Finally, this is one way to reconcile the delight in beauty with the bourgeois life. Aschenbach, on one reading, has spent virtually all of his adult life balancing his restrained homosexuality, which is bound together with his sensitivity to beauty and thus with his artistic vocation, against the demands of conventional society.

Klaus Mann saw very clearly how different was his own (more liberated) form of homosexuality from the same-sex attractions of his father - and that is reiterated in TM's diary queries about "how two men can sleep together".

In my view, all students should be given an initial opportunity to pursue the science track as far as it goes. But for those who quickly decide that track isn't for them, a different style of teaching is in order.

Finally, this is one way to reconcile the delight in beauty with the bourgeois life. Aschenbach, on one reading, has spent virtually all of his adult life balancing his restrained homosexuality, which is bound together with his sensitivity to beauty and thus with his artistic vocation, against the demands of conventional society.

Mann was profoundly influenced by two philosophers, Schopenhauer and Nietzsche, who returned to the most ancient of all philosophical questions - "How to live?" - and whose writings offered novel perspectives for considering that question (much more perspective-offering than rigorous argument!)

My ethical naturalism sees us as facing the predicament of being social animals without evolved adaptations that make social life easy. The fundamental problem that sparks the ethical project lies in our limited responsiveness to one another. The only way we have to address that problem is through a representative, informed, and engaged conversation.

It's not at all a bad idea for scientific questions to be chosen because a democratic deliberation would identify them as important for people's lives.