contemporary. Koyre said that only an American could have the naïve profundity to take Aristotle as living thought, unthinkable for most scholars. A good program of liberal education feeds the student’s love of truth and passion to live a good life. It is the easiest thing in the world to devise courses of study, adapted to the particular conditions of each university, which thrill those who take them. The difficulty is in getting them accepted by the faculty.

Allan Bloom, The Closing of the American Mind: How Higher Education has Failed Democracy and Impoverished the Souls of Today’s Students (New York: Simon and Schuster, 1987), 344-345.

Law Shelf

http://www.lawshelf.com

Law Shelf has six different classes that qualify for Graduate level credit. A total of 18 Graduate credits.

IPL-401: Patent Law (Intellectual Property)

IPL-402: Trademarks (Intellectual Property)

TOR-501: Medical Malpractice (Torts and Personal Injury)

TOR-502: Product Liability Law (Torts and Personal Injury)

ELD-501: ERISA and Pension Plans (Elder Law and Estate Planning)

ELD-502: Trusts and Estates (Elder Law and Estate Planning)

Liberty has two Interdisciplinary MA degrees/must choose two areas of study.

MA in Interdisciplinary Research, requires 46 Graduate credits.

MA in Interdisciplinary Studies, requires 31 Graduate credits.

  • American Legal Studies
  • Apologetics
  • Church History
  • Criminal Justice
  • Economics
  • English
  • Ethnomusicology
  • Geographic Information Systems
  • Geography
  • Government
  • History
  • International Legal Studies
  • International Relations
  • Linguistics
  • Military and National Security
  • New Testament
  • Nutrition
  • Old Testament
  • Psychology
  • Public Administration
  • Strategic Communications
  • Theology

Collector

I have always been a collector. I have collected coins, postage stamps, ancestors, books, and memories.

Most of this list points to getting an MA in History. Followed by a PhD in History.

Memories points directly to being a Memoirist.

MA in History (36 Graduate credits)

American Public University/American Military University

The Master of Arts in History degree takes you on an academic journey exploring the key historical events, people, and cultures that fundamentally shaped the world today. Through research, discussion, and analysis, you will obtain a knowledgeable perspective of how future societies progressed through time. Concentrations in this online graduate program offer you the flexibility of focusing on the most favored eras in history including American, Ancient and Classical, European, Global, and Public History. This master’s degree attracts professional educators, historians, and enthusiasts alike, and is also helpful in developing professional skills that include quality writing and communications, research and analysis, and the ability to present compelling arguments.

University faculty members teaching these courses are published historians who bring unique perspectives and relevant research into the classroom. You’ll also connect and interact online with other students who share your enthusiasm for history.

Degree Program Objectives

In addition to the institutional and degree level learning objectives, graduates of this program are expected to achieve these learning outcomes:

  • Demonstrate a broad knowledge of historical individuals and events and the global complexity of human experiences over time and place.
  • Distinguish the historical schools of thought that have shaped scholarly understanding of the profession.
  • Apply persuasive arguments that are reasoned and based on suitable evidence.
  • Evaluate secondary resources, through historiographical analysis, for credibility, position, and perspective.
  • Assess a variety of primary sources, digital and archival, in the process of deeply researching the past.
  • Generate research that makes original contributions to knowledge, through the use of advanced historical methods.
  • Produce a high-quality research paper that meets professional standards typical for a conference presentation or academic publication.

Core:

500 Historical Research Methods

501 Historiography

Concentration in Ancient and Classical History (30 semester hours)

Covers the broad sweep of European history and provides a foundation in historical theory, trends, and concepts for further study of topical history at the graduate level. Topics include Greek civilization through the 4th century B.C., the fall of the Roman empire, the development of the Ottoman culture, and the Crusades.

Objectives

Upon successful completion of this concentration, the student will be able to:

  • Explain and critique Ancient Greece’s political, economic, social, and intellectual movements.
  • Explain and critique Roman history from its beginnings until the Age of Constantine including the political and social developments in the Republic and the early empire.
  • Examine and appraise great Byzantium leaders, the spread of Christianity throughout the Roman Empire, the recapture of Constantinople from the crusaders, and the impact of Byzantium culture on Western intellect.
  • Explain and assess European social, political, economic, and religious institutions and cultural and intellectual phenomena in the light of the changing historical environment from the end of the Ancient World to the Renaissance.
  • Explain and assess the medieval church and rise of the Renaissance papacy; growth of humanism, including painters, architects, and sculptors; city-states and monarchies of the Holy Roman Empire; religious upheavals of Protestantism; Anabaptists; the Catholic Reformation.

531 Greek Civilization

532 Roman Republic and Empire

533 Late Antiquity and Byzantium

534 Medieval Europe

535 Renaissance and Reformation

597 Graduate Seminar in European History

611 Ancient Warfare

643 Ottoman Empire

Final Program Requirements:

691 Writing a Thesis Proposal

699 MA in History – Thesis

Genealogy Update

No longer have access to my Ancestry account and the hundreds of family trees attached to it. No form of payment will make Ancestry happy, it seems.

Restarted my New England Historic Genealogical Society/which is now American Ancestors where my best Mayflower line is sitting needing more expertise than I have.

Took a look at my family tree on FamilySearch.org which consists of them asking me to start a family tree, me manually adding myself and both of my parents, then Family Search informed me that it had found my tree and attached my tree from Ancestry PLUS additional records from their Ancestral Database which is fraught with error and un-vetted records, etc..

My favorite website for doing Peerage/Nobility/and Royalty has been down for over two months.

I will try a get my Ancestry account going again (no more than once a day) and maybe I will call them again which is a waste of hours at a time.

Maybe I will just pick another hobby, like Model Railroading.