(Just to see what has been offered)
Using Robert Kagan’s celebrated and timely book, the group will examine the reasons for the growing differences between Europe and the United States. According to Kagan the primary reason for these differences is that while the U. S. has become militarily supreme, as well as economically open and dynamic, European countries, especially such Western powers as Germany and France, have opted for pooling their sovereignty and adopting
multilateral cooperation as the way to secure peace. This is largely because, for several reasons, they have severely truncated their military. This leaves them no choice but to rely on diplomacy and on multilateral expressions of disapproval as substitutes for military action. They have chosen to implement their positions through international institutions like the U.N. and the E.U., organizations that depend on soft rather than hard power.
There is much more to the book, and the purpose of this course is to examine Kagan’s assertions in more detail, determine who agrees or disagrees, and discuss the future World Order.
Last February, C-SPAN's Brian Lamb interviewed the author. In addition to summarizing the book, Mr. Kagan discussed some of his motivation for writing it. Brian Lamb also elicited some relevant personal details from Mr. Kagan. A one-hour videotape of the interview will be shown as part of the course.
This is a short book. It is packed with insights, but not padded. Consequently, this will be a four-session course. Participants are expected to supplement the text with outside reading and to contribute to a spirited discussion.
Jerry is a retired Chemical Engineer and a Registered Professional Engineer in the State of Colorado. "During four years at the University of Pennsylvania’s School of Engineering, a subsequent course in advanced mathematics and over 40 years designing industrial water treatment facilities, I had virtually no time to devote to other areas of interest. I’m delighted that I now have that time and have tried to take advantage of it by facilitating a variety of courses over the last six years."
Most of these courses have been organized around books and/or videos. An exception was a course in jazz, which was assembled from his library of records and CD’s. Jerry has facilitated courses on diverse topics: why some countries are wealthy and others are not, how to apply scientific methods to the humanities, various essays by the political philosopher, Isaiah Berlin, cosmology (the study of the physical universe from
its origins to speculations regarding its possible demise), the failure of Communism, relativity and quantum mechanics, and the joys of mathematics.
"The book I’ve chosen to facilitate during the Academy’s fall session is Robert Kagan’s Of Paradise and Power. It is extremely relevant, dealing as it does with the current disquieting friction between the United States and Europe; it has been widely acclaimed by many (though not all) critics; and it is sufficiently controversial to stimulate lively discussion."
The fragile U.S.—Saudi alliance after Gulf
War II
The pace of change in China
America in a uni-polar world
Old Europe vs. new Europe
Nation-building in Afghanistan: is it a model for Iraq?
Genetically modified foods: Frankenfood or the best hope of the starving?
These and other significant foreign policy questions and challenges face us in 2003 as citizens of America and the world. Join us for eight weeks of lively discussions based upon materials prepared by the Foreign Policy Association in their briefing book, "Great Decisions 2003". Each week’s discussion will be based upon a chapter in the briefing book and any other outside research you care to do (sources are suggested in the briefing book). In addition, we will benefit from guest lecturers and periodic videotapes of panels of international experts. These videotapes were used by the FPA on their PBS series (which does not air in Denver). The price of the briefing book will be included in the course fee. Books will be distributed to enrollees prior to the start of class.
Vivian is a confirmed foreign policy junkie and world traveler. She loves to hear the opinions of others and gain new perspective on issues. She is a skilled facilitator having been trained by and worked with Michael Doyle and Peter Strauss in their worldwide consultancy, Interaction Associates. While with them she specialized in issues involving information flow and management structure. She has also worked with nonprofit boards throughout the United States on similar matters. Locally she has been an active member of the IIE, the Denver Museum of Nature and Science, the Denver Art Museum, and numerous other nonprofit groups. In her spare time Vivian is a project developer for the Allred Architectural Group.
This class involves a three-dimensional art form, architecture, and is a natural successor to the highly successful sculpture course given earlier in the year by this facilitator. We will initially examine the role of architects and the process they follow from initial commission to construction. The majority of our time will be spent reviewing architectural design styles, concentrating on famous and not-so-famous but nevertheless important names. We will have local architects as guest speakers and at least one field trip to see first-hand examples of the process that we have studied. The course will extend over The Academy’s standard ten weeks.
Bob Stark has facilitated a number of adult education classes on a wide variety of subjects: sculpture, race relations, geo-politics, China, theater, etc. His approach to sessions such as these involves a thoughtful combination of information gathered from a broad spectrum of sources. His objective in every class is to encourage spirited discussions and the contribution of experiences and opinions from every student. Before retirement, Bob was a small business owner in the Denver area with a concentration on sales and marketing to architects and commercial designers. He has traveled widely, at one time living in Florence, Italy, for several months while studying the Italian language.
Are European and Islamic Cultures doomed to fight? Some people think so, and some people who think so cite Samuel Huntington to support their arguments. What did Huntington say? In 1993 he wrote an article for Foreign Affairscalled "The Clash of Civilizations?" This article proposed that a nation’s foreign policy was determined more by the culture of its people than by its economic or geographical position. His article provoked an academic and foreign policy storm. Huntington wrote a book to explain his thoughts further. Of late Huntington’s book, The Clash of Civilizations and the Remaking of World Order, has been on many people’s minds because of its prediction of a long-term conflict between Western European countries (which includes the U.S.A.) and Islamic countries. During this class we will read Huntington’s book and discuss it and other relevant writings and ideas.
Background: Keith was born and raised in northeastern Colorado. He studied History at Colorado State College, now University of Northern Colorado, and at the University of Denver. Keith worked in private industry as a program manager and in thepublic sector as a budget and policy analyst and chief of staff. As a man-for-all-seasons, he has facilitated classes on European Culture, Complexity, Plagues, Climate, and Islamic Culture.
Personal Style: Keith prefers discussion type classes. He formulates interesting and highly stimulating questions and makes certain that everyone has a chance to speak. He has the patience, discipline, and intellect to examine subjects at a deep level. He is extremely reflective and well organized.
We hear more and more about Colorado’s fiscal woes. Comments about TABOR, Amendment 23, Gallagher, and senior property tax relief creep into kitchen table and party conversations. What kind of fiscal crisis faces Colorado? Is there really a crisis? What has created the current situation? Can Colorado continue to function well under the current fiscal structure?
This course will prepare participants to answer many questions. A contextual framework for our discussions will be provided by looking at both the historical and theoretical methods of financing the business of a state. This framework will then be compared with the current actual financing structure employed in Colorado.
Much of Colorado’s financing structure is now found embedded in the state’s constitution. Gallagher (property tax), TABOR (Taxpayers’ Bill of Rights, a tax and spending limitation), and Amendment 23 (K-12 educational funding) are three such constitutional provisions. Many believe that these constitutional amendments restrict the budgeting process of the state legislature and limit the ability of this body to fund existing government services and to address changing needs. Others see these amendments as restrictions on an otherwise irresponsible legislature. Both points of view will be addressed and analyzed.
Speakers well versed in various aspects of state financing will address the issues. Jim Kneser and Toni Larson will present the contextual framework and then compare Colorado’s structure to the model. Dennis Gallagher, for whom the Gallagher Amendment is named, will describe this provision and its effect on property tax since its passage in 1982. Toni Larson will present the various provisions of TABOR and Cary Kennedy, a main proponent of Amendment 23, will discuss the reasons for the amendment and how it is being implemented by the state legislature. Jim Zelenski from the Colorado Fiscal Policy Project will describe how we got into our present situation by providing an overview of all the elements that interact in the state revenue and spending equation.
Several groups have formed to study the interplay among Gallagher, TABOR, and Amendment 23. Representatives from some of these groups will present their findings and positions: The Bell Policy Center, the Coffman committee (convened by state treasurer Mike Coffman), the state legislative interim committee, and the League of Women Voters.
The final component of this class will be small group meetings for more in-depth discussion of the problems and possible solutions. What would you do to help Colorado through this particularly difficult period of time? We will share the results of this work with Colorado state legislators before they begin their struggle with this issue during the 2004 session of the Colorado General Assembly.
Complicating any study of Colorado’s fiscal condition is the fact that the last comprehensive study of state finances was conducted in 1959. Attempts have been made more recently to initiate a broad-based study to address significant changes that have occurred in the structure of state financing and changed circumstances. Yet, for lack of a groundswell of interest and resources, these attempts have produced few results.
Dr. Toni Larson has served, since 1985, as executive director of Independent Higher Education of Colorado, a nonprofit organization that conducts the government relations work for Colorado College, Regis University, and the University of Denver. In this position she has responsibility for public policy research, lobbying, and administration. She is also an affiliated faculty member at Regis University. Currently, her main volunteer activities are with the Association for the Study of Higher Education and the National Association of Independent Colleges and Universities State Executives.
Dr. Larson received a B.A. from Colorado College where she majored in English and minored in Zoology. Her Master’s in Nonprofit Management is from Regis University, and she has a Ph.D. in Higher Education with an emphasis on policy studies from the University of Denver. Other positions held previously by Dr. Larson include teaching at the junior and senior high school levels and lobbyist/government relations monitor for the League of Women Voters, the Colorado Environmental Lobby, Girl Scouts, United Way, Colorado Chapter of the National Society of Fund Raising Executives, the Colorado Association of Nonprofit Organizations, and the Denver Center for the Performing Arts.
As a volunteer she has served on numerous Boards. She has also participated in several international programs: Hungary Agricultural Exchange Program, NATO Fact Finding Tour, Soviet Union People to People Tour, a Siberian K-12 consulting project, and Costa Rican and University of Guadalajara Spanish Language Programs.
Globalization is often defined as the accelerating international integration of economics, politics, and culture. After the fall of the Wall in 1989, many authors such as Fukuyama (The End of History) and Friedman (The Lexus and The Olive Tree) predicted great things for an economically and politically integrating world. Sadly, those predictions proved far too optimistic. The international financial problems of 1997 and the riots in Seattle and London in 1999 brought the economic discontents to the surface. Additionally, the growing concerns about worldwide terrorist acts suggest that Huntington (The Clash of Civilizations) was more prescient than we would have hoped. A thorough understanding of the components of globalization is critical for all persons desiring an informed framework for evaluating world events and international economics in these turbulent times.
For ten weeks, we will look at the economics of globalization. Topics will include:
International finance: Are open financial markets the enemy of undeveloped nations or their only hope?
Readings will be copied and provided to the class participants. There will be a materials charge to cover the cost of copying these readings. A book may be assigned, but none has been selected as yet.
The course is designed to be highly rewarding for persons without any economics background. Persons who have taken previous economics classes, however, will find that their prior work will be rewarded with added insight.
Jim has loved the study of economics all of his life. He has an undergraduate degree in economics from Ripon College and a master’s degree (MBA)
in finance from the Wharton School of the University of Pennsylvania. He is also a CPA. His career was devoted to mergers, acquisitions, and speculative markets—all of which call continually for the application of economic principles. Since retiring, he has devoted himself to increasing the level of economic literacy through leading economic classes for adults.
In the past three years Jim has led classes in Microeconomics and Public Policy, Macroeconomics, The Economics of Globalization, and The Euro and the European Union--more than a dozen classes in all. More than 500 participants have attended these classes. In addition, he has made economic presentations in many other classes and has participated as a panelist numerous times. Jim’s classes always fill to a waiting list.
Past participants have written on course evaluations:
Each week we will read and discuss essays from the book The Best American Essays of the Century, edited by Joyce Carol Oates and Robert Alwan, Houghton/Mifflin, MA, 1991. Participants are expected to lead the discussion of one or two essays of their choice from the text and to present a short biographical sketch of the author.
As the editors state in the foreword and introduction, this volume contains none of the "familiar" essays: "that lavender-scented little old lady of literature." Rather, "the ruling idea behind the volume was that the essays should speak to the present, not merely represent the past." Further, "It was the aim of the editors to tell a more or less chronological story of America as the century unfolded, with representative essays from each decade."
The "general theme in the assemblage of this volume has been a search for the expression of personal experience." These essays "are nonetheless significantly linked to larger issues."
From Mark Twain to Saul Bellow, the essays in this volume represent "a history of America told in many voices."
Paula has a degree in English literature. She has facilitated "The Essay" previously and her class members were highly enthusiastic about the comfortable atmosphere that she created. She has had a lifelong interest in theology and psychology, especially Jungian. Through the years she has pursued several courses and readings in the area. Her current passions include The Beatles and the annual sheep dog trials in Meeker, Colorado. For leisure activities Paula enjoys golf, bridge, travel, and lifelong learning.
This is part one of a three-term course. Each section can be enjoyed separately, but the total course is fantastic!
The first five weeks outline the basic premises, especially the concept of Western music as a mirror of the social, political, and religious events and aesthetic ideals of its time.
The second five weeks focus entirely on the Baroque era, beginning with an in-depth discussion of the Protestant Reformation and its impact on the music of northern Europe. In addition to studying the birth and rise of opera, the forms of fugue, passacaglia, ritornello, and concerto will be examined.
During this class we will watch the videotapes of Robert Greenberg, PhD, professor at the San Francisco Conservatory of Music. Greenberg is a master professor. Everyone admires his style and depth of knowledge. Even people who don’t really like music will laugh and learn with him.
(See Clash of Civilizations for Keith's bio)
This is Part I of a two-part course entitled "From Monet to Van Gogh: A History of Impressionism." The second half will be offered in the 2nd semester. The basis of the course is a set of lectures from The Teaching Company, featuring Dr. Richard Brettell from the University of Texas-Dallas. Two sessions will be spent at the Denver Art Museum, followed by lunch. Class members will be strongly encouraged to present a report on a related subject.
The course will analyze an era within the history of art that, with the help of contemporary events, philosophies, and ideas, launched the birth of modernity and changed the way we see the world. The Realist and Idealist movements will be reviewed in order to set the stage for the Impressionists. An examination of the city of Paris during the reign of Napoleon III will explain the importance of art to the city.
Individual painters to be highlighted include Gustave Courbet, Edouard Manet, Claude Monet, Pierre-Auguste Renoir, Camille Pissarro, Paul Cezanne, and Berthe Morisot. Many of these artists worked collectively in the outskirts of Paris painting the same subject and capturing the ever-changing light effects. While many spent time studying nature in bucolic settings, an equal number were attracted to the modernity and urbanism of the city.
Sally taught high school English and French for 9 years. In 1988 Sally was trained as a facilitator with the Junior League of Denver and soon after chaired that committee. She has served as President of four different nonprofit guilds and is a willing volunteer with many service organizations.
She has been described as a congenial, welcoming, organized, and focused facilitator who loves to laugh.
"The work of the Impressionists has always called out to me. When I tour an art museum I readily skip all preceding eras, begin with the Impressionists, then move forward. This spring we spent a month in Europe, including 2 weeks on an Elderhostel adventure in Paris learning about the Impressionists. Taking this trip filled me with an even greater love of these masters. I look forward to watching others increase their knowledge of these delightful works."
If Abe Maslow and Self Actualization are new to you, be ready for an enlightening and rewarding experience. If you already know some of his work, you’ll be reminded of his brilliant contributions and see how they have become integral components of current practices.
The recent reissue of his book Maslow on Management is the basis for our wide-ranging examination of what works and doesn’t work in social interaction. Originally written in the 60’s and now supplemented in a new revision with additional writings of modern business leaders, this work summarizes the seminal and revolutionary ideas of this master of Humanistic Psychology. We’ll review his famous "Hierarchy of Needs," the concept of "self-actualization," and parallel ideas like "Transactional Analysis." We’ll also explore the work of other and more recent experts on human behavior and motivation. We’ll have a guest speaker or two to talk about specialized subjects, and we'll draw on the experiences of class members.
Along the way we’ll be talking about family relationships, motivation, learning, leadership, creativity, ethics, loyalty, altruism, responsibility, and whatever else comes up that stimulates our learning experience.
Milt considers himself a generalist rather than a specialist, bringing interdisciplinary viewpoints from sociology, anthropology and other areas into his teaching of psychology. He holds a Ph.D. and retired from Chicago State University as a full professor. He taught a wide variety of courses in psychology, and has done research in counseling and industrial psychology. After that he was an adjunct professor at Arizona State University, where he devised ways of encouraging student interaction, even in large lecture sessions. He also continued some industrial and personal consulting.
His greatest pleasure is in applying the principles of psychology and related areas of knowledge to the everyday problems of human relationships. The most important thing we can do, "especially as we grow older, is to continue learning. Most of us no longer need degrees and academic credentials. We can take courses for the sheer fun of it, for the interaction, and for the excitement of keeping ourselves alert, alive, and mentally stimulated.
The last of Mozart’s operas, composed and presented in 1791 just prior to his death, The Magic Flute is both the most popular (in Vienna) and least understood (in America) of them all. Opera companies in English-speaking countries typically make drastic cuts in the dialogue in a misguided attempt to make the opera less confusing and to shorten the intervals between some of Mozart’s most enchanting music. In fact, the complete opera speaks to each of us in a very personal way. Some see it as the simple children’s tale that is performed in the U.S. and are quite happy to stop there. Others find allusions to the Enlightenment and Freemasonry, and even anticipations of Freudian theory. Goethe, greatly moved, began immediately to write a sequel, but could find no composer willing to follow Mozart.
Professor Robert Greenberg of the San Francisco Conservatory of Music will guide us through the opera. His eight video recorded lectures will provide the structure for the course while consuming only eight of the 20 class hours. The balance of the time will be devoted to in-depth study and discussion of related topics and musical selections.
Studying one opera for ten weeks will give us the opportunity to view several performances with widely divergent artistic interpretations. We will also compare and contrast stylistic differences of famous conductors and singers. There will be selected readings and an opportunity for individual presentations should anyone wish to volunteer. There will be a materials fee to cover the cost of the copied readings and the Greenberg DVD’s.
In the last year, Jim has led two courses on musical topics: "The Life and Works of Mozart" and "The Life and Works of Beethoven." Both classes have sold out and have been well received. Past participants in his music classes have said on their evaluation forms:
Jim has enjoyed Western high art music his entire life. He has read extensively on the subject and has a considerable library of recordings and video performances. He will incorporate this background and library to augment the eight 45 minute video lectures of Professor Robert Greenberg of the San Francisco Conservatory of Music on the Magic Flute.
In the early '80's, on a dare, Jim conducted the Overture of The Nutcracker on opening night for the Colorado Ballet. Shown above, he is rehearsing with the orchestra.
From A for Athena to Z for Zeus, classical mythology is a treasure trove of unforgettable characters and stories. Professor Vandiver’s videotaped lectures provide an illuminating exploration of Greek and Roman myths. A typical session will include two 30-minute taped lectures followed by class discussion for questions such as "How do cultures illustrate their hopes, achievements, anxieties, and attitudes about life in their myths?
Each participant will be asked to give a report on additional material of his/her choice. Possible subjects include: the family trees of mythology; mythology in literature, art, or music; favorite myths from beyond Greece and Italy; modern myths; mythology and psychology. Topics will be selected and assigned at the first session.
Lecture outlines will be distributed. This class will not have any assigned reading but for those who would like to augment their learning pleasure, Dr. Vandiver recommends several books as "Essential."
Background: Connie has been a speech-language pathologist for over thirty years. She is currently studying the cognitive changes that occur as part of the "rusty brain syndrome" many of us experience as we age. The Principal in Carson Consulting, she also writes for the oncology department of HCA, Inc., the parent company of HealthONE.
Her interest in mythology began in college. Her journey has led her to a Ph.D. in Human Communication from the University of Denver. "Myths have permeated my life. Some I choose to hold dear; many have been discarded; others have taken hard work to willingly reject. I look forward to exploring with others the impact that myths have had on their lives."
Why does the work of an obscure actor-turned-playwright continue to resonate with audiences 400 years later? Shakespeare’s plays were not written as high art, but were the Elizabethan equivalent of weekly TV dramas and comedies, written for the masses. Unlike the plays of his many contemporaries which are forgotten, his plays have been produced, interpreted, and adapted by virtually every generation since his death.
Class time will be spent watching relatively contemporary movies followed by discussion. The course will focus on the enduring human insights that mark Shakespeare's genius. We will review modern productions of Hamlet, King Lear, Henry V, and two comedies to examine the relationships of parents and children, romantic attraction, and struggles for power. These themes are as fresh as today’s news headlines. This is not your high school Shakespeare!
At one time, Connie envisioned herself as the rising Shakespearean scholar of the east coast. After a year in the rare book room of Duke Library she realized that she needed more human contact in her life. She had taken her undergraduate degree from Wesleyan College and master’s degree from Duke University, both in English literature. After pausing for marriage and children, she returned to scholastics in order to earn a J.D. from Denver University. She has practiced commercial real estate law ever since.
Connie is a lively speaker. People who know her appreciate her wit and ready laugh. Because she is a deal maker, she is very inclusive. She is certain to provide an atmosphere where everyone in the group will become engaged in the conversation. Connie is a passionate and messy gardener and is working hard to become a recovering lawyer.