Saxifrage Seminars

These are the same college-level seminars we teach at colleges and universities, scheduled to fit the lives of working adults. Anyone is welcome to enroll, with any educational background. Please find our autumn 2026 courses below. If you are admitted to a course, we will make our costs for offering the course transparent to you. At that point, you can decide how much tuition you are able to pay.

All readings will be supplied to you, but if you’d like to buy a bound copy, or are curious what we will be reading, click here.

Upcoming Courses

More winter and spring courses will be posted soon. Stay tuned!

If you have a strong interest in any of the below courses, you are welcome to sign up for that course's wait list. You will be first on the registration list when class dates and times are finalized.

Jewish Poetry at Wartime

Enrollment opening soon

War has been one of the constant meaningful experiences that affected and transformed Jewish communities both in Europe and in Israel/Palestine. On the battlefield and on the home front, wars put demands on subjects and societies that transform people's relations with each other, with themselves, and with the societies in which they live. Poetry – in different languages and contexts – played a significant role in personal and communal response to the demands of wartime. From "engaged poetry" to resistance, contemplation, testimony and mourning, poetry served as a medium for persons and societies to negotiate their relation to the war affairs, and re-imagine their personal and social belongings in the face of war. During the holocaust and thereafter, poetry played a central and controversial role in understanding the events of the war and refiguring the possibilities of life after it. For both survivors and theorists, it was deemed both "Barbaric" as well as humanity's last resort in the search for new paths for Jewish life in Europe. With the revival of the Hebrew language, poetry played a unique role in imagining secular and political life in a holy language. And last, during the war-filled history of Israel, poetry has been playing a unique role in both social engagement and criticism during wartime and after, both in Israel and for Jewish communities around the world. In this course, we will read wartime poems from the 20th century, as well as theoretical work from the Jewish tradition contemplating the promise and commitments of poetry in the face of war. We will contemplate not only what poems say about war societies, but also what those poems do in the face of war: not only how they tell the story of Jewish societies during war, but how they act to intervene, call for action, and open paths for different forms of Jewish life. Last, we will ask together what it is in poetry that enables it to play this transformative and often subversive role in wartime Jewish societies, and what role it can still play for life and action today.

Expected Weekly Work

Reading

20-30 pages per week

Writing

Optional

Readings

Poems, theoretical texts. Authors will include: Paul Celan, Lea Goldberg, Gershom Sholem.

Professor

Dr. Netta Sovinsky

Meeting dates

TBD

Meeting times

TBD

Series

What is Critical Thinking?

What is critical thinking? 'Critical thinking' is a term often used to describe some uniquely human thing that provides responses to many of the problems of our times: political challenges in our democracy, the rise of AI, the trend towards professional training in undergraduate education. Universities promise to teach it, job postings call for it—but what exactly is it? Certainly not every conversation in which thinkers desire it does it; certainly we are left empty-handed often when we ourselves strive for it. The term promises some relationship to 'truth' or some layer of certainty beneath things, but how do we know we're oriented to truth, or if we want truth at all? How would we know if a truth is shared, rather than ours alone? These may seem like new worries in the age of short form video and AI, but that is not the case. This series will work through a series of strong texts from thinkers from different eras which posit ways to think through our relationships to truth, interpretation, and individuality. Courses will require weekly reading and writing, on which learners will receive feedback with the aim of strengthening learners' arguments. One need not take one course to take the others.

What is Critical Thinking? Frantz Fanon's Black Skin, White Masks and the Problem of Love

Enrollment opening soon

In this course, we will closely read Frantz Fanon's Black Skin, White Masks. Fanon was a physician, philosopher, and profound thinker about the conditions of collective life. Like the other authors we have read in this series, he straddles in some way modes of thinking we might call "scientific" and those aspects of thought which exceed science. Black Skin, White Masks addresses the question of "critical thought" or "good thought" through an examination of the possibility of thought, relationality, and emotion in its basic, human form within the conditions shaped by layered forms of oppression. It is in specific an examination of the pressures of speaking a colonizer's language; of facing oppression for the characteristics of one's body; of the impact of that harshness and corrosiveness of casual hatred; it broadly can be called an examination of the conditions of thinking and living in a body. In this context, Fanon presents a theorization and defense of alternatives to harshness, which Fanon calls "love." We will read Fanon in tandem with selections from the work of one of his conversation partners in Black Skin, White Masks, GWF Hegel. Through this seminar, we extend our conversation about the way "critical thought" is performed more deeply into discussions of the relationality of equality that both Hegel and Fanon call love.

Expected Weekly Work

Reading

15–20 pages per week

Writing

300–500 words per week

Readings

15–20 pages per week

Professor

Dr. Alison Renna

Meeting dates

TBD

Meeting times

TBD

Previous Courses

Sensation Across Time: Space, Affect, and Embodiment

Enrollment closed

How bodies feel in spaces—both in antiquity and today—has been constituted in and through emotional, or affective, engagement with the physical world. Sensation poses a particular challenge for the ways we understand the past since the way communities have conceptualized and experienced their sensory worlds has varied across cultures and time periods. Further, because they are embodied and therefore ephemeral phenomena, sensations cannot be accessed in historical records in the same way that other traces of the past might. This seminar introduces participants to the approaches and tools scholars rely on to begin to understand the embodied experience of the past. We will focus particularly on how we can use the ritual practices, physical objects, structures, spaces, and images of the past to access sensation. The seminar has two parts, each with two sessions. The second session of each unit will be an experiential learning activity. Just as we will practice close looking and close reading as part of our work together, we will also learn techniques of close sensing and embodied knowledge. In so doing, we will become attuned to sensory and embodied experiences, develop a vocabulary for their description, and gain the capacity for their investigation. Part One: Histories of Sensation: Affect, Emotion, and Space In our first session, we will discuss some of the primary obstacles to accessing the emotional and affective lives of ancient communities and explore different strategies for their recovery. In our second session, participants will delve into amuletic and apotropaic materials, attempting to recover the anxieties and desires of ancient communities through these materials. As part of this work, students will create their own incantation bowls, modeled on ancient examples that were intended to protect against demons. Students will reflect on how this embodied exercise impacted their understanding of incantation bowls in early antiquity and what questions it raises for the encounter with ritual objects in other periods. Part Two: Troubling the Senses: Materiality, Agency, and Assemblages In our third session, we will consider questions of object-oriented ontologies and material agencies. We will begin with a discussion of the shared readings. Dr. Angelo will draw on examples from her work on the affective experience of sexuality and Christian monasticism in late antiquity in order to raise questions about contemporary religious affect. Our fourth and final session will meet at the Metropolitan Museum of Art, where students will delve into questions of visuality, context, object-oriented ontologies, and agency in relation to a selection of religious objects. At the end of this session, we will gather to reflect on what we have learned about the visceral ways in which communities, past and present, interact with the world, and how that matters for specific things in our lives today. If you're curious about art and religion, want to learn about how scholars study the use and meaning of objects, or are just curious how human encounters with art and architecture have varied across time and cultures, this short course is the perfect introduction.

Expected Weekly Work

Reading

40–60 pages per week

Writing

None

Professor

Dr. Camille Angelo

Meeting dates

October 8, 11, 29, November 1

Meeting times

Thursdays 7–9:30pm; Sundays 1–3:30pm

Series

What is Critical Thinking?

What is critical thinking? 'Critical thinking' is a term often used to describe some uniquely human thing that provides responses to many of the problems of our times: political challenges in our democracy, the rise of AI, the trend towards professional training in undergraduate education. Universities promise to teach it, job postings call for it—but what exactly is it? Certainly not every conversation in which thinkers desire it does it; certainly we are left empty-handed often when we ourselves strive for it. The term promises some relationship to 'truth' or some layer of certainty beneath things, but how do we know we're oriented to truth, or if we want truth at all? How would we know if a truth is shared, rather than ours alone? These may seem like new worries in the age of short form video and AI, but that is not the case. This series will work through a series of strong texts from thinkers from different eras which posit ways to think through our relationships to truth, interpretation, and individuality. Courses will require weekly reading and writing, on which learners will receive feedback with the aim of strengthening learners' arguments. One need not take one course to take the others.

What is Critical Thinking? Søren Kierkegaard's Philosophical Fragments and the Problem of the Unknown

Enrollment closed

In this course, we will closely read the pamphlet Philosophical Fragments written by Søren Kierkegaard in 1844. PF is a thorough investigation of the conditions required in order to orient oneself to truth. Kierkegaard makes an argument that truth has an irrevocable relationship to goodness, so we will discuss and critique his sense of the relationship between knowledge and ethics. Although Kierkegaard's work is abstract, there is no situation in life for which it does not have consequences; this calls us to be careful readers tasked with holding Kierkegaard to his claims, and arguing with them when necessary. Our aim will be to understand Kierkegaard's words and argument, and to develop our own unique interpretations of the text. Although portions of this text were written in a Christian idiom, and readers often take PF to be a Christian text, we will not necessarily read it in a Christian manner; we will allow the text tell us what it means. The Christianity of Kierkegaard is a possible but not necessary topic of our conversation. By putting Genesis and Plato into conversation with Kierkegaard, we will more deeply understand the stakes of possible different arguments and parables about truth, and how they support themselves on their own terms. In this course, we will ask our texts and ourselves: When is limitation an asset to the questioner, and when is it not? What kinds of reflection on the ways we ask our questions would make us better thinkers? What kind of thinkers do we want to be? The individual positions of each reader in our course will be strengthened and supported through weekly writing.

Expected Weekly Work

Reading

15–30 pages of reading, with whole-work review helpful some weeks

Writing

300–500 words per week

Readings

Søren Kierkegaard's pamphlet Philosophical Fragments; Plato's Meno; Genesis

Professor

Dr. Alison Renna

Meeting dates

October 21, 28, November 4, 11, 18

Meeting times

7–9:30pm

What is Critical Thinking? Blaise Pascal and the Problem of Uncertainty

Enrollment closed

A strong piece of thought which can help us sharpen our thinking on this question was written in the 1670s by the French recluse Blaise Pascal. The selections we will read together are extraordinary pieces of writing Pascal left behind after he died, which did much in many different fields: they launched a field of inquiry in mathematical probability theory, laid the groundwork for decision theory, and made contributions to the philosophy of religion. Pascal's writing is also extraordinary as literature: his sentences are short, his images vivid, and his arguments surprising. We will read Pascal's Pensées ("Thoughts") in translation, and we will ask: what does Pascal think critical thinking is? What does he think it is for? And what do we think about what he thinks? This course is the first in a series of courses called "What is Critical Thinking?" which will work through a series of strong texts from thinkers from different eras which posit ways to think through our relationships to truth, interpretation, and individuality. Courses will require weekly reading and writing, on which learners will receive feedback with the aim of strengthening learners' arguments. One need not take one course to take the others.

Expected Weekly Work

Reading

15–25 pages per week

Writing

300–500 words per week

Readings

Blaise Pascal's Pensées (selections in translation)

Professor

Dr. Alison Renna

Meeting dates

September 9, 16, 23, 30, October 7

Meeting times

7–9:30pm

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