Los cursos de grandes libros en la universidad contemporánea: educación liberal, formación moral y educación cívica

Article Sidebar


Aquest article està embargat fins el dia 17-05-2026. Consulteu les condicions d'accés dins l'apartat d'informació sobre la revista.

Main Article Content

Clemente Cox Cruzat
Universidad de los Andes, Chile

Aquest assaig examina el lloc que poden ocupar els cursos de grans llibres a la universitat contemporània, en diàleg amb tres grans eixos de debat: la tensió entre educació tècnica i humanista, entre instrucció intel·lectual i formació moral, i entre educació individual i cívica. S’hi argumenta que aquests cursos, concebuts com a instàncies privilegiades d’educació liberal, impacten necessàriament en la formació moral i cívica. Inspirant-se en la tradició humanista renaixentista, es proposa enfortir el seu model mitjançant una recuperació de les arts del llenguatge (el trivium), per formar no només el judici i l’autoconeixement, sinó també una paraula virtuosa, orientada a la vida pública.

Paraules clau
Cursos de grans llibres, Educació liberal, Universitat, Formació moral, Educació cívica

Article Details

Com citar
Cox Cruzat, Clemente. «Los cursos de grandes libros en la universidad contemporánea: educación liberal, formación moral y educación cívica». COMPRENDRE: Revista catalana de filosofia, 2025, vol.VOL 27, núm. 2, p. 7-25, doi:10.60940/comprendrev27n2id9900233.
Drets
Creative Commons License

Aquesta obra està sota una llicència internacional Creative Commons Reconeixement-NoComercial-CompartirIgual 4.0.

(c) Clemente Cox Cruzat, 2025


Drets d'autor

La revista Comprendre es publica en accés obert sota la llicència Creative Commons Reconeixement-NoComercial-CompartirIgual (by-nc-sa): No es permet un ús comercial de l’obra original ni de les possibles obres derivades, la distribució de les quals s’ha de fer amb una llicència igual a la que regula l’obra original.

Referències

ANDERS, George, You Can Do Anything: The Surprising Power of a “Useless” Liberal Arts Education. New York: Back Bay Books, 2019.

ALLEN, Danielle, «The Future of Democracy. How Humanities Education Supports Civic Participation». Humanities, 37/2, 2016. Disponible en:

https://www.neh.gov/humanities/2016/spring/feature/the-future-the-humanities-democracy [Última consulta: 31/05/2025].

AURELL, Jaume, «The origins of the university: Questions of identity and historical continuity». Church, Communication and Culture, 9/2, 2024, pp. 137-150.

BOK, Derek, Higher Expectations. Can Colleges Teach Students What They Need to Know in the 21st Century? Princeton & Oxford: Princeton University Press, 2020.

BILBRO, Jeffrey, WILSON, Jessica Hooten & HENRECKSON, David (eds.), The Liberating Arts: Why We Need Liberal Arts Education. Walden, NY: Plough Publishing House, 2023.

BROOKS, Edward, LAMB, Michael & BRANT, Jonathan (eds.), Cultivating Virtue in the University. New York: Oxford University Press, 2022.

CARR, David, «Where’s the Educational Virtue in Flourishing?» Educational Theory, 71/3, 2021, pp. 389-407.

COHEN DE LARA, Emma & DROP, Hanke (eds.), Back to the Core. Rethinking Core Texts in Liberal Arts and Sciences Education in Europe. Wilmington: Vernon Press, 2017.

Dædalus, Journal of the American Academy of Arts & Sciences [Cambridge, MA], 153/2, 2024. Disponible en:

https://www.amacad.org/daedalus/advances-and-challenges-international-higher-education [Última consulta: 31/05/2025].

«The Core Curriculum», Columbia Undergraduate Admissions, University of Columbia. Disponible en:

https://undergrad.admissions.columbia.edu/academics/college/core [Última consulta: 31/05/2025].

«The Core Curriculum», Academic Catalog, University of Dallas. Disponible en:

https://udallas.smartcatalogiq.com/en/2023-2024/academic-catalog/constantin-college-of-liberal-arts/requirements-for-the-bachelor-of-arts-and-bachelor-of-science-degrees/the-core-curriculum/ [Última consulta: 31/05/2025].

ELIOT, T. S, «Notes Towards the Definition of Culture». En Christianity & Culture. San Diego, New York & London: Harvest, Inc., 1967, pp. 158-186.

ELLIS, Erik, «Are the Great Books Enough to Revive Our Education System?» The Imaginative Conservative, 30 abril 2020. Disponible en:

https://theimaginativeconservative.org/2020/04/great-books-enough-classical-education-erik-ellis.html [Última consulta: 31/05/2025].

ELLIS, Erik, «What Is a Classical Education?» The Imaginative Conservative, 24 julio 2023. Disponible en:

https://theimaginativeconservative.org/2023/07/what-is-classical-education-erik-ellis.html [Última consulta: 31/05/2025].

FISCHMAN, Wendy & GARDNER, Howard, The Real World of College: What Higher Education Is and What It Can Be. London & Massachusetts: MIT Press, 2022.

GRAY, Hanna Holborn, Searching for Utopia: Universities and Their Histories. Berkeley, Los Angeles & London: University of California Press, 2012.

JOSEPH, Sister Miriam, The Trivium: The Liberal Arts of Logic, Grammar, and Rhetoric. Philadelphia: Paul Dry Books, 2002.

JUBILEE CENTRE FOR CHARACTER AND VIRTUES & OXFORD CHARACTER PROJECT, «Character Education in Universities. A Framework for Flourishing». Disponible en:

https://oxfordcharacter.org/uploads/files/Character-Education-in-Universities.pdf [Última consulta: 31/05/2025].

KEEFE, Helen, «The business of Catholic universities: The renewal strategy». Church, Communication and Culture, 9/2, 2024, pp. 295-311.

KIMBALL, Bruce A., The Liberal Arts Tradition: A Documentary History. Maryland: University Press of America, 2010.

KISS, Elizabeth & EUBEN, J. Peter (eds.), Debating Moral Education. Rethinking the Role of the Modern University. Durham: Duke University Press, 2010.

KRISTJÁNSSON, Kristján, Flourishing as the Aim of Education: A Neo-Aristotelian View. Abingdon: Routledge, 2020.

LACY, Tim, The Dream of a Democratic Culture: Mortimer J. Adler and the Great Books Idea. London: Palgrave Macmillan, 2013.

MARBER, Peter & ARAYA, Daniel (eds.), The Evolution of Liberal Arts in the Global Age. London: Routledge, 2017.

MCCLAY, Wilfred, «Identity, Patriotism, and Education». Law & Liberty, 7 septiembre 2021. Disponible en:

https://lawliberty.org/identity-patriotism-and-education/ [Última consulta: 31/05/2025].

MCCLAY, Wilfred, «The Case for the Liberal Arts: Stronger Than Ever?» The Imaginative Conservative, 5 mayo 2021. Disponible en:

https://theimaginativeconservative.org/2021/05/case-liberal-arts-stronger-wilfred-mcclay.html [Última consulta: 31/05/2025].

MENAND, Louis, RITTER, Paul & WELLMON, Chad (eds.), The Rise of the Research University: A Sourcebook. Chicago & London: The University of Chicago Press, 2017.

MONTÁS, Roosevelt, Rescuing Socrates: How the Great Books Changed My Life and Why They Matter for a New Generation. Princeton & Oxford: Princeton University Press, 2021.

NAVAL, Concepción, VILLACÍS, Jorge L. & IBARROLA-GARCÍA, Sara, «The Transversality of Civic Learning as the Basis for Development in the University». Education Sciences, 12/240, 2022, pp. 1-16. Disponible en: https://doi.org/10.3390/educsci12040240 [Última consulta: 31/05/2025].

NEWMAN, John Henry, The Idea of a University. Notre Dame (IN): University of Notre Dame Press, 1982.

NUSSBAUM, Martha C., Cultivating Humanity. A Classical Defense of Reform in Liberal Education. Cambridge, MA: Harvard University Press, 1997.

NUSSBAUM, Martha C., Not for Profit: Why Democracy Needs the Humanities. Princeton & Oxford: Princeton University Press, 2010.

PASCUAL, Ángel, «Grandes Libros, Educación Superior y Formación del Carácter: A propósito de Robert M. Hutchins». En José Antonio Ibáñez-Martín & Concepción Naval Durán (eds.), Retos Actuales de la Acción Educativa: Carácter y Personalidad. Madrid: Narcea, 2022, pp. 133-141.

«Programa Grandes Libros – Itinerario Interfacultativo», Instituto Core Curriculum, Universidad de Navarra. Disponible en:

https://www.unav.edu/web/instituto-core-curriculum/docencia/core-curriculum/itinerario-interfacultativo-programa-de-grandes-libros [Última consulta: 31/05/2025].

PUJOL, Jordi & LA PORTE, José María, «Why universities? Key socio-cultural players in the twenty-first century». Church, Communication and Culture, 9/2, 2024, pp. 131-136.

QUINTILIANO, Institutio Oratoria. Disponible en:

https://www.thelatinlibrary.com/quintilian/quintilian.institutio12.shtml [Última consulta: 31/05/2025].

RITTER, Paul & WELLMON, Chad, Permanent Crisis: The Humanities in a Disenchanted Age. Chicago & London: The University of Chicago Press, 2021.

SÁNCHEZ-OSTIZ, Álvaro & TORRALBA, José María, «Intellectual and ethical education of university students through core texts seminars: The case of the Great Books Program at the University of Navarra». Church, Communication and Culture, 9/2, 2024, pp. 345-360.

SCOTT, Newstok, How to Think Like Shakespeare: Lessons from a Renaissance Education. Princeton & Oxford: Princeton University Press, 2020.

TORRALBA, José María, Una educación liberal: Elogio de los grandes libros. Madrid: Encuentro, 2022.

WEGEMER, Gerard, Thomas More on Statesmanship. Washington D.C.: Catholic University of America Press, 1998.

WEGEMER, Gerard, Young Thomas More and the Arts of Liberty. Cambridge: Cambridge University Press, 2011.

WEGEMER, Gerard & SMITH, Stephen (eds.), The Essential Works of Thomas More. New Haven & London: Yale University Press, 2020.

ZAKARIA, Fareed, In Defense of a Liberal Education. New York: W.W. Norton & Company, 2016.