Great Books Curriculum:
During their time at Hutchins Academy, students will read and discuss many of the world’s most influential texts. We believe that texts that have stood the test of time offer immortal insights into realities of the human condition and pose questions that continue to provoke reflective debate.
The ideas articulated in books like Plato’s Republic and John Locke’s Second Treatise of Government address fundamental political questions that underlie many modern political debates. The ethical systems created by Aristotle, Immanuel Kant, and John Stuart Mill lay the groundwork for debates on modern ethical questions. The writings of Homer and Shakespeare inform our literary culture and view of the human condition. Euclid’s geometric works laid the foundation for modern mathematics and logic. Through reading and discussing these texts, students engage with these foundational ideas.
We attempt to include a variety of perspectives in our curriculum. We include texts from the traditional “Western canon” as well as many non-Western texts and a variety of 20th-century writings. Students begin by reading ancient Greek and East Asian writings and conclude with the 20th-century writings of Hannah Arendt and Michelle Foucault.
Big Questions:
Every text and every class grapples with complex questions, ranging from the philosophical to the scientific. Can humans ever be truly objective? What makes a law just or unjust? How ought we to live together? What is the nature of truth in mathematics and logic? How can we decide if an action is ethical? What constitutes a fulfilling life? We believe that every individual has considered some of these questions at some moment during their life – yet, few places remain for students to consider and discuss such questions. Through reflection about the most complex questions of human life, students can develop an accurate and fulfilling view of both themselves and the world around them.
Thinking-to-Action:
Knowledge and thinking are not ends in themselves; rather, thinking ought to be a prelude to action. During their final year, students work on both a collaborative project that pertains to issues faced in the modern world and an individual “thesis project”. These projects help students apply the knowledge they have gained from reading and discussing humanity’s most influential writings.
Small Dialogue-Based Classes:
Classes consist of a maximum of twelve students and a teacher seated around an octagonal table. Teachers engage alongside students in the process of inquiry by asking questions pertaining to the text, proposing solutions to problems posed by students, and providing factual information regarding the text as needed. All classes are dialogue-based—there are no long lectures or PowerPoint presentations. Students are expected to speak directly to each other rather than only to the teacher.
Human Engagement:
Our small class sizes and discussion-based format require genuine human engagement between all class participants. Through participating in small dialogue-based classes, students will develop the ability to address difficult topics with each other both civilly and productively. Use of technology during most classes is deliberately minimized, so that students have the maximum opportunity to engage in organic in-person interactions.
Intellectual Community
Our curriculum and discussion-based classrooms help foster a robust intellectual community in which discussion of intellectual questions doesn’t end when class ends. Students gain familiarity with intellectual discourse though classroom discussions. Outside the classroom, our physical space will be organized to allow for continued student interaction and discussion.
Verbal and Written Evaluations:
In each course, student grades are derived from a combination of verbal participation and written work. The exact balance between these two methods of assessment can be adjusted somewhat depending on the student. Students never have to take any high-stakes “in-class” examinations. Science and mathematics courses will have take-home examinations focused on conceptual questions. Teachers may use short multiple-choice quizzes to monitor student engagement with required readings.
Student Self-Expression:
Students have numerous opportunities to engage in self-expressive activities. During classes, students can participate by making self-constructed arguments in favor of a given perspective. These arguments often include content that draws on a student’s interests or life experience. Writing projects are typically open to any topic related to course materials. We encourage our students to think deeply and make connections between different texts and across subject areas. The “thesis project” provides complete freedom for students to pursue their particular interests and talents.