In 2013 Oxford University hosted the EVENT to bring forth the Uni-verse. One WORD Order. A singularity of planning equal to none. “These people are stupid” Q The 17th letter – The Zero chiefs say “The nothing is everything”. Life resulted as the nothing vibrated (tone, ohm, verse). The nothing – a zero with a variation. The Sacred HQQP. The Q is 4 Quiet. Untraceable = Untransmittble.
Q – The Dark Web
CHRIST CHURCH
Visitor
HM THE QUEEN
Dean
Lewis, The Very Revd Christopher Andrew, MA DPhil, (PhD Camb)
Canons
Newell, The Revd Canon Edmund John, DPhil
Sub Dean (until March 2013)
Gorick, The Ven Martin Charles William, MA Camb, MA Oxf
Archdeacon of Oxford (from May 2013)
Pattison, The Revd Professor George Linsley, (BD MA Edin, DD PhD
Durham)
Lady Margaret Professor of Divinity (until Sept 2013)
Biggar, The Revd Professor Nigel John, MA PhD Chicago, MA Oxf,
Master of Christian Studies Regent Coll Vancouver
Regius Professor of Moral and Pastoral Theology
Foot, Professor Sarah Rosamund Irvine, MA PhD Camb
Regius Professor of Ecclesiastical History
Ward, The Revd Graham, MA PhD Camb
Regius Professor of Divinity
Newey, The Revd Edmund James, MA Camb, MA Oxf, PhD Manc
Sub Dean (from August 2013)
Students
Ryan, John Francis, MA (BSc PhD Edin)
Professor of Physics and Research Student
Pallot, Judith, MA (BA Leeds, PhD Lond)
Professor of the Human Geography of Russia and Tutor in Geography
Rutherford, Richard Browning, MA DPhil
Tutor in Greek & Latin Literature
Cartwright, John, BCL MA
Professor of the Law of Contract, Tutor in Law and Censor Theologiae. Darlington, Stephen Mark, MA DMus FRCO
Organist and Tutor in Music
Hine, David John, MA DPhil
Peter Pulzer Tutor in Politics and Development Adviser
Judson, (Richard) Lindsay, MA DPhil
Tutor in Philosophy
Andreyev, (Constance) Catherine Laura, MA DPhil (PhD Camb)
Tutor in Modern History
Nowell, David, MA DPhil (MA Camb) CEng, MIMechE
Professor and Tutor in Engineering Science and Senior Censor (from
Aug 2013)
Watson, Ian Martin Charles, MA (MA MPhil PhD Camb)
Tutor in Modern Languages (French) and Senior Censor (until Aug
2013)
Simpson, Edwin John Fletcher, BCL MA
Tutor in Law
Howison, Samuel Dexter, MA MSc DPhil
Professor and Tutor in Mathematics
Williamson, Hugh Godfrey Maturin, DD (MA PhD DD Camb) FBA
Regius Professor of Hebrew and Librarian
Edwards, Mark Julian, MA DPhil
Tutor in Theology
McCulloch, Malcolm Duncan, MA (BSc, PhD Witwatersrand)
Tutor in Engineering Science
Grossel, Martin Christopher, MA (BSc PhD Lond)
Ordinary Student and Lecturer in Organic Chemistry (until Sept 2013)
Obbink, Dirk, MA, PhD Stanford
Tutor in Greek Literature
Rowland-Jones, Sarah Louise, MA DPhil
Professor of Immunology and Research Student
Jack, Belinda Elizabeth, MA status, D.Phil. (BA Kent)
Tutor in French
McDonald, (Duncan) Peter, MA, DPhil
Christopher Tower Student in Poetry in the English Language
Neubauer, Stefan, MA Oxf, MD Würzburg, FRP
Ordinary Student, Professor and Clinical Reader in Cardiovascular Medicine. Parkinson, Brian, MA (BA PhD Manchester)
Tutor in Experimental Psychology and Junior Censor (from Aug 2013)
Tandello, Emmanuela, MA DPhil
Tutor in Italian and Curator of Pictures
Moran, Dominic Paul, MA (PhD Camb)
Tutor in Spanish
Wilkinson, Guy, MA DPhil
Reader in Particle Physics and Alfred Moritz Student in Physics
Davies, Roger Llewellyn, (BSc Lond, PhD Camb)
Philip Wetton Professor of Astrophysics and Lee Reader
Bell, Sir John Irving, KB BMedSc Alberta, MA DM FRCP
Regius Professor of Medicine
Johnson, Geraldine A, (BA Yale, MA Camb PhD Harvard)
Tutor in History of Art and Tutor for Admissions (until Sept 2013)
Cross, Jonathan Guy Evrill, MA DLitt (BA Brist, PhD Lond)
Professor of Musicology and Tutor in Music
Clark, Anna, DPhil (MA MLitt St And)
Tutor in Roman History
Young, Brian Walter, MA DPhil (BA Durh) FRHistS
Charles Stuart Tutor in Modern History and Curator of Common Room
Davis, Jason John, DPhil (BSc Lond)
Tutor in Inorganic Chemistry
Pelling, Christopher Brendan Reginald, MA DPhil
Regius Professor of Greek
Thanassoulis, John, MPhil DPhil
Tutor in Economics and Tutor for Graduates (until Sept 2013)
Bose, Mishtooni Carys Anne, MA MPhil DPhil
Christopher Tower Official Student in Medieval Poetry in English and
Tutor for Graduates (from Sept 2013)
Yee, Jennifer, (BA Sydney; DEA, doctorate Paris)
Tutor in French
Kuhn, Axel, (PhD Kaiserslautern)
Tutor in Physics
Lawrie, James Cameron Fitzgerald Seymour, (MA Camb)
Ordinary Student and Treasurer
Aarts, Dirk, MSc PhD Utrecht
Tutor in Physical and Theoretical Chemistry Cragg, Stephanie Jane, DPhil (MA Camb)
Tutor in Medicine
Wade-Martins, Richard, DPhil (MA Camb)
Tutor in Medicine
Kwiatkowski, Marek, MA
Ordinary Student and Development Director
Javorcik, Beata Smarzynska, BA Rochenster, PhD Yale
Professor of International Economics and Tutor in Economics
Schear, Joseph, BA California at San Diego, PhD Chicago
Tutor in Philosophy and Tutor for Admissions (from Sept 2013)
Keene, Edward, BA MSc PhD Lond
Tutor in Politics
Mortimer, Sarah, MA MSt DPhil Oxf
Tutor in History
Upton, David, (BA Meng Camb, PhD Purdue)
American Standard Companies Professor of Operations Management
McGerty, Kevin, BA Camb, PhD MIT
Tutor in Mathematics
Linières-Hartley, Pauline Anne, BA, MA Oxf
Ordinary Student and Steward
Sternberg, Karl, MA Oxf
Ordinary Student
Bérczi, Gergely, MSc Eotvos Lorand, PhD Budapest
Fixed Term Student in Mathematics
Elder, Liesl, BA Carleton
Ordinary Student and University Development Director
Dadson, Simon, BA Oxf, MSc British Columbia, PhD Camb
Tutor in Geography
Spagnolo, Benjamin,
Penningtons Tutor in Law
Newstead, Simon, BA Bath, PhD St And
Tutor in Biochemistry
King, Kayla, (BSc British Columbia; MSc Concordia; PhD Indiana)
Tutor in Biology
Camilleri, Anna
Fixed Term Student in English Honorary Students
Wilkinson, Sir Denys Haigh, MA (MA ScD Camb) FRS
Armstrong, Robert Temple, the Rt Hon Lord Armstrong of Ilminster,
GCB KCB CB CVO MA
Carr, Sir (Albert) Raymond (Maillard), MA DLitt
Gurdon, Sir John Bertrand, MA DPhil FRS
Urquhart, Sir Brian Edward, KCMG MBE DCL (Hon LLD Yale)
Acland, Sir Antony Arthur, KG GCMG CVO MA
Howard, Professor Sir Michael Eliot, OM CH CBE MC DLitt FBA
FRHistS FRSL
Hassan ibn Talal, HRH Prince of Jordan
Lawson, Nigel, the Rt Hon Lord Lawson of Blaby, MA PC
Girouard, Mark, MA PhD
Morris, Jan, CBE FRSL MA
Williams, Rowan Douglas, Most Revd and Rt Hon Archbishop of
Canterbury MA DPhil DD FBA
Oppenheimer, Nicholas Frank, MA
Scholey, Sir David Gerard, CBE (Hon DLitt London Guildhall) FRSA
Smith, Douglas, MA
Wood, Sir Martin Francis, OBE DL (Hon FEng UMIST Hon DSc
Cranfield on DSc Nott Hon DTech Loughborough Hon DEng
Birm) FRS
Drury, the Very Revd John Henry, MA Oxf (MA Camb)
de la Bastide, Michael, TC QC
Blair, Ian Warwick, Baron Blair of Boughton Kt, QPM, MA Oxf
Curtis, Richard Whalley Anthony, CBE
Moritz, Michael Jonathan, BA
Rothschild, Nathaniel Charles Jacob, the Rt. Hon. Lord, OM, GBE
Harris, Sir Henry, MA DPhil DM (BA MB BS Sydney) FRCP FRS
Ronus, Robert, BA Oxf
McDougall, Douglas, OBE
Neuberger, David Edmond, Baron Neuberger of Abbotsbury, PC, QC
Paine, Peter S, Jr., LLB Harvard, BA Princeton, MA Oxf, Order National
du Merite
Preston, Simon (John), CBE, MusB MA Camb
Beard, Alexander F, MA Oxf. Emeritus Students
Asquith, Ivon Shaun, MA Oxf (PhD Lond)
Benthall, Richard Pringle, MA (MA Camb)
Bowman, Alan Keir, MA (MA PhD Toronto) FBA
Burn, Edward Hector, BCL MA
Butler, (Ian) Christopher, MA Oxf
Cheetham, Anthony Kevin, MA DPhil FRS
Conrad, Peter John, MA FRSL
Gardner, Sir Richard Lavenham, MA Oxf, PhD Camb, FRS
Grossel, Martin Christopher, MA (BSc PhD Lond) (from Sept 2013)
Haigh, Christopher Allan, MA Camb, MA Oxf, PhD Manc, FRHistS
Hamer, Richard Frederick Sanger, MA
Harris, Sir Henry, MA DPhil DM (BA MB BS Sydney) FRCP FRS
Harris, John Graham, MA FIH
Kent, Paul Welberry, MA DPhil DSc (BSc PhD Birm) FRSC
Lund, Peter Gradwell, MA
Matthews, Peter Bryan Conrad, MA DM DSc (MD Camb) FRS
O’Donovan, the Revd Oliver Michael Timothy, MA DPhil
Oppenheimer, Peter Morris, MA
Parsons, Peter John, MA FBA
Paton, Jack Ellis, MA (BSc St And, PhD Birm)
Pulzer, Peter George Julius, MA (MA PhD Camb BSc Lond) FRHistS
Rice, (David) Hugh, BPhil MA
Robinson, Christopher Frank, MA
Sandars, Patrick George Henry, MA DPhil (died April 2013)
Sansom, Mark Stephen Perry, MA DPhil
Speedy, Andrew William, MA (MA PhD Camb)
Stacey, Derek Norton, MA DPhil
Thomas, William Eden Sherwood, MA FRHistS
Thompson, Ian David, MA (PhD Camb)
Truman, Ronald William, MA DPhil
Vaughan-Lee, Michael Rogers, MA DPhil
Ward, the Revd (John Stephen) Keith, BLitt (DD Camb)
Wayne, Richard Peer, MA (PhD Camb)
Wright, Jonathan Richard Cassé, MA DPhil
Censor of Degrees
Mayr-Harting, Henry Maria Robert Egmont, MA DPhil Oxf, FBA
Truman, Ronald William, MA DPhil College Chaplain
Williamson, Ralph James, (BSc Lond) MA MTh Oxf
Curator of the Picture Gallery
Thalmann, Jacqueline Margot, (MA Berlin, Dipl. Lond Courtauld)
Fowler Hamilton Visiting Research Fellows
Gamberini, Andrea, Professore aggregato di Storia Medievale at the
University of Milan.
Stadter, Philip Emeritus Professor of Classics, University of North
Carolina, Chapel Hill
Lecturers
Abecassis, Michael, MA status Oxf, MLitt St And French
Aksentijevic, Dunja, BSc, PhD Hull Biochemistry
Ansorge, Olaf, Neuroanatomy
Archer, Rowena, MA DPhil Medieval History
Archer, Sophie, Philosophy
Arnautou, Charlotte, French Lectrice
Attfield, Nicholas, Music
Baines, Jennifer, MA DPhil Russian
Barker, Richard, Management
Barrera, Olga, Engineering Science
Bennett, Kate, MA DPhil Oxf
Bitel, Anton, Classics
Brain, Keith, Pharmacology
Breward, Christopher, MA MSc DPhil Mathematics
Bullock, Philip BA Durh, MA DPhil Oxf Russian
Caria, Antonio Stefano, Economics
Castelli, Laura, Philosophy
Christensen, Sanne, BA Copenhagen, MSt DPhil Oxf Classics
Cotton-Barratt, Rebecca, Mathematics
Dear, Richard, Chemistry
Deckers, Marc, German Lektorat
Egan, David, Philosophy
Elford, Gideon, Politics
Fedrick-Illsley, Thomas, BA MSt Oxf Theology
Frazier, Robert Lewis, (BA W Wash, MA PhD UMASS, Amherst)
Philosophy
Gardes, Yves, French Lecteur
Gilbert, James, Clinical Medicine
Goddard, Stephen, French
Goodman, Martin David, MA DPhil FBA Roman History
Gray-Davies, Tristan Mathemtatics
Gunn, Neil, Chemistry
Haarer, Peter, BA DPhil Oxf Ancient History
Hackett, Ursula, Politics
Hanson, Louise, Philosophy
Harris, Stephen, Biological Sciences
Hart, Tom, Biological Sciences
Littlewood, Timothy James, (MB BCh FRCP FRC.Path MD Wales)
Medicine
Lunt, Alexander, MEng Engineering Science
Ma, John, MA DPhil (PhD) Ancient History
Marsland, Rebecca, English
Maw, David, MA DPhil Music
McIntosh, Simon, Engineering Science
Merchant, Alan Clive, MA DPhil Physics
Naylor, Tristen, Politics
Norton, Roy, MA MSt Oxf Spanish
Orr, Jennifer, BA Oxf, PhD Glas English
Papanikoloau, Dimitris, Modern Greek
Pazos Alonso, Claudia, Portuguese
Pires, Jacinta, (MSc Leics) Economics
Prosser, Christopher, Politics
Rhoades, Peter G, College Art Tutor
Roberts, Ian Simon David, FRCPath, MRCPath, MBChB, BSc Hons
Pathology
Robertson, Sara Psychology
Scott, Kathryn, MSci MA PhD Camb Biochemistry
Schroeder, Severin, Philosophy
Sienkiewicz, Stefan Philosophy
Skipp, Benjamin, Music
Storey, Jonathan, Chemistry
Thompson, Samuel, Chemistry
Todea, Ana, Linguistics
Upton, (Ann) Louise, BA Oxf, PhD Lond Medicine
Vilain, Robert, MA DPhil German
von Below, David, Economics
Wilkins, Robert James, MA DPhil Physiological Sciences
Willden, Richard, M.Eng, PhD DIC Engineering Science
Wright, John David Maitland, MA DPhil (MA Aberd) Mathematics
Yong, Caleb, Politics
Zitzmann, Nicole, (MSc, PhD Dundee) Biochemistry
Junior Research Fellows
Boyd, Harriet, BA Oxf, MMus Lond Music
Bradbury, Jonathan, MPhil Camb, MA Oxf Modern Languages
Breu, Sylvia, Computer Science
Cox Jensen, Frejya, MA, DPhil Oxf History
Ferguson, Laura, BA Oxf, PhD Camb Zoology
Hartmann, Anna-Maria, Greek Mythology
Hayden, Deborah, PhD Camb Medieval Languages
Jostins, Luke, BA MPgil, PhD Camb Statistical Genetics
Plassart, Anna, MPhil Camb History
Prodi, Enrico, Classics
Richardson, Louise, BA MA Durh Philosophy
Sloan, (Robert) Alastair, Earth Sciences
Smith, Sophie, BA MPhil Camb History
Tropiano, Manuel, BSc MSc Parma Chemistry
Watt, Robert, Philosophy
White, Rebekah, BSc MPhil ANU Psychology
Yates, Christian, BA MSc Oxf Mathematics
Zaid, Irwin, Biophysics
Senior Associate Research Fellow
Hesjedal, Thorsten, Physics
Ogg, Graham Stuart, DPhil Molecular Medicine
Stuckler, David, Sociology
Thornton, Thomas, MA PhD Seattle Environmental Change.
Millard and Lee Alexander Post-Doctoral Fellow
Moulton, Derek, Mathematics (until July 2013)
Heazlewood, Brianna, BSc PhD Sydney Chemistry (from Sept 2013)
McDonald Postdoctoral Fellow in Christian Ethics and Public Life
Perry, John (until Sept 2013)
Postdoctoral Research Fellows
Farrell, Patrick, Mathematics
Langlet, David, Law
Lowe, John, Linguistics
Rashbrook-Cooper, Oliver Philosophy
Schaar, Elisa, Art History
Sjöberg, Gustaf, Law
von Goldbeck-Stier, Andreas, European Law.
The Dean:
What is a university? It was Cardinal John Henry Newman who gave
lectures in 1851 on ‘The Idea of a University’. He had been sent out to
Ireland to found a new Roman Catholic university in Dublin, so he did
some thinking on what it was that he was founding. The lectures set
off a debate which is still relevant today, although I doubt whether
people are discussing the subject much.
Newman saw a University as a gathering of people, helping each
other with the pursuit of knowledge. Classicists will be pleased to hear
that he quotes Cicero who said: ‘we are all of us drawn to the pursuit of
Knowledge; in which to excel we consider excellent, whereas to mistake,
to err, to be ignorant, to be deceived, is both an evil and a disgrace.’
(Newman’s Discourse 5, section 3) It is worth considering points from
that quotation, especially the last consequence to which Cicero refers as
stemming from a lack of knowledge: to be deceived. Newman makes
an important distinction: the university is a place not of instruction, but
rather of education. In other words, it is a place where you acquire
knowledge, knowledge being a way of thinking, a kind of habit:
something worth having for what it is, much more than for what it does
for you. You should then be able to tell the difference between good
argument and bad, which is a skill for life. And you might even avoid
being conned.
Newman explored what he considered to be the purpose of
education. He came to a conclusion which may not have been
controversial at the time, but is today. In his view, a university is a
place where you may gain wisdom; you improve your turn of mind or
intellect, as opposed to learning a trade. You learn about ideas and the
relationship between them, so that you can become a person who
functions easily in public and who is respected for the learning that you
have. Why is this controversial? Because many people have a much
more pragmatic view of education, namely that it should contribute
directly to a more prosperous society and lead in a straight line to jobs
which aid material progress. They would criticize Newman for trying
to divert people from the main task which is ultimately economic.
Another version of that objection might be that Newman is
surreptitiously introducing a theological agenda, in other words that he
is wishing education to divert students’ attention to matters of
transcendent significance and away from apparently more worldly
concerns. That point has some weight, in the sense that the origin of
Newman’s thinking was in a view of the world in which ultimate truths
stem from God. If his line of argument, however, leads to interesting
conclusions that source should not be a reason for dismissing them, just
as it is not a reason, for example, for rejecting the belief that there is a
duty to care for the poor. What is more, much of the origin of formal
education has been in people’s curiosity about God’s creation, natural
and human: wanting to know more about God’s world and to share
that knowledge with others.
A more trite criticism of Newmnan would come from the routine
charge of elitism: people with money can afford dalliance with
knowledge, whereas others do not have the time or resources. There is
no evidence that Newman thought in that way, although of course he
was a man of his time and his main experience was of Oxford. He
seems merely to have wanted those with the ability to be enabled to
study. I can see no reason why he would have objected either to ‘needs-
blind’ admissions nor to the access agenda of today.
It is hard to tell what prospective students, together with their
parents and teachers, are looking for. Perhaps the idea is good
university with a course which fires their imagination, with some
(maybe especially parents) seeing the aim as well-paid jobs in quick
time.
As far as can be told, that latter view is also predominant in the
Government. The powers that be are certainly not quoting Newman.
Rather they want rapid routes to economic progress and lots of foreign
students (once the foreigners have found a way to get a visa). Theirs is
a business world of measurement and outcomes. Such a view seems to
lead to a priority for STEM subjects (science, technology, engineering,
maths), although of course there is no reason why such subjects should
not be taught in a somewhat more Newmanish manner. Even
medicine can include more ethics or more of the history and
philosophy of medicine in among the other aspects of the course.
Learning how to think and to function in public should not be the
preserve only of English, Classics or History. Newman is criticized for
assuming a unity of knowledge and a literary kind of culture which held
disciplines together. Yet the modern trend towards inter-disciplinary
links, bemoaning the ‘silos’ of different disciplines, may be taking us
back to his insights.
The philosopher Alasdair MacIntyre wrote an article on Newman.
in 2009, which reflected in part on the economic crisis. He argued that
many of the major disorders of recent times had been brought about by
distinguished graduates of great universities who had received an
inadequate general education and therefore acted ‘decisively and
deliberately without knowing what they were doing’. He mentions as
an example the collapse of Long-Term Capital Management: ‘a story of
experts ludicrously victimised by their own expertise’. His conclusion is
worth quoting at some length. ‘What we have to learn then from
Newman is first of all that undergraduate education has its own
distinctive ends, that it should never be regarded as a prologue to or a
preparation for graduate or professional education, and that its ends
must not be subordinated to the ends of the necessarily specialised
activities of the researcher. But it is not just that undergraduate
education has its own ends. It is also that undergraduate education,
when well conducted, is in key part an education in how to think about
the ends of a variety of human activities and, that is to say, in how to
evaluate, among others, such activities as those of the specialist and the
researcher, the activities of those dedicated to the ends which the
contemporary research university serves. The danger is therefore that in
research universities the ability to think about ends, including the ends
of the university, will be lost and with it the ability to engage in radical
self-criticism, so that the leadership of those universities will become
complacent in their wrongheadedness.’ (Alasdair MacIntyre ‘The Very
Idea of a University: Aristotle, Newman, and us’ British Journal of
Educational Studies Vol 57, no. 4, December 2009. Quotations from
pp 361-2).
How does Oxford match up? I do not have many fears when it
comes to the House, for here we have a clear academic policy and are
dedicated to underwriting the tutorial system, come what may. There
are areas where we are not exactly Newmanesque, but they are few and
the general culture of the place is purposeful and inter-disciplinary. We
have a limited number of graduate students, very bright and well
looked-after.
When it comes to the University as a whole, I have less confidence.
It lacks clarity over undergraduate education and seems bent on an
endless expansion of graduate students without a clear rationale.
Sometimes it seems that we are doing more of what we are not so good
at, at the expense of what we are best at, in order to ape the best US
Universities. Academic policy is almost completely delegated to the
four divisions and they happily pursue their own immediate and very
different interests.
Mercifully, Oxford is not a corporation, so the federal checks and
balances mean that passing fashions are often sabotaged. That is not
conservatism, for there is rapid change as well. But in among it, there
must be thinking and indeed debate over ‘The Idea of a University’.
Christopher Lewis
Medicine Tribe 