In this lecture, we (1) finish considering Tityos, Tantalos, Sisyphos, and Herakles in the Underworld of Homer; (2) return to Circe's isle, Aiaia, and plan for the Sirens, Skylla and Charybdis, and Thrinakia (the Isle of the Sun); (3) we then witness the song of the alluring Sirens, and watch "the most pitiful thing [Odysseus'] eyes have ever seen".

In this lecture, we (1) enter Jupiter and observe its blush recede to objective paleness; (2) we learn about the just rulers who occupy Jupiter and the eagle that symbolizes and vocalizes their collective will, and (3) we consider whether divine justice is effable or ineffable for Dante.

In this episode of Conversations, Ms. Sarah Miller, Mr. Wesley Schantz, and I open the fifth book in the Harry Potter series, "Harry Potter and the Order of the Phoenix," and consider its first six chapters. Specifically, we considered (a) Harry's new attitude and the deepening layers in the fifth installment; (b) how Harry is dealing with the coming of the dark lord and the death of Cedric, and (c) how the darkness and awareness of darkness within the series of books mimics the developing darkness and awareness of darkness within Harry himself.

In this lecture, we discuss (a) Odysseus' fate in relation to Alfred Lord Tennyson's "Ulysses", (b) why the shades in the underworld do in the underworld what they did while alive, and (c) we meet the three great tortured souls: Sisyphos, Tantalos, and Tityos.

In this lecture, we consider (a) Cacciaguida's foretelling of Dante's bitter future, (b) the philosophy and psychology of seeing good times in the future (heaven/promised land) or the past (Eden/Ogygia/Golden Age), and (c) we concluded with a consideration of how to turn catastrophe to one's immortal advantage.

In this lecture, enter Homer's underworld and witness (a) Elpenor's folly, (b) the tragedy of Antikleia's death, and (c) meet some old friends: Agamemnon and Achilleus.

In this lecture, I (a) give an overview of Dante's sphere of Mars, (b) introduce the symbol of the cross, and (c) introduce Cacciaguida and illuminate the connections between him and Anchises from Virgil's Aeneid.

In this episode, Mr. Wesley Schantz and I consider (1) the Lucrecia side-quest and the emerging complexity of the question of good and evil in the game, (2) the emergence of hierarchies of antagonism in the emergence of Diamond Weapon, and (3) we question whether a video game can stand against the narrative force of epic literature.

In this conversation with Mr. Wesley Schantz, we consider (1) Individualized Education Plans, the science and philosophy behind them, and what their impact is on students and educational systems of standards; (2) we think about the role of character development in education and its actual neuropsychological benefits, and (3) we consider what information and resources educators can access which are scientifically rigorous, rather than good-hearted but ideologically motivated (re: prejudiced). 

Special Education Teachers on Decline:

https://journals.sagepub.com/doi/abs/10.1177/0014402916684620?journalCode=ecxc

https://www.washingtonexaminer.com/opinion/the-los-angeles-teacher-strike-has-a-huge-problem-pensions

Individualized Education Plans:

https://www.theatlantic.com/education/archive/2016/01/the-charade-of-special-education-programs/421578/

In this lecture, we (a) review the Kikones, Lotus Eaters, Cyclopes, Aiolos, and Laistrygones episodes from Odysseus' story-journey; (b) we then move on to Circe's house and (c) observe the demise of poor, foolish Elpenor.