Universities can be an ideal place to “turn people, first and foremost, into learned persons”, explains Mònica Argemí, citing the philosopher José Ortega y Gasset. To do so, “it is necessary to provide a broad and inclusive vision of human knowledge, which is the ultimate goal of liberal education, whose mission is to educate students and guide them toward a career through a series of human qualities and habits that enable them to reflect and pursue the common good,” she contends.
Argemí’s thesis is based on the premise that companies and society in general need competent people, in the broadest and deepest sense of the word. “Often, universities fail to meet this challenge,” she explains. “Reasons for this include hyperspecialisation and the commodification of educational institutions.”
According to the study, in recent years, liberal education programmes —general education, liberal education, liberal arts, core curricula— have branched out beyond the borders of Anglo-Saxon countries and taken root in a host of different cultural, historical and social contexts. “The project questions whether this type of education can help prepare students better and offer a solution to some of the challenges currently facing universities,” affirms the new PhD holder.
The thesis is divided into four sections: an historical overview of the concept of liberal education, a systematic review of the literature from the past decade that explores the academic discourse surrounding this form of education, a Delphi study in which a panel of international experts discuss the aspects that define liberal education and a theoretical/speculative study about liberal education and character education at universities.
Among the conclusions of this research project is evidence of the contribution of liberal education to the character education of students. This, according to Argemí, “will help restore the noblest and most original sense of university education.”
As a result, she continues, “recovering the original idea of liberal education and the distinguishing features of this educational model creates the perfect framework in which to provide people holistic and comprehensive education. This will help better prepare students for their lives —professional and personal— and as citizens, in a constantly changing society.” In fact, as Mònica Argemí concludes, “this is exactly what we are doing at the Culture and Thought Institute at UIC Barcelona through, for example, mentoring or specific training sessions for both students and teachers.”
