to the “universitas” the whole that should render our common endeavor intelligible if it is not to be fragmented into competing “colleges” without any overarching purpose. How that “whole” gets defined is exceedingly complex, but it can only be found if we continue to ask the question, What is a well-lived life? Or additionally, What is a life worth living? We must connect those questions both to the histories students bring to the university, the history of that university, and where we think we are headed into the future.
1. Mill, Autobiography, 94, 97, 112, 118.
2. MacIntyre, After Virtue, 220.
3. Porter, Nature as Reason, 4.
4. Lloyd, Black Natural Law, 4.
5. Ford, “Morality of Obliteration Bombing,” 261–309.
6. Mill, Utilitarianism, 7.
7. Held, Ethics of Care, 60.
8. Stout, Blessed Are the Organized.
9. Cavanaugh, Myth of Religious Violence.
10. Taylor, Secular Age.
11. Nietzsche, Beyond Good and Evil, 578.
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