I . BEGINNING OF THE PROJECT: GATHERING AND ORGANIZING

A . Inquiry into a topic of your Interest

B . Read on that topic (Previously done: Right choice?)

C . Participation here & throughout by all in all elements

D . Think about a Proposal within the Topic

E . Thesis: After Thought & Feed-back, a Provisional Proposal

 

II . MIDDLE OF THE PROJECT: READING, RESEARCH & WRITING (The Tools)

A . Finalized Proposal: States and explains the topic & thesis

B . Note-Files: (Computer or Card): A MOST IMPORTANT TOOL!

1 . Primary Sources: Evidence responds to the thesis

2 . Secondary Sources: Authorities have had their say

3 . Integrate all Your ideas throughout as they stimulate: THINKING IT THROUGH

C . Literature Review: Historiographical Spectrum which analyzes scholars work already done, the differences in those ideas, methods and conclusions, shows the major issues.

D . Chronology: Keeps significant events in order; Keeps us Confident. (Clearly optional)

E . Major Outline: Contains, in logical order, All links to All of the Project (more than will be in the finished Project....)

1 . Presentation of Evidence: Your Response to the Thesis

a . Critically Interpret each piece of Evidence/Source

b . Appropriate manner of writing/presenting each piece

2 . Each piece of evidence fits only as you explain it

F . Short Outline: One Page Arranges the Long Outline so that Beginning, Middle and End are all before you.

G . Topical Essays: Explain Areas of Inquiry; create context

III . LATTER STAGES OF THE PROJECT

A . Thinking, Organizing, Writing, Editing, Reading, Re-Thinking, Re-Organizing, Re-Writing, Re-Editing, Re-Reading Re-Searching

B . Bringing it to a conclusion, finishing

C . Complete & accurate Citations & Bibliography

IV . RESULTS OF THE PROJECT: AFTERWARD

A . You have established yourself as an expert in One Field

B . Deep Thoughts open new pathways for Deeper Thinking

C . The Form of Scholarship is Understood & Under Control

D . Seneca: "We learn by teaching," or Learning How to Learn

1 . Tools of Learning in your possession (Dorothy Sayers): One of the few things No One can take away

2. Freedom of researching ANY side in the 'mix' -- Abelard's Sic et Non

E . Learning, Thinking, Communicating -- to more & better

F . Hobby, Job, Vocation--You know how to begin

G . Finally To Life! Jasper Jumpshot's reason: Life of the Mind

Here it is: 390/490 in a nutshell:

      To conclude these first readings: the main point of this seminar is not just to pull together everything you already know (but that is an important part); nor is the main point of this course to learn a great deal about a particular subject (also very important!); nor is the main point to deepen your abilities to research serious questions and then communicate that learning (yes, important too); nor is the most important aspect centered in this small class-journey joined together on a quest of an ordered-disciplined-focused thesis project before us all -- all that and more, yes. But. The main goal of mine is a hope. A hope that as you go through your life, from job to job (statistical average American goes through 4.4 major occupational changes in one lifetime) the skills we review, learn, hone in the seminar will help you learn these new jobs well and easily, AND give you a "life of the mind" outside jobs that will help you (and me) keep finding the fun -- the joy -- in active grey cells and so reduce the stress/problems/number of therapy sessions as we go from this, and to that, over the next years.

       The Life of the Mind, and its close friend, "The Party of the Mind", might not answer all ultimate questions in and about life, but they can help much in themselves in so many ways, and can point to more beyond and besides.

       That's my hope for 390/490.  Cheers, mm