The Core Journal

The Journal of the Core Curriculum is a student-produced anthology of exemplary writing by the students and faculty of the Core. For each issue, the editors select works of academic and imaginative writing, which engage deeply the topics and texts encountered in the Core.

The Journal is published annually in April, and is available at no cost to members of the Core community and to interested members of the public. To request a copy, contact the staff.

SUBMISSIONS NOW BEING REVIEWED FOR VOLUME XXI

Core students and alumni are invited to submit their academic and creative work for consideration for the twenty-first issue of the Core Journal, to be published in April 2012. You may mail or drop-off hard copies in the Core office, CAS 119, or email texts and images as attachments to the staff, attention editor Megan Ilnitzi.

Editor's Introduction from Volume XX, Spring 2011:

Perhaps the most compelling strength of the Core Curriculum is its ability to show students the enduring harmony between the past and present, the continued relevance of great texts throughout the ages. The Core endeavors to emphasize the power of one person’s thoughts or actions in one particular moment in time, and in this, it endows its students with extensive knowledge of the human experience. People live, laugh, love, lose, lament, and long in every age; and while the contextual aspects of their activities are undoubtedly significant, the universality of feeling that they invoke transcends any perspective, framework, or background.

Dante, Machiavelli, Montaigne: all were writers whose historical and cultural contexts—political and religious turmoil, exile, and the era of identity, respectively—significantly shaped their works. The Core Curriculum is one which utilizes such great texts as bases or tools for delving into the present: despite context, the works of Core ultimately serve to surpass the boundaries of a lifetime, to span the border between life and death through their permanence. Think also of the works within this issue as statements made by people in specific contexts. In their sharing, the works may serve the same purpose as any of the great works that Core examines. The Core Curriculum instills in its students a will to create, to surpass such boundaries; it ultimately “crown[s] and miter[s]” them over themselves.

This twentieth volume of The Journal of the Core Curriculum would not have been possible without the support of the staff and faculty. I am grateful particularly to our advisor, Prof. Tabatabai, for providing us with the opportunity and constant aid. Thank you also to Zachary Bos, to whom we editors are indebted for his patience, commitment, and general guidance. I offer as well my profuse thanks to my fellow editors, whose hard work and dedication I admire and appreciate. Their company made the work behind the publication of this issue both enjoyable and tremendously gratifying.

- Jen Zimmerman, Editor-in-Chief 2011

Vol. XVII	Vol. XIX	Vol. XX
Vol. XIII	Vol. XIV	Vol. XV	Vol. XVI	Vol. XVII, pt.1	Vol. XVII, pt.2
Vol. VII	Vol. VIII	Vol. IX	Vol. X	Vol. XI	Vol. XII
	Vol. II	Vol. III	Vol. IV	Vol. V	Vol. VI