Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
as we know it today.I
My title is derived from Ortega's designation of the traditional
university-trained class of European leadership as the select minority, and
from Newman's description of the philosophical habit of inquiry produced by university training as the imperial intellect. The paper will concentrate on two major areas of concern, the purpose of general education and
the creation o! the vitalist curriculum and, to a lesser extent, the criteria
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for the selection of faculty to teach such a curriculum. In deference to
Ortega, we shall begin by summarizing his pedagogical ideas and then indicate the points of concurrence with Newman.
Ortega conceived the mission of the university to be two-fold: the
satisfaction of the vital needs of students through studies that would enable
them to live at the maximum cultural level of their times and the satisfaction of their vocational needs through coursework leading to competence
in the learned professions. His plan, as Howard Lee Nostrand has pointed
out, is a reaction to specific weaknesses in the structure of European society, which he had already described in La rebellon de las masas.2 The mass
man of the twentieth century was complacent because scientific progress
had enabled him to live at a levelof comfort that in previous centurieswould
have been accessible only to the select minority. A kind of Nature Boy in
a technological Garden of Eden, mass man needed a Mephistopheles to
galvanize him into activity that would lead to a further raising of the general
cultural level. Unfortunately, whereas in previous centuries mass man had
looked to the select minority for leadership, he now sought no authority
beyond his own inclinations.
hoped and predicted, the university would be accepting the children of the
working class into its programs, and yet he felt it was not equipped to deal
effectively with their vital social needs.' The problem was especially acute
in the Spanish universities, where it was compounded by the fact that higher
education tended to reflect the traditional bourgeois values of the segment
of societythat it particularlyserved.3
Neglecting its role as transmitter of the integrated culture of its time,
the modern university had become dedicated to professional preparation
and to the training for, and conduct of, research, based largely on German
models.6 Ortega believed that the latter function was appropriate for only
a very limited gifted minority. For the university to involve the average student in research was to waste effort in the production of pseudo-research.
Moreover, to teach the sciencesas independent disciplinesof pure knowledge
technical knowledge that will enable them to live at the height of their times. 9
superiorlevelof the time.I I In this way it could offset someof the disadvantages of excessive specialization, which had caused such a fragmentation of European society that experts were able to communicate effectively
only with other experts in their fields. If the university were to address itself
to the task of raising its students to the height of their times, it would have
to combine these discrete disciplines, these disiecta membra, into a cultural
unity and teach this integrated culture to the average student fully and effectively.
I 2
In order to guarantee that the average student would learn the necessary
components of this plan of vital culture, the university would have to practice pedagogical economy. It would do so by establishing a School of
Culture, which would reduce the general curriculum to a body of material
that could be fully grasped by all students within the usual constraints of
time and effort by seeing to it that they learned this material. The transmission of culture would be an inexorable task binding on both faculty and
students.
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At the same time, the university would continue its program of professional training, but it would relegate the conduct of scientific research
to institutes dedicated to it. " Specially gifted students would have access
to the research units, but the average student would not be required to
engage in a vain sort of pseudo-research that failed to achieve its purpose
so often that it was becominga caricature of itself.I 3 Freed from the necessity
to demonstrate his supposed capacity for creative research, the average student could then devote his time both to the learning of the cultural material
that the university considered vital, and to his professional formation, which
very rarely would entail the carrying out of research. Science and the advancement of knowledge would remain vitalizing principles in the university, but they would be actively engaged in only by the gifted and dedicated
vitalist curriculum. I 7
That curriculum would consist of five cultural disciplines, each supported by a corresponding scientific discipline. The disciplines are presented
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in pairs as follows, with the cultural title appearing first, followed by the
name of the supporting scientific discipline:
1. Imagen f(sica del mundo (F(sica).
2. Los ternas fundamentales de la vida organica (Biolog(a).
3. EI proceso historico de la especie humana (Historia).
4. La estructura y funcionamiento de la vida social (Sociologla).
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those who objected to the possible neglect of the sciencesin favor of a more
exclusivelypedagogical mission, Newman responded in a manner not unlike
Ortega's. He pointed out that there were institutions far more suited than
a university to act as instruments for "stimulating philosophical inquiry
and extending the boundaries of knowledge," and he gave examples of
cultural curriculum.J4
--
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Although, unlike Unamuno, Ortega never rose to a position of prominence as an educational administrator, and Newman's Irish university,
except for Celtic studies and a medical school, was a failure, their concurrent ideas stilldeserveconsideration. Granted that their thinking was directed
toward European universitiesin countries beset by cultural problems peculiar
to them; nevertheless, as Juan Lopez Morillas has indicated, who among
us is so confident of the validity of the programs for general education in
his own institution that he can afford to cast stones?"
Could we not profit by examining the value of some of their contentions? Would it not be advisable, for example, to initiate a series of empirical studies designed to test the validity of Newman's or Ortega's intuition that the creation of knowledge and the dissemination of it require personalities that are rarely combined to an outstanding degree in a single individual? Correlations of personality inventories of outstanding researchers
and outstanding teachers could be the first steps in the validation of such
a hypothesis. It is the type of statistical study that schools of education
are especially equipped to carry out. Recent studies in Canadian universities indeed seem to be aimed in this direction."
It may be that American universities are making unrealistic demands
on their faculties by insisting on excellencein teaching, serviceand research.
It may also be that this insistence is in reality producing excellence in only
one of those areas, and a tolerated mediocrity in the others. It may be that
in order to produce true excellencein all three areas, the university willhave
to accept the notion of specialization in vitalistic teaching as distinct from
specialization in research. This, together with the effective use of the principle of pedagogical economy, could produce human beings adequately
educated for life as well as for the professions.
IA more detailed and precise description of the composition of the Idea of a University
can be found in George N. Shuster's introduction to The Idea of a University (Garden City.
New York: Doubleday Image, 1959), p.26 Subsequent references to the Idea will be to this
popular paperback edition.
'Howard Lee Nostrand, trans.. Mission of the University, by Jose Ortega y Gasset
(Princeton: Princeton University Press. 1944), p. 3.
'Excellent summaries of La rebellon de las masas and La mislon de la unlversldad can
be found in Victor Ouimette, Jose Ortega y Gasset (Boston: Twayne. 1982), pp. 106-111.
"'Primera
[razon] si se cree debido, como yo creo, lIevar al obrero el saber universitario
es porque este se considera valioso y deseable... Segunda, la tarea de hacer porosa la Universidad al obrero es en m(nima parte cuestion de la Universidad y es casi totalmente cuestion
del Estado. Solo una gran reforma de este hara efectiva aquella." Jose Ortega y Gasset, "Misian de la Universidad," in Obras Completas. Tomo IV (Madrid: Revista de Occidente, 1947),
p. 318. All future references to this edition will be cited as Ortega.
'''Hoy mandan...las cIases burguesas, la mayona de cuyos individuos es profesional."
Ortega felt that the bourgeoisie had received adequate professional training in the university,
but inadequate training for life. Ortega, p. 323.
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'From personal experience, Ortega had a poor opinion of the pedagogical effectiveness
of the German model: "Para que venga nadie a contarme que la Universidadalemana
es,
como institucion. un modeloL
Ortega. p. 348.
"'Universidad contempoTilnea ha complicado enormemente la enseiianza profesional...y
ha ariadido la investigacion quitando casi por completo Ia enseiianza 0 transmision de la cultura.
Esto ha sido evidentemente una atrocidad."
Ortega. p. 322.
'''Solo una gran reforma de este [el Estado] hani efectiva aquella Oa Universidad]."
sity reform depends on reform of the state. Ortega. p. 318.
Univer-
'''Importa...que
estos profesionales, aparte de su profesion, sean capaces de vivir e influir vitalmente segun la altura de los tiempos." Ortega. p. 323.
."Este nuevo barbaro es principalmente el profesional."
Ortega. p. 322.
I I "Por eso es ineludible crear de nuevo en la Universidad la enseiianza de la cultura 0
sistema de las ideas vivas que el tiempo posee." Ortega. p. 323.
I '''Hay que reconstruir con los pedazos dispersos--dislecta membra--Ia unidad vital del
hombre europeo." Ortega. p. 325.
'Part II of the Mlslon describes the operation of the principle of pedagogical economy
and is entitled "Principio de la econom{a en la enseiianza." Ortega, pp. 329-334.
""Ante todo separemos profesion y ciencia." Ortega, p. 336.
''''Basta
con que sepan su ciencia." (The italics are Ortega's.) "Pero saber no es investigar." Ortega. p. 336.
"This stricture would apply to faculty as well as students. "De 10s profesores, unos. mas
ampliamente dotados de capacidad, seran a la vez investigadores. y los otros, los que solo
sean maestros, viviran excitados y vigilados por la ciencia
"Ortega, p. 351.
I '''La necesidad de crear vigorosas s(ntesis y sistematizaciones del saber para enseiiarlas
en la Facultad de Cultura. ira fomentando un genero de tal en to cient{fico que hasta ahora
solo se ha producido por azar: el talento integrador."
Ortega, p. 348.
"Ortega, p. 335.
"Ortega, p. 343.
"Ortega, p. 321.
"On the other hand. the average man hides from his responsibilities:
"el hombre
medio...prefiere
falsificar su vida reteniendola hermetica en el capullo gusanil de su mundo
iicticio y simplic!Simo." Ortega, p. 344.
""En la Facultad de Cultura no se explicanl fiSica segun esta se presenta a quien va a
ser de por vida un investigador fisicomatematico."
Ortega. p. 345.
""La f!Sica de la Cultura es la rigorosa s{ntesis ideologica de la figura y funcionamiento
del cosmos material. segGn estas resultan de la investigacion f!Sica hecha hasta el d{a." Ortega,
p.345.
""Una de dos: 0 para no vivir ineptamente, sin noticia de 10 que es el mundo material
vells Rolls que ser f!Sicos, que dedicarse
en que nos movemos. tendr(an todos los hombres
a la investigacion, 0 resignarse a una existencia que por una de sus dimensiones serra eSUJpida."
Ortega, p. 345.
"Ivan Luis Barrientos. '''Life'. 'Culture'. and 'Higher Education' in the Philosophy of
Jose Ortega of Gasset. "Diss. Michigan State University. 1965 (University Microfilms International. Ann Arbor. 1980). p. 97.
"Ortega. pp. 337-338.
"Ortega. p. 337.
"Ortega. p. 339.
"Ortega. p. 321.
JONewman, p. 8.
JI Newman, p. 8.
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"Newman, p. 8.
"Newman, p. 9.
"Newman, p. 10.
"Newman, p. 10.
"Ortega, p. 348.
"Newman, p. 10.
"Ortega, p. 349.
"Newman, p. 417.
"Lee H. Yearley, The Ideas of Newman (University Park and London: The Pennsylvania
State University Press, 1978), p. 122. The author puts the Idea in the context of Newman's
evaluation of liberal religion.
" Barrientos, p. 81. The author citesWhitehead's Alms of Education to show that education
seeks' 'the knowledge of aUpossible things, not only for the sake of learning them, but rather
in terms of a formative capacity-which he calls 'wisdom'--for 'life,''' a view that accords
well with both Ortega's cultural plan and Newman's formation of the imperial intellect.
"Ortega, p. 348.
"George N. Shuster, Intro., The Idea of a University, by John Henry Newman, p. 33.
"Juan Lopez-Morillas, Universities and Their Mission, Brown University Papers: No.
XXXII (Providence, Rhode Island: Brown University Press, 1956), p. 8.
"For example, Three Decades of Full-time Canadian University Teachers: A Statistical
Portrait, ED 196330.