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Roger Petry (Philosophy)
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To enroll as a Luther College student, simply fill out the University of Regina application form and select Luther as your campus of choice.
The Luther Library has over 24,000 items in its collection, 5,000 books checked out per year, and 7,000 students who come through its door per month.
Luther College appeals to students who want to study in a safe, nurturing, and inclusive environment. We welcome students of all faiths, ethnicities, backgrounds, religions, genders, and sexual orientations.
The priority deadline for academic application is March 15. To book a personalized entrance counselling appointment, contact our Recruitment Office at 1-306-206-2117.
Every degree program at Luther College offers a study abroad option and an optional experiential learning component where you gain real world experience and get paid while going to school!
Eating better means studying better. The Luther Cafeteria offers fresh, healthy, nutritious meals seven days a week with a self-serve “all-you-care-to-eat” concept students prefer.
Luther College students are eligible for an additional $100,000 in academic awards – in addition to scholarships and bursaries awarded by the U of R.
Luther College offers Bundles programs that group together first-year students and classes to give you a great start and help ease the transition from high school to university.
A “Story from the Podium”
By Roger Petry (Philosophy)
Philosophy as a discipline has its roots in discussion. Many of the earliest philosophical writings are structured intentionally as dialogues to allow the reader to see a topic from multiple vantage points and explore relationships between ideas that naturally flow during the course of conversation. The Scottish philosopher David Hume once wrote that a dialogue composed on a “curious or interesting” subject carried the reader into the company of its characters, thereby uniting “the two greatest and purest pleasures of human life: study and society”. As a student at the University of Oxford, I experienced the art of learning through conversation first hand through its tutorial system. Unlike a lecture based system, in Oxford I would meet one-on-one each week with my subject tutor who would engage me in what I had written for that week, posing (often tough) questions and providing rival views, with the goal that we would collectively advance our understanding of a complex topic. It affirmed for me that good scholarship, at its heart, is always done in community. To this day, I encourage my students to engage in conversation in the classroom through small group activities, reviewing each other's work, or having focused discussions as a large group. Doing so requires a commitment to processes that embrace participation (talking circles, world café formats, and other structured conversations); these lead invariably in surprising, unanticipated directions. The capacity to listen intently, the courage to present one's own views, and the openness to constructive criticism by others naturally develops in such an environment and lays the foundation not only for the scholarly life, but also meaningful contributions as a citizen.