22nd Annual Conference Announcement and Registration
The Association for Core Texts and Courses (ACTC)
Twenty-Second Annual Conference
Theme: Tradition and Renewal: Continuity and Change in Core Text, Liberal Arts Programs?
Oglethorpe University Core Program
Mercer University Great Books Program and McDonald Center for America’s Founding Principles and Samford University Core Texts Program
Thursday, April 14 – Sunday, April 17, 2016
Atlanta Marriott Perimeter Center, Atlanta, GA
Plenary Speakers Thursday through Saturday: Ann Hartle, Professor, Department of Philosophy, Emory University, author Michel de Montaigne: Accidental Philosopher; Peter Lawler, Professor Political Science, Berry College, author of Allergic to Crazy: Quick Thoughts on Politics, Education and Culture, Rightly Understood; Miguel Tamen, Director Programa em Teoria da Literatura, Universidade de Lisboa, author What Art is Like, In Constant Reference to the Alice Books; Richard Kamber, President of ACTC, College of New Jersey. One other speaker to be announced
Sunday, Business Meeting, open to all.
Hotel reservations: See below.
ATTENDEE PROPOSAL SUBMISSIONS: Registration and Proposals are entered through the Online Conference Registration Form at the bottom of this page. Each proposal—paper or panel—must include name(s), institutional affiliation(s), mailing and email addresses, and phone contact number(s) of presenter(s). All proposals should include paper title(s) and a one-paragraph abstract. PANEL PROPOSALS should organize a panel of specific presenters with a title for the panel. No more than two panel members from the same institution may be present on one panel, but panel proposals with only two presenters are welcome. ACTC will form panels out of individual submissions or complete panel submissions. THE PROPOSAL DEADLINE IS DECEMBER 31, 2015.
All potential conferees are welcome to contact the Executive Director of ACTC, J. Scott Lee, with questions about panels and proposals: email@example.com.
ACTC papers are short (seminar-essay style, 5 pages, double-spaced), treat one core text for at least ¾-1 page, and develop the conference theme. The usual presentation time allotted to each paper is 12-15 minutes. Lively liberal arts discussions are a mark of ACTC conference panels. Thus, papers tend to range over theoretical considerations, particular interpretations, and classroom or programmatic practices—often involving all of these. Panel proposals should bear these characteristics in mind. Scholarly papers (up to 10 pages) may be submitted for publication in our selected proceedings after the conference, but only 5-page papers may be read at the conference. For publication criteria, see: http://www.coretexts.org/actc-publications/.
More than 200 openings will be available for paper presentations. While the submission of a complete paper is not required for acceptance on a panel, every attendee whose paper proposal has been accepted is expected to come to the conference with the completed paper.
Submission of your paper or panel proposal, or simply your intention to attend the conference, may be done through the ACTC website at www.coretexts.org.
VOLUNTEERS FOR PANEL CHAIRS will be happily accepted. If you wish to volunteer, see the Online Registration Form, below. Only organizers of panels may serve as chairs and presenters at the same time; all other chairs may not present on the same panel.
Tradition and Renewal, Continuity and Change in Core Text, Liberal Arts Programs
Since its founding in 1994-95, ACTC has grown from 33 attendees to conferences with as many as 400. We have seen institutional participation rise from 23 institutions to as many as 180. ACTC draws from around the world. Original and founding members still attend and, every year, new faces add luster and innovation to ACTC Annual Conferences. Recognizing that ACTC has the advantage of drawing upon world civilizations’ artistic and scientific resources from ancient to modern times, ACTC and its sponsoring and co-sponsoring institutions call upon attendees to reflect upon Tradition and Renewal, Continuity and Change in Core Text, Liberal Arts Programs and courses.
What does the future hold for core text courses and programs? How do the rising generations see the recruitment, development, and enculturation of faculty in core text programs for the next 25 years? What kind of leadership, what kind of cooperation, what kind of understanding of core texts will be required to rejuvenate and to reshape the next generation’s core text, liberal arts education? What mentoring of the rising generation should take place? What legacies does this generation want passed on and by what means?
Core text programs are, of course, steeped in continuity of texts and of appreciation by faculty of a wide diversity of disciplines, institutions, and cultures. This appreciation includes the resources and depth of the world’s great civilizations — the West including Native American and African-American traditions, Islamic and Middle Eastern, African, Indian, Chinese-Japanese civilizations. No less important are the world’s great religions — Christianity, Islam, Buddhism, Hinduism, Judaism, Sikh, Bahai, Jainism, as well as atheism. Centuries-long histories of arts and sciences inform not only today but the future, and the great ways of organizing humanity politically have historical resources for shaping tomorrow’s world. All of these traditions have in some ways contributed to core text programs. What will or should be carried forward?
We see many programs and courses have (perhaps) radically changed over the course of the last 25 years. Who would deny that core text programs have benefitted immeasurably from the addition of authors such as Sappho, Hildegard of Bingen, Christine de Pizan, Austen, Morrison, De Bois, Douglass, and King? What program has, at least, not considered the benefits of adding Confucius, the Bhagavad Gita, The Journey to the West, the Tale of Genjii, or Basho’s poems to reading lists in core text programs and courses? What works in future programs are real classics that should be added, not out of fashion, but because future students would and should recur to them 50 or 75 years from now? What works — forgotten, discarded, newly discovered – might be given a ‘new’ chance?
China, the Middle East, Europe and South America are all experimenting in core text programs and pedagogy. These institutions are not ‘bound’ by institutional or faculty traditions, for they are starting their programs almost ‘de novo.’ Yet, like core text programs found in North America, such efforts are grounded in traditions of texts and education found in the civilizations of institutions which support the founding of such programs. What new lessons and what ‘old’ lessons about texts, faculty, students and cultural context do such programs offer to the world?
While challenged, traditions in faculty-student relations and continuities of pedagogy and texts remain central to core text education. The world needs slow patient reading. It needs a public informed by the best that has been thought and said in the world. In this world and in the future, how do we not only ‘preserve a space’ for thoughtfulness and reflection, but increasingly help to make it something appreciated and sought after by a strangely starved yet surfeited citizenry?
Core text, liberal arts education seems to face perpetual challenge: we are always told that students ‘are not ready’ to read core texts, that their ‘attention spans’ are too short, their ‘learning styles’ too different, their ‘ways of communicating’ too fractured to read and discuss core texts. Is this really true? What can we offer in rejoinder? What do our students tell us about their learning experiences and what have we learned from them about how to face the perpetual challenge of core text learning? What can we anticipate for the future?
Another perpetual problem faces core text programs: What kinds of support and integration should core text education receive from or offer to the disciplines? Or, should interdisciplinary core text programs, now and in the future, be substantially ‘stand alone’ operations, staffed not by those seeking to advance their disciplines, but by faculty who want to experience or rejuvenate the idea of a college? Is there a sense in which neither the pedagogy nor the force of faculty cooperation in preparing to teach in a core text program are duly appreciated by traditional departments and disciplines? Is the core text integrative experience best as an introduction or a capstone to baccalaureate education? Does it have a place in graduate programs or, even, research by faculty? Can large universities continue to support core text programs, or are these more appropriate to middle-sized universities and colleges?
In an academic climate increasingly devoted to research, do core text programs have a future? Is there a place for ‘education’ and a place for ‘research’? Should these be combined at the undergraduate level in principle or according to the mission of a university, a college, a liberal arts program? What is the relationship between research and pedagogy, between the support and integration core text education might receive from or offer to the disciplines conceived as research organs?
One thing that seems not to have changed is the effort students, faculty, and institutions have devoted to core texts. In terms of continuity, can we explain why Plato, Aristotle, Sophocles, Euripides, Augustine, Aquinas, Chaucer, Shakespeare, Bacon, Galileo, Descartes, Montaigne, Locke, Jefferson, Darwin, Lincoln, Freud have kept their place in core text programs? Is it something about the texts, about arts and science, or simply a holdover of traditions of power? And, similarly, with “new” authors and texts, what about those texts explains their richness and prospects for endurance?
Tradition and Renewal, Continuity and Change in Core Text, Liberal Arts Programs: ACTC invites you to contribute your thinking on the past and future of core text programs at its 22nd Annual Conference in Atlanta, Georgia.
CONFERENCE FEES AND MEMBERSHIP
Registration includes the price of six meals (Thursday night hors d’ouvres and dinner, three breakfasts and two lunches) regardless of days of attendance, plus admission to all activities and subvention for published proceedings of the conference.
All individuals attending ACTC are encouraged to become members. However, all individuals attending ACTC for the second time or more must become members, and all individuals presenting papers must become members. Institutional membership does not cover individual membership.
Registration fee: $ 400.00 U.S. (CAD price announced after agenda is set)
Individual membership: $ 61.00 U.S.
Your Thursday night guest(s): $ 44.00 U.S. each
Your Friday or Saturday lunch guest(s): $ 27.00 U.S. each
Your Friday or Saturday breakfast guest(s): $ 23.00 U.S. each
If you buy more than three meals for a guest, then the guest must pay the full registration fee, rather than buy through your invoice on a per meal basis.
Teaching assistants/graduate students of ACTC Member Institutions (http://www.coretexts.org/organization/institutional-membership/) may apply for a limited number (20) of Conference Fee Scholarships. The graduate student conference fee is $ 175. Membership is an additional $ 36. A subsidy of $250.00 results in a total registration and membership payment of $ 211. This includes all meals. Applicants must submit a proposal. These will be distributed on a first come, first served basis to up to two (2) applicants from a member institution.
ACTC is converting to Paypal. Announcements concerning means of payment will be made later in the fall. Payment for registration must be received by Friday, March 20th, 2015. ACTC cannot pro-rate fees.
PAYMENTS POSTMARKED AFTER MARCH 21, 2015 WILL BE SUBJECT TO A LATE FEE OF $50.00. NO REFUNDS WILL BE MADE AFTER APRIL 7, 2015.
Parties interested in book displays or displays for programs or projects should contact the ACTC office at firstname.lastname@example.org.
Conference Site: Atlanta Marriott Perimeter Center: You may register for hotel rooms through a link provided by Marriott,Book your group rate for Association Core Text and Courses or you may call, 770 394 6500, ask for the group rate for the Association for Core Texts and Courses and say the market code, TXTO.
All room nights are: $ 99.00/night, a $ 5 per night reduction from last year.
Rooms in the “block” at above rate will be held until 5:00 PM, Thursday, March 24, 2016. After March 24, rooms and rates are subject to the hotel’s discretion.
AIRPORTS AND GROUND TRANSPORTATION
ATL — Hartsfield–Jackson Atlanta Airport: Southwest Airlines has direct flights and good connections to most major and secondary cities in the U.S. The Metropolitan Atlanta Rapid Transit Authority (MARTA) is one of the easiest ways to navigate around Atlanta. The Airport MARTA Station is located at the end of the red and gold rail lines, and is directly connected to the Hartsfield-Jackson Airport Domestic Terminal at the end of baggage claim. Take the Red Line to the Dunwoody Station. The hotel is one block south of the station. You can purchase a BreezeCard at any kiosk at any of the MARTA stations, load them with your fare ($2.50 each way/$5 round trip), then just tap the magnetic strip to gain access to the platform. Tap your card again upon your arrival to exit the station – it’s that easy! Only prohibition is the trains only run until 1am, so if you plan to pull a late-nighter, plan on another way home.
Again, registration and panel or paper proposal are made immediately below through the Conference Registration Form
ACTC Liberal Arts Institute at email@example.com