| A |
1 |
• | An idea germinates |
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2 |
• | Why John rejected Dad's plan, and what Sophie thinks about his reasons |
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3 |
• | Emilia and Ian lament the passing of pedagogical innocence |
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4 |
• | John's concerns about Emilia's possibly going to city. not to college |
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5 |
• | Sophie asserts a different tone |
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6 |
• | Emilia discovers her dad's old books, to his chagrin |
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7 |
• | John & Sophie discuss instrumental reason |
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8 |
• | More on Emilia's attic discoveries |
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8a |
| • "The Two P's, Polio and Paris" |
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9 |
• | John studies college view books and reflects on the self |
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10 |
• | Emilia asks about the Crito and puzzles about the law |
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11 |
• | On the ballet — Rose and Emilia muse on the lessons of life |
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11a |
| • "Serious Steps" |
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12 |
• | Sophie and John discuss the second birth |
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13 |
• | Emilia grasps a different view of justice |
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14 |
• | Sophie and Jacqueline discover shared interests |
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15 |
• | John returns to changes, unexpected duties, and new possibilities |
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16 |
• | SATs |
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17 |
• | Rob prepares a tome and a talk for Toronto |
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| P |
1 |
• | What should happen this summer in Emilia? |
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2 |
• | Should Emilia quit tennis to pursue a course of summer reading? |
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3 |
• | Should Sophie quit The Village Green to start a website with Jacqueline? |
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4 |
• | How will John react to the interests Emilia has formed during his absence? |
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5 |
• | What should Rob say in Toronto about "disclosing the commons"? |
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6 |
• | Who is Peter and how does Emilia become interested in him? |
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7 |
• | Will Emilia decide to quit school before her senior year, or will she stay and apply to college? |
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| B |
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• | Engaging the question |
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| |
1 |
• | Ian and Emilia assess the SAT as educator |
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—— Coming Attractions ——
— For 2009-2010 — |
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• |
Rob expounds the future of education |
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| |
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• |
Ian and Emilia critique the educational effects of the SATs |
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| |
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• |
Emilia notices the AAUP and wants to start an AUPP |
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| |
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• |
Sophie, John, and others critique the culture, the college, and the city |
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| |
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• |
Emilia contemplates a Socrates for the 21st century |
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| |
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• |
And much, much more as Emilia decides to go to city |
|
| — For 2010-2011 and beyond — |
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• |
Emilia goes to city, pursuing her education there |
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| W |
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• | Premises of the Emilia Project |
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| |
1 |
• | Who's who in Emilia's world |
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2 |
• | What's what in Emilia's world |
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3 |
• | Emilia is a Bildungsroman, a novel of education |
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4 |
• | Emilia's socioeconomics |
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5 |
• | Emilia and gendered pedagogy |
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6 |
• | Emilia, a conceptual construct |
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7 |
• | Emilia does not conflate education and schooling |
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8 |
• | Emilia stands for the possible, not the typical |
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9 |
• | Emilia seeks to extend the intellectual tradition |
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10 |
• | Emilia engages the full academic apparatus |
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11 |
• | Emilia & virtual real time |
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12 |
• | Emilia, an experiment in peer production |
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| |
H |
• | Emilia's help page |
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| |
R |
• | NYC Resources for going to city |
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| C |
|
• | OK, but how? |
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| D |
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• | Questions & inquiries |
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| E |
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• | Year 1 — 2010-2011 |
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| F |
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• | Year 2 — 2011-2012 |
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| G |
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• | Year 3 — 2012-2013 |
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| H |
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• | Year 4 — 2013-2014 |
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Except where