Sophomores, please read me: If you consider yourself a Sophomore in academic year 2021-22 and the IntroSems' VCA shows you in a different cohort (i.e., Frosh or Junior), please make a note of your correct cohort within your statement of interest. It is not possible to change the cohort field in the IntroSems' VCA, but the instructor will see your note when they build their class.
IntroSems quarters and schedules subject to change--check back often. Visit Re-Approaching Stanford for the latest updates on Academic Year 2021-22.
Introductory Seminars for First-Year Students
The Meaning of Life: Philosophical, Aesthetic, and Religious Perspectives
The goal of the course is to challenge the students and the professor through readings and discussions that raise ultimate questions that can get lost in the details of a liberal arts education: Is there such a thing as "the" meaning of life? What is involved in making personal/existential sense of one's own life? What constitutes the good life, lived in society? How can a university education bear upon the search for a meaningful life? What "methods" for, or approaches to, life can one learn from studies in the humanities? This class will be successful if the students and professor decide to examine their own lives. After introductory lectures, we will study a series of paintings and texts drawn from fiction, philosophy, poetry, and politics, all of which bear on our core questions. Possible works include: Monet's Still Life (1862); van Gogh's late Irises (1889); Manet's A Bar at the Folies-Bergère; T.S. Eliot's The Love Song of J. Alfred Prufrock, The Waste Land, and East Coker; Edwin Muir's The Heart Could Never Speak; Philip Larkin's Days; The Allegory of the Cave from Plato's Republic; and Martin Heidegger's What is Metaphysics; Jean Paul Sartre's Nausea; Karl Marx's Paris Manuscripts of 1844; and Ingmar Bergman's classic film, The Seventh Seal.
Students should be interested in unanswered, perhaps unanswerable, questions about oneself, about social life, and about the world at large. In addition, students should have a willingness to investigate, challenge, change, and/or accept the major paradigms that govern one's life; a desire to search for the "radical," i.e., the roots of one's personal and social institutions; and finally, good will and a sense of humor.