For more than a hundred years, courses have been developed in which liberal education and humanities have been present in the basic curricula of some universities in the USA, such as Chicago or Columbia.
The Core Curriculum is a program of subjects based on the idea that a human education is needed in a free society. This involves, among other things, reading the classics of literature in order to study them in depth, discuss them and write about them in small groups. And so, once impregnated with the aroma of the great ideas of humanity, one can participate in a free way, in the great dialogue of the authors who have best captured the essence of humanity.
This methodology of these American universities has been learned and applied at the University of Navarra during the last years, having as a strong point the reading, debate and writing of the Classics, not for pure erudition but as a way of training in the humanities.
A scientific article published in Taylor & Francis in November 2024, by Álvaro Sánchez-Ostiz and José M. Torralba, describes the implementation of the Great Books Program at the University of Navarra during the period from 2014 to 2023.
We will now develop the general lines of these programs at Columbia and Chicago Universities and their influence on the success case of the University of Navarra, arguing the methodology and providing data on the process of change of the participants of this program from this study.
Core Curriculum at Columbia College
The Core Curriculum is the basic program for all students in the Columbia CollegeThe program is completed during the four years of any college course of study. In 2019 it turned one hundred years old and is the oldest self-study in the USA.
There are four distinguishing features of this program. First, the use of primary sources for the study, students draw their own conclusions and develop their own assessment from this original material.
A second characteristic are the debates among the companions as a result of the conclusions obtained previously, after the reading of these works. These are conversations where they exchange opinions, interpretations and their own visions, reworking or modifying the original ideas.
Another distinctive mark of this program is the deepening of the human condition through the reading of the classics of literature or the Great Books or through the multidisciplinary work of students from various careers with different perspectives of reality.
One last particular manifestation of these studies is the group learning that generates community among students and alumni of this university.
The teachers have a moderating or leading role, but they do not provide a definitive value when drawing conclusions. All the opinions given by the students are listened to and evaluated by their peers, after reading, deepening, discussing and writing about the proposed works.
The core courses of the program are Artistic Humanities, Contemporary Civilization, Frontiers of Science, Literature Humanities, Music Humanities, and College Writing. In the latter course, students learn to write convincing and well-crafted arguments.
University of Chicago Core Curriculum
The first version of these studies began in the fall term of 1931. "The New Plan" involved three years of discussion and study by Dean Chauncey Boucher and a committee of University faculty.
In January 1942, Robert Maynard Hutchins, president of this institution, considered that too much importance was given to memorization and not enough to the impact of ideas, so he decided to reform this program.
In the 1950s, Rector Lawrence Kimpton made pedagogical changes to return in large part to the beginnings of the "New Plan". In addition, a "common year" of four year-long subjects was introduced: Humanities, Physical Sciences, Biological Sciences and Social Sciences.
In 1985 Dean Donald reorganized the Common Core into seven quarters total of Humanities and Civilization Studies, six quarters of Natural Sciences, three quarters of Social Sciences and three quarters of Foreign Language, and two quarters of Mathematics.
Currently the "core" consists of Letters, Humanities, Civilization Studies, Social Sciences, Biological Sciences, Physical Sciences and Mathematical Sciences.
Great Books Program at the University of Navarra
A scientific article entitled: "The intellectual and ethical formation of university students through core text seminars: the case of the Great Books Program at the University of Navarra", published in Taylor & Francis online in November 2024, by Álvaro Sánchez-Ostiz and José M. Torralba, describes the implementation of the Great Books Program at the University of Navarra during the period from 2014 to 2023.
The objectives of the program, based on what these Spanish professors from U.S. universities have learned, are fourfold: "to develop reading comprehension, informed dialogue and written argumentation skills; to develop an interdisciplinary framework for understanding reality in which students can place what they learn in their degree program; to develop critical thinking and cultivate an interest in truth; to promote ethical thinking and the connection between thought and life."
The conclusions after the application of this program, as the study shows, can be specified in that transversal courses can be introduced, which allow professional qualification. In such a way that they show interest, intellectual and ethical qualities are developed in an effective way.
Development of virtues
According to one of the 2024 student surveys in that study, "they overwhelmingly felt that the courses helped them develop the following intellectual virtues: curiosity, autonomy, humility, attentiveness, care, thoroughness, open-mindedness, courage, and tenacity."
One student wrote: "I think seeing how much your peers think about the books (...) and how deeply they can go, humbles you about your own knowledge and also awakens in you the desire to learn more about new topics."
Enhancement of critical thinking and interest in truth.
In another 2023 survey from the same study, more than 90 % felt that the classes helped to awaken their interest in learning the truth. As an example, one student commented: "One of the most positive points of the classes - and, necessarily, of the professors - is their work to instill in the students the joy of knowing the truth.
Interest in truth is also cultivated, as another student commented, "not by constantly talking about truth and insisting on it explicitly, but by discovering truth in its most human and dynamic aspect and recognizing in the great books the great truths carried by their characters."
Ethical thinking
Says the article, on morality and civic responsibility aroused by reading the classics, that it develops "the empathy that develops in the reading process between reader and character allows for a first-person understanding of moral experiences. This process subsequently positively influences how students approach and make important decisions in their lives, as indicated by 66 % of respondents in the 2023 survey. In addition, more than 60% feel that the Program has fostered their sense of responsibility towards society and their commitment to contribute to the common good."
The transformative power of the Great Books
Ultimately, reading, discussing and writing about the Great Books has a formative purpose; it seeks to have a profound impact on the student as they live a transformative experience with their peers.
Something that reminds him of what Enrique García-Máiquez has captured in "Ejecutoria. A nobility of spirit" Enrique García-Máiquez. That nobility of spirit is not achieved only by the intellect but by a dialogue, debate or coexistence with others. Since the experience of sharing humanizes us and makes us free.
