Introduction In 2013, the Aspen Institute/Wye Seminars celebrated 30 years of semi- nars. Faculty seminars have been held since 1983; Dean seminars have been held since 2007. Over those 30 years, there have been upwards of 1,000 participants. In order to mark the 30th anniversary of these seminars, the Wye Seminars Advisory Council decided to solicit brief reflective essays from participants, ranging from remembrances of the seminars and reflections on specific readings to assessments of the value of the seminars in participants’ personal and professional growth. Eighteen submissions were received thus far, and we have printed them below. David Rehm Provost 30th ANNIVERSARY ESSAYS Mount St. Mary’s University Member, Wye Academic Programs Advisory Council 1 mental attitudes and ideas about human nature and society. Through Wye Faculty Seminar discussion of modern texts by authors such as Tillie Olsen, Martha Nuss- baum, Martin Wolf, Aung San Suu Kyi, Ayaan Hirsi Ali, Mary Midgely, Amartya Sen, Edward O. Wilson, Edward Said, Samuel Huntington, By David Townsend, PhD, JD* Constance Buchanan, Ella Baker, Lee Kuan Yew, Richard Rubenstein, Robert Bellah, Ralph Ellison, Studs Terkel, and Vine Deloria participants confront the profound and interdependent issues of our own time. For 30 years, the Wye Faculty Seminar, cosponsored by the Aspen Wye Faculty Seminar participants report that as a result of the Sem- Institute and the Association of American Colleges and Universities, has inar they are better equipped to teach effectively and to build relation- enabled college and university faculty from all disciplines to relate their ships with colleagues, students, and communities that are meaningful teaching to broad issues of citizenship in American society and the global and supportive. As teachers and leaders, they are more confident in their polity. Over 1000 faculty members have been nominated by their insti- ability to participate in the type of discussion that offers guidance, espe- tutions and have joined us on the shores of the Chesapeake Bay. Several cially in turbulent economic and social environments. participants have repeated the seminars over the years, some faculty Participants in Wye Faculty Seminars are nominated, sponsored, returning as administrators. and generally funded by their Chief Academic Officers or Presidents of The Seminar addresses a compelling need of college teachers: to probe the colleges they serve. In addition to the Wye Faculty Seminar, there fundamental questions of civic engagement across disciplines, centuries, is now an annual Wye Deans Seminar and periodic Wye Seminars for and cultures. The Seminar serves to empower faculty to play a more Presidents. Many participants have testified that Wye Seminars are central role in the intellectual community on their home campuses and life-changing experiences. to exercise the strong sort of leadership that comes from a deeper, more reflective grasp of fundamental values. Using classical and contemporary texts and led by highly skilled mod- erators, participants in the Wye Faculty Seminar focus on issues such as individual rights and responsibilities; the public purposes of education in a free society, the goals of a democratic republic, the virtues of freedom and equality, and the nature of a good society. These issues are exam- ined in the context of global challenges in an emerging global society beset by rapid economic, technological, political, and social change and serious environmental upheavals. Through a free discussion of classical writings by authors such as Plato, Aristotle, Confucius, Machiavelli, Hobbes, Locke, John Winthrop, Rousseau, Adam Smith, Thomas Jefferson, John Adams, James Madison, David Walker, Susan B. Anthony, Abraham Lincoln, Frederick Douglass, John Dewey, and Martin Luther King participants examine the funda- *David Townsend, PhD, JD is Tutor and Senior Advisor for Seminars at St. John’s Col- lege and the Aspen Institute. He is an alumnus of the Wye River Seminar Class of 2009. 2 3 the scenes and roles, with the student affairs colleagues left to negotiate for parts and participation, and the two groups luckily brought together The 2001 Wye Deans Seminar through the skills of a talented director-leader to create a tellingly enjoy- able ensemble performance. “Antigone” became synecdoche among the By Kristine Bartanen, PhD* student affairs deans as we returned to our home campuses to observe di- vides, to work through challenges of being brought late to decision-mak- ing tables, and to share experiences of collaborative achievement in the In July 2001, the Aspen Institute tried a noble, short-lived experiment months that followed. We continue to understand cryptic email messages by inviting Deans of Student Affairs to participate concurrently with which say: “Antigone visited my campus today.” faculty members in a “Student Citizenship in the College Communi- That said, the seminar readings, films, discussions and drama were ty” seminar at Wye River. As one of fourteen deans of students in this powerful. As I review my now dozen-year-old notes, I am struck by how inaugural group (with the perspective in 2001 of having come to stu- timely our observations and questions remain: What independences dent affairs from the faculty, and with the perspective in 2013 of having are our students declaring? How do they hear what college leadership returned to “the other side” as a chief academic officer), the seminar was is declaring? What are the threads of stewardship in our leadership? – and remains – a provocative, powerful and aspirational professional How do we maintain our individual voices while serving as institution- development experience. al leaders? We worried about the efficacy of the Constitution in light of In a period in which, on many of our campuses, visions for strength- new forms of communication; while “netiquette” for chat rooms and ening the academic-residential (or academic/co-curricular) dimensions surprises of dailyjolt.com have been superceded by newer generations of student learning were beginning to gain hold, a striking – and ulti- of social media, questions about interpersonal conflict resolution in mately quite provocative – component of the 2001 event was that the faceless interactions, response to electronic forms of hate speech, and faculty and student affairs seminarians met and were housed separately, institutional identity in an open access age persist. How do we create with four dinners in common over the week. This “divide” surprised campus commonwealths? How has University of Phoenix forced liber- some of us, given the importance of collaborative creation of citizenship al arts colleges to define and cogently express who we are and why our that is essential for campus communities. Granted, meeting separately missions are vital? How are we assessing and articulating the benefits of allowed space for heartfelt narratives, occasional rants, and uplifting self-governing, living-learning communities? We struggled with how to humor about the challenges of “second-class citizenship” felt (to various keep students and faculty members engaged in the democratic processes degrees, at various times) among student affairs professionals relative to of our campuses. We talked openly about how to forward questions of college faculties. Some faculty seminarians asked deans, “What are you diversity in the face of institutional racism, with concern that if we could reading?” as if the Aspen curriculum would somehow need to be differ- not inspire insight and action within colleges and universities then how ent, or less challenging, for us. The capstone production of “Antigone” could such discussions and reforms ever occur in broader venues. We proved to serve as metaphor for our common challenge: communication benefited from the social diversity of participants around the Houghton mishaps regarding what we understood to be a joint production of the House table, wise voices who raised questions such as: Where is femi canonical drama resulted in the faculty seminarians having chosen all nism on the campus? What is a female patriot? How do we address – as a social issue, not merely an individual struggle – the heartbreak that *Kristine Bartanen, PhD is the Academic Vice President and Dean at the University of the second largest cause of adolescent death is suicide, and that sexual Puget Sound. She is an alumnus of the Wye River Seminar Class of 2001. 4 5 identity is a major factor in that lonely truth? What is the fear deeper than offending someone different from ourselves, the fear of the heart of dark- Inspired by the Wye River Seminar ness within us that denies racism or white privilege? We wrestled with how to help students vividly imagine the different, to more effectively By Mohamed S. Camara, PhD* move them from spectators to participants, to engage their partnership in achieving social justice, to help them find their callings even as we contin- ue to find our own. In the summer of 2011, I had the good fortune of participating in the “Student Citizenship in the College Community” remains an aspira- Aspen Institute’s Wye River Seminar. The experience of that academic tional touchstone in many respects. I returned home in July 2001 with gathering has impacted my professional outlook in a variety of ways hopes of finding the time and space to teach a first-year seminar course and I address one of them in the present essay. Inspired by the readings on the citizenship theme; my particular target audience would be (the on and discussion of the topic “Citizenship in the American and Global verb tense is revealing) those first-year transfer students who join the Polity,” I recently develop a 400-level Humanities undergraduate seminar campus in January when so many friendship groups and interaction pat- around the topic “What Is a Free Society?” terns are already well-established. In these reflections, I am reminded of The course is designed to examine the question from the triple the warmth of colleagueship shared in occasional meetings-up with some perspective of Political Philosophy, Ethics, and Political History. Sec- of the deans-seminarians, even as some of the wise questions they posed ond-order questions embedded within this enduring question include continue to be less than fully answered: Can you articulate why your cam- the following: Is there such a thing as absolute freedom or does freedom pus would be a good community for a student of color? How do we ed- owe its quintessence to some inherent relativity? Are justice and freedom ucate for 75 years in the future? In re-reading my notes, I find reminders synonymous with one another or are they alternately one another’s cause to bring into creation of a leadership cohort program that my academic and effect? What is the value of individual freedom in a communitarian and student affairs colleagues are working on at present. While the book society and what is the value of collective freedom in an individualistic and film list on the final page in my folder is not yet fully read or viewed, society? Can separation of religion and government be meaningful with- even in brief annotations there I find ideas for the Martin Luther King, out dialectic equilibrium between freedom of religion and freedom from Jr. remarks I need to prepare in the coming days. While I have the good religion? Can a nation be a free society while oppressing another? Are fortune to be an academic dean who has been both a dean of students and “universal human rights” universal by the necessity of their own nature a faculty member, and to be part of a legacy of ensemble in producing or do they acquire meaning only when considered from the standpoint the academic-residential community of my campus, I am still motivated of each culture to which they are to be applied? In other words, how to to a new year’s resolution to insure that student affairs professionals have balance moral universalism and cultural relativism in our globalizing timely and considered voices at deliberative tables. I aspire to continue to world? achieve goals that the Wye seminar powerfully provoked. In addressing these questions the course reflects intellectual plural- ism and balance in that it explores the philosophical conceptualization of “freedom” and “free society” both in Western and non-Western *Mohamed S. Camara, PhD is an Associate Professor in the Department of Humanities & Social Sciences at Embry-Riddle Aeronautical University. He is an alumnus of the Wye River Seminar Class of 2011. 6 7 traditions. It scrutinizes the formulation of normative values and their theory of natural law and explores the notion that humans are naturally incorporation into the moral, legal, and political doctrines that have un- endowed with the right to be free and that society has the divine-ordained derpinned Western and non-Western civilizations, respectively. Further- ethical obligation to uphold these rights such that individuals will lead a more, the course explores the ways in which the multifaceted historical life of moral goodness, which, in turn will enable nations to be free soci- encounters and interactions of these civilizations generated Universalist eties. For reasons of methodological efficacy and historical accuracy, the principles of freedom and liberty. Additionally, it examines the extent to systems are grouped into the following sub-units: Hindu and Confucian which Western and non-Western civilizations agree upon particular as- Traditions; Jewish Tradition; Christian Tradition; Islamic Tradition; and pects of those principles within such frameworks of global governance as African Traditions. The comparative study is informed by these works: the Universal Declaration of Human Rights (UDHR) and the Charter of Aquinas Political Writings, edited by R. W. Dyson; Medieval Islamic Philo- the United Nations, as well as the possible causes of their disagreements sophical Writings, edited by Muhammad Ali Khalidi; The Hindu Tradition, upon others. edited by Ainslie T. Embree, as well as the writings of African thinkers, The intellectual rationale of the course rests upon the fact that such as Kwame Gyekye, dealing with African indigenous views on free- throughout recorded history freedom has meant different things to dif- dom, justice, and duty. ferent contemporaneous societies and, in many cases, to the same society In Unit Two, “Enlightened Freedom as a Rational and Humanistic at different epochs of its history. No civilization has had a monopoly over Aspiration,” the focus is on the reconceptualization of freedom during the the ideas of “liberty,” “equality,” and “justice,” all of which are central to era of Western Renaissance and Enlightenment. The discussion consid- the notions of “freedom” and “free society,” even though self-righteous- ers the impact of the emerging primacy of cognitive rationalism over ness causes each to self-proclaim the champion of them. The course religious dogma and that of moral humanism emphasizing free will over addresses the fact that from ancient times to the present these noble preordained norms as the guiding light for individual responsibility and ideas have been claimed and proclaimed by theologians, philosophers, collective duty. Here the debate revolves around ground-breaking works and politicians alike. That includes in societies as different as Imperial such as Thomas Hobbes’s Leviathan, John Locke’s Two Treatises of Gov- Rome and Democratic Greece; as Ancient Egypt and Islamic Arabia; as ernment, Immanuel Kant’s Groundwork of the Metaphysics of Morals, and Revolutionary France and Apartheid-ruled South Africa; and as Capital- Jean-Jacques Rousseau’s The Social Contract. The discussion in this unit ist America and Communist Russia. The course demonstrates that what scrutinizes the importance accorded to the notion of moral propriety as a have greatly differed throughout that long history are the ways in which reciprocal behavior among the citizen, society, and the state as expound- each culture endeavored to implement its interpretation of the noble ed in Immanuel Kant’s theory of categorical imperative and John Stuart ideas under consideration. Mill’s preoccupation with “the nature and limits of the power which can The course is structured in four units, each exploring a core theo- be legitimately exercised by society over the individual.” retical system that epitomizes the dominant philosophical approach to In Unit Three, “Freedom, Justice and Equality: A Contemporary Perspec- freedom for the corresponding historical period or periods. In Unite tive,” the course examines the dialectical interdependence of freedom, One, “Freedom and the Divine: Ancient and Medieval Perspectives,” a justice and equality, as theorized by selected contemporary political comparative scrutiny is done of the ways in which different major world philosophers. Thus, the discussion here is primarily informed by Robert systems of socio-religious beliefs envisaged freedom from ancient times E. Gooding and Philip Pettit’s insightful anthology, Contemporary Political through the sixteenth century C.E. With the works of thinkers such as St. Philosophy, to be complemented by John Dewey’s Freedom and Culture; Augustine and St. Thomas Aquinas this unit incorporates a study of the John Rawls’s A Theory of Justice; Andrew R. Cecil’s The Foundations of a 8 9 Free Society; and John Stuart Mill’s On Liberty. Lastly, in Unit Four, “Toward Globalization of Ethics?” the course Becoming Lucid, Knowing Wye: deliberates on the ongoing debate relative to the idea that contemporary The Impact of the Wye Seminar on Two Colleagues globalization has been implicitly strengthening moral universalism and and a First-Year Seminar at Lesley University challenging cultural relativism. The course explores morality and univer- sality in Jewish thought with Michael Waltzer, globalization and Christian By Liv Cummins ethics with Max Stackhouse, Buddhism and the globalization of ethics and with Peter Nosco, Muslim perspectives on global ethics with Muhammad Bryan Brophy-Baermann, PhD* Khalid Masud, and Confucian perspectives on ethical uniformity and diversity with Richard Madsen. It also examines Mark Murphy’s notion of natural law and common morality and Kimberly Hutchings’ feminist As a theater artist, I’m used to collaborating: I love talking through perspectives on a planetary ethic. ideas with others, working toward a shared goal, creating something new from more than one perspective. But in my teaching, I have felt isolated: faculty, for the most part, plan courses alone, teach alone, and remain primarily ensconced within their discipline. There’s no structure for co-teaching in place, at least not at Lesley University. Beyond that, most faculty are far too busy to sit down and have a conversation, much less work on a course together. They want to – faculty respect and like one another tremendously – but it just doesn’t happen often. Despite this and other challenges, a new collaborative initiative is being born at Lesley: the Lesley University Core InterDisciplinary Seminar, or LUCID Seminar, draws on the expertise of a team of faculty across disci- plines, exploring one “big” idea through many contexts and myriad texts, including classic and contemporary books and essays; fiction; poetry; and visual “texts,” including film and photography. LUCID’s mission is to engage first-year students and faculty in collaborative learning and critical inquiry of challenging questions about ourselves and our world. My colleague, Bryan Brophy-Baermann, Asst. Prof. of Political Sci- ence, and I are co- Coordinators of LUCID. We come from vastly dif- ferent areas of study and had never had a “real” conversation until given *Liv Cummins is an Assistant Professor and Director of the Humanities Internship Pro- gram in the Department of Drama and Creative Writing at Lesley University and Bryan Brophy-Baermann, PhD is an Assistant Professor of Political Science and the Social Sciences Division Director in the College of Liberal Arts & Sciences at Lesley University. They are alumni of the Wye River Seminar Class of 2011. 10 11 the chance to do so at the Wye Seminar in 2011. Now, everything has egos at the door.” But in practice our group seemed to take this advice changed: now, we are becoming LUCID. further with a silent commitment to treating the texts, one another, and our time together with great care and even dignity. (Apparently, we took *** Confucius, an early reading, to heart!) We also had plenty of laughs. I have never been a part of such a thoughtful group where we could pas- In July 2011, I was coming off a disappointing year as Lesley’s Core sionately disagree, listen to argument, and come to a new understanding Curriculum Committee Chair. Some veteran faculty opposed curric- while maintaining our respect and humor. Here were educators in true ulum changes, making free exchange of ideas difficult. Being new to collaboration, renewing my hope for more productive interaction among Lesley, and to life in academia, I believed the university was THE place faculty at my university. for honest dialogue among open-minded people. Soon I began to dread Bryan found diverse opinions in his section as well, and he saw some conflict-filled faculty meetings. When I submitted our committee’s final patterns: “On one axis, I saw the more realist/empirical perspectives report of recommendations – which included an interdisciplinary, team- from the economist, the political scientists and the historians versus the taught, First-Year Seminar –, I didn’t believe they would come to fruition. more idealist/literary perspectives on the other. The first group looked at So, that July, I didn’t know what to expect from Wye, but I hoped it would the facts of a document; the second group was more likely to read be- be a place full of interesting people, and that I would come away feeling tween the lines and interpret the deeper meanings. On a second axis, renewed. I saw the pessimists versus optimists. These groups often overlapped During my frustrating year heading the Core Curriculum Committee, with the first pair, respectively, but not completely: there were optimistic Bryan was in his first year at Lesley, getting acclimated. He saw the call empiricists and pessimistic literary theorists. This wide range of perspec- for applications to the Wye Seminar: “A week exploring the notions of tives really opened my eyes to just how malleable meaning can be,” he liberal arts education ‘today’ intrigued me,” he says. “As shifts in culture, writes. advances in technology, and economic exigencies pressure us to rethink What resonated most with Bryan, though, was “playing the role of how we approach the meaning and usefulness of higher education, we student again. It has been a long time since I have been, literally, in the are often playing ‘catch-up,’ reacting to what we believe is going on with chair of a student: not knowing what the moderator is going to ask, not our students. It is rare that faculty have the opportunity to sit with peers knowing what my colleagues are going to say or how to respond without to probe the vital ‘what?’ and ‘why?’ questions of education,” he explains. my ‘expertise,’ feeling the pressure of being adequately prepared, being a We both hoped that Wye would provide a free exchange of ideas. We bit nervous about airing my thoughts among a group of people I didn’t were not disappointed. know well. All these unknowns made me realize how intimidating a rig- At Wye, what struck me was my section’s group dynamic and diversi- orous, discussion-oriented, seminar class can be. This has led me to be a ty, with faculty from across the country, the world, representing a range bit more forgiving, less intense, more supportive, and less controlling in of disciplines, including nursing, philosophy, history, political science, the classroom.” meteorology, international business, and teacher education, among At Lesley that fall, discussions recommenced around a recommen- others. The breadth of backgrounds and expertise in the room helped us dation of our Core Curriculum Committee: an interdisciplinary, team- consider texts and ideas from myriad perspectives, with no one person taught First-Year Seminar. Two colleagues and I – each from different dominating. Joanna Tobin, our able moderator, made sure all voices were disciplines – created a course: Contemplating Courage. Team-teaching heard; we were encouraged from the get-go to “Park {our} expertise and was hard work, but enriching. Ironically, it seemed what we were teach- 12 13 ing our students – courage – was what we needed to practice ourselves to sections – is unified by common Learning Outcomes, assignments, and teach this course: to step into uncertainty to allow growth to take place. large-group, team-taught plenary sessions. At Wye, we were teachers and Being outside our disciplines, we relied on each others’ instincts and learners, from many backgrounds, interrogating global issues of our time ideas rather than our own. It was exciting and inspiring for us and, more as well as timeless questions of ourselves. importantly, our students. I realized that constructive exchange of ideas If the LUCID Seminar looks anything like Wye, we’re on the right among faculty could happen – not only in an ideal setting like Wye, but track. at my university. Bryan followed the development of the Courage course and the possi- bilities of a first year seminar “from a bit of a distance,” he explains. “Most discussions on these weighty subjects get side-tracked into predictable conflicts in our school meetings. I knew that the only things that were going to get done were the things that a core group of committed people were willing to do, to sacrifice for.” I asked a few faculty to start sharing ideas about a First-Year Seminar. What did we learn from the Courage course? What were other schools doing? Bryan got involved, and we developed a strong connection, sur- prisingly, perhaps, because of our distinct academic backgrounds. For him, “the Wye experience broke down the wall between the fine arts and the social sciences that I had imagined, if not actually seen, all my life. I would never have predicted that the richest discussions I would have in the eighteen months following Wye about teaching and the world around us would be with a theater professor. How interesting and how fun! This “real life” experience solidified the practice I had at Wye, and reaffirmed for me that I needed to think differently about facilitating learning in my courses.” Interdisciplinary thinking and learning, “Big” ideas, even what it means to be an “educated person” – this was what I’d always thought it meant to live a life in higher education. We were becoming a community of learners, as we’d been at Wye. I didn’t realize until now how much I’d missed collaboration in my teaching, or, more importantly, how vital it seemed. Bryan, too, saw the significance of being part of “a large group of faculty from across the college, talking about the importance of teach- ing—and how we challenge ourselves to be better.” The Lesley University Core InterDisciplinary Seminar, or LUCID Sem- inar, was born, a cross- University program. Drawing on a diverse group of faculty from all areas of study, LUCID – one course with eighteen 14 15 family obligations. Many become lost without proper administrative and Citizenship in the American and Global Polity: financial support. Massachusetts state colleges and universities remain at Wye Faculty Seminar at the Aspen Institute the mercy of the state budget, pleading for resources like a dependent and neglected child. Education should be the great leveler of privilege and the gateway to good citizenship. And yet, as my colleague Brad Austin By Andrew Darien, PhD* so often reminds me, we work at a public college in a state that values private education. Faculty at Salem State find themselves inundated with responsibilities, “I mean that they remain in the upper world: but this must not be scrambling to juggle a heavy teaching load, advisement, committee work, allowed; they must be made to descend again among the prisoners in community outreach, and scholarship. The demands of the semester, the den, and partake of their labors and honors, whether they are worth for both student and faculty, are so great that it is easy to lose sight of the having or not.” higher purpose in which we are engaged. There are times when I feel as if --Plato, “The Allegory of the Cave,” The Republic, Book VII I am more of a worker of the college than an historian, academic, edu- cator, or intellectual. Teaching can be inordinately gratifying, but there I often think with great reverence about Salem State College as a are moments in which my mind, body, and spirit ache for nourishment, people’s institution. One of the college’s most distinguishing features a reminder of what I loved a being a student and why I became a history is its ethic of openness, democratic opportunity, and student support. professor. I never aspired to live in an ivory tower, but visiting one every Although Salem State students generally do not come from privilege, now and then has its virtues. teaching here feels like a privilege. Every semester I am blown away by In 2010 I had the honor of being one of twenty-five national facul- the life stories of students who overcome herculean financial, social, ty members elected to participate in the Wye Faculty Seminar at the familial, and personal hurdles to pursue higher education. Our history picturesque estate of the Aspen Institute located on Maryland’s Ches- majors are especially impressive, seeking education not as a mere utili- apeake Bay. The seminar consisted of a week-long series of facilitated tarian vocational exercise, but to fulfill an intellectual curiosity about the discussions drawing on primary texts from antiquity to the present, both past and the human condition. I am heartened by, and remain deeply western and global. For one week we roamed the classic works of litera- committed to, the college’s self-identified mission to “provide a high ture, philosophy, and history, and debated their meaning from our own quality, student-centered education that prepares a diverse community of disciplinary and political perspectives. Our focus was on citizenship learners to contribute responsibly and creatively to a global society, and in the American and global polity, examining texts from Machiavelli to serve as a resource to advance the region’s cultural, social, and economic Madison, Socrates to Said, Confucius to King. development.” The seminar challenged us to question some of our fundamental as- Teaching at a people’s institution in the Commonwealth, however, sumptions in our personal philosophy, politics, and pedagogy. How have means paltry resources, crumbling facilities, subpar technology, and the world’s greatest thinkers conceived of our responsibilities as citizens? limited administrative support. Our students already endure the pres- What is good government? What is the essence of human nature? How sures of attending school full-time while shouldering heavy work and do we create the conditions which can bring out the best in humani- *Andrew Darien, PhD is an Associate Professor in the Department of History at Salem ty? We discussed the many dimensions of the texts, the tensions within State University. He is an alumnus of the Wye River Seminar Class of 2010. them, and the implications of them for our own day. This was just my 16 17 kind of academic meal. Some of my friends joked that I was going to How pleasantly removed this was from using my Clipper Card to purchase nerd camp. For me, it was intellectual nirvana, a spa for the mind. an angry Chartwells sandwich to be frenetically consumed at my desk in It had been ten years, dating back to my doctoral work at New York the brief respite between classes and meetings. My Aspen evenings were University, since I had engaged in this kind of deep contemplation and in stark contrast to the usual fare of cooking dinner, bathing my children, uninterrupted dialogue with fellow academics. The seminar reminded reading Harry Potter, and then providing menacing glares at the boys as me of my early days at NYU in which my fellow graduate students and I, they come out of their rooms with impish grins in multiple infractions of free from responsibility, had the privilege of fellowships that afforded us the bedtime curfew. This was an escape to be cherished. One could not the opportunity to study history as a full-time endeavor. In addition to but help fantasize about what it might be to live with permanent pam- structured class seminars, our conversations spilled out into bars, coffee pering. It is a guilty pleasure to imagine living like a Greek philosopher, shops, and diners. But even that experience was not without its perils. supported to inhabit in the world of ideas. So much of graduate school was filled with anxiety about one’s status As an avid runner, I was especially appreciative to sort out my thoughts in the program, doubting of one’s intellectual heft, posturing relative to while frolicking along the country roads. I always do my best thinking one’s peers, and constant worrying about the absolutely brutal academic while my body is on automatic pilot and toxins are spilling out of my job market. pores. As an urban resident, I felt particularly fortunate to be at Aspen The beauty of the Aspen Institute was that its sole objective was where I could glide through the placid country landscape. It was quite contemplation, which liberated the participants from professional and easy, for a time, to forget the demands of teaching, researching, advising, academic agendas. My cohorts were seasoned and accomplished faculty administration, and other responsibilities. But reality has a way of intrud- from a multitude of disciplines and institutions, secure enough in their ing upon one’s bliss. After a while it was difficult to ignore the fantasy of careers to check their egos at the door. For one week we could forget our existence. about our teaching, research, and administrative commitments and Following an especially long run in the afternoon of my third day at the simply contemplate ideas. This was a genuine community of scholars Aspen Institute I sat doubled over in gleeful exhaustion on the steps of the sharpening their skills of cooperative conversation and collective intel- Wye House. As I got up and turned to take in the stunning Georgian and lectual engagement. Each morning we would spend four hours discuss- Federal Architecture of this U.S. National Historic Landmark, it suddenly ing five or six readings common readings related to citizenship. How dawned on me that I was residing at a former plantation. The gorgeous fascinating it was to listen to a criminologist make sense of Hobbes’ estate upon which we were so privileged to stay had been built on the Leviathan, a military historian riff on Thucydides Peloponnesian War, or backs of slave labor. During its peak, I would later learn, the plantation a religion scholar interpret David Walker’s Appeal. surrounding the house encompassed forty-thousand acres and was home The Aspen Institute encourages scholars to nurture their bodies and to more than a thousand slaves. The property is still owned by the descen- spirit as well as their minds. Each morning’s seminar was followed dants of its original owner, Edward Lloyd. Frederick Douglass spent a few by quiet time for reading and reflection. Our afternoons were free for years of his life on the plantation, and would later write in his autobiogra- swimming, biking, walking, running, or canoeing. The Wye River com- phy of the brutal conditions there. To make matters more uncomfortable, plex is a stately setting along the Eastern shore of Maryland, surrounded many of the current service workers at the Aspen Institute were deferential by wooded preserves, green pastures, and bucolic farms. The Institute and “respectable” African-Americans under a predominantly white man- housed us in comfortable rustic cabins, treated us to gourmet cuisine, agement. and encouraged us to gather socially for each evening’s cocktail hour. How ironic that our seminar had just read an excerpt from Douglass’s 18 19