Seneca (ca. 4 BC–AD 65) is my favorite thinker studied in Core Philosophy at Concordia University Irvine. Alas, he also comes at the end of the semester, and I rarely have a chance to marinate in his work for as long as I’d like. Seneca isn’t just concerned with bare concepts; he’s interested in how ideas help us cope with this complex and sometimes maddening world. He also tells students (and professors) to remember to live while they have the chance. We read selections from his Epistles on Virtue and Vice, including a letter entitled, “On the True Joy which Comes from Philosophy (XXIII).” His epistle’s closing line is memorable:
“Some men only begin to live when it is time for them to leave off living. And if this seems surprising to you, I shall add that which will surprise you still more: Some men have left off living before they have begun. Farewell.”
How shall I live? The simple answer is something like, “breath in, breath out; drink at least 8 glasses of water a day and eat a healthy diet.” But that obviously doesn’t tell us enough. A visit to the cemetery or just a glance at the news confronts us with the dark and powerful specter of death. Continue reading Testing the Waters of Life→
As the combined Core English 202 and Core History 202 class wrapped up last spring at Concordia University Irvine, one of the students suggested that it would have been useful to have had an underpinning question for the course, something to guide our investigations. I suggested, “What is freedom?” and, as we all pondered that possibility, heads began to nod around the classroom. It soon became apparent that many of the texts we had covered had indeed asked this question, from many angles and with a variety of answers. Continue reading Who Speaks for Freedom?→
In Concordia University Irvine’s Enduring Questions and Ideas (Q&I) curriculum, students take coursework that seeks to engage with big questions: What is Truth? What Does It Mean to be Human? How Shall I Live? As a member of the music faculty, I am frequently called to engage with the question of Why Art?
In the spirit of this question, this essay examines a setting of Jubilate Deo (Psalm 100) by the seventeenth-century Lutheran composer Heinrich Schütz, which was composed and published in the midst of the near-apocalyptic warfare and social upheaval of the Thirty Years’ War. The perspectives of historical, musical, and theological inquiry provide a glimpse into the circumstances that Schütz faced while composing this piece, and offer many parallels to modern day experiences and anxieties. Continue reading Why Art? Music, History, and Faith through the Eyes of Heinrich Schütz→
Good afternoon. Thank you President Krueger, Trustees and Regents, my friends and colleagues the Concordia faculty and staff, our university family and friends, and you, the class of 2017—thank you for the opportunity to share some words of encouragement on this beautiful day. A very important day for you, in particular, a threshold moment.
Earlier this semester, before I received the invitation to deliver this address, I began a new line of research focusing on the metaphysical importance of thresholds in William Shakespeare’s plays, particularly in Macbeth. Macbeth, like many of Shakespeare’s great tragic characters, has a moment of clarity before he makes a very bad decision that sends his life into a tragic spiral. Continue reading Crossing the Threshold with Three Words of Wisdom→
Mark Twain’s Huckleberry Finn presents the nuanced issues of slavery, honor, and bravery through the eyes of a young boy entering manhood to mirror the young nation’s own understanding of these complex issues. Huck’s initial act of independence thereby establishes his identity portrayed to the audience as an independent American spirit able to conquer the horrors of oppression. Continue reading Codependency Is Not Solidarity→
If, as has been argued so far, liberal arts and professional studies should work together so that students excel in all of their vocations of service to others, what should universities–particularly Lutheran ones–be working on now? In closing this essay, I highlight three educational opportunities. Continue reading An Eloquent and Harmonious Education, Part III→
This is the second installment of a three-part essay on liberal arts education, professional studies, and vocations. The essay was originally delivered at the 81st Annual Conference of Lutheran College Faculties.
The theme of liberal arts education, professional training, and the Lutheran doctrine of vocations provides plenty of room for a speaker to wander and ponder. In this address, I will focus my thoughts on some of the conflicts, responses, solutions, and opportunities before Lutheran universities as they engage students in liberal and professional education. Continue reading An Eloquent and Harmonious Education, Part I→