What, if anything, worked for you in a class such as this? What might have better worked for you? What changes would you suggest? What should be changed before I begin my Summer class in June 2018?

A. Religion plays a major role in A Man for All Seasons, for Thomas More as well as for
Henry VIII. The personal religious views held by these two central characters appear clear, but how is their approach to religion viewed by you, the viewer

or audience? When applied to these two characters, do you view their religious views positively or negatively? Do you see religion a positive or a

destructive force inthis play? Illustrate your response with specific references to the text.

B. As a concluding exercise, I’d like to return your attention to the sentiments of thesyllabus for this course and encourage you to consider in what ways

and to what degree you found the four readings instructive. In short, how – if at all – have thereadings been worth your while?

The four reading:
1)The Epic of Gilgamesh,Mitchell translation
2) The Joseph Story, Genesis: 35-50
3) Sophocles’ Antigone,Fagle translation.
4) Robert Bolt’s A Man For All Seasons

I stated in the syllabus that our approach to these works would be to examine the actions and behaviors of their central characters, particularly the ways

each addressesthree of Life’s fundamental questions (they can be found in the Syllabus in Course Documents, if you’ve forgotten them). There was also a

fourth question: “To what extent and in what respects are responses to these three questions interrelated – for you today, as well as for theindividuals in

the works considered?”

Consider your response to this prompt a personal one, and approach it as you see fit.

C. Over the decade or so that I’ve been presenting AUCW 180 here at the University, the social structure – as well as the academic structure — of this

country, as well as the University, haschanged rapidly and drastically – as it has, I suspect, in most societies of the WesternWorld.

It seems obvious, though it has not yet been openly acknowledged at most universities,what has long been viewed as “traditional classroom instruction” is

on its last legsthroughout this country. The question before us is what will replace it. Though online courses will apparently be a key player in the

immediate future, will their ubiquitous presence be an enhancement to student engagement, or a curse?

I’ve posed the question to you already: If everything you need for a course such as this isavailable on the Internet, what becomes of the activities of the