First of all, I clarify that the title of this text refers to understanding relatively complex texts (books, fundamentally), writing developing an argument and presenting and defending it in public.
In the study plans of the areas of social sciences and humanities of the universities there is a clear predominance of teaching based on subjects. There are few credits in which students can enjoy a broad level of autonomy. This could be the case of the Final Degree Projects (TFG). The other “subject” in which students could have more freedom is external internships. Unlike the TFG, such practices are not compulsory in all grades.
As the study plans are made up, it is not clear where the times would be —or, if you will, the credits— that could ensure that students leave the grade having read a few dozen books, both classic and current — In any case, little less than essential. It seems difficult that in the 150 hours dedicated to each semester subject, its program can be developed and time is allocated for reading and commenting on books or long texts, and the subsequent evaluation of such activity.
The same could be said about learning to write coherently, to develop an argument and present it in public. It is true that all this may be done in some subjects. However, in groups in which it is usual to have more than 50 students, it seems somewhat difficult for a teacher to take on the daunting task of coordinating readings and advising on the preparation and presentation of assignments. Your presentation and defense in public is essential. Today, anyone can get one of these jobs by turning to their peers or simply commissioning them in an ever-widening market for TFG and Master’s Thesis.
In short, the configuration of our study plans does not guarantee that students have read (and analyzed and discussed) a minimum of, say, 40 or 50 books throughout their training. This could be solved if in each course six credits were assigned for something that could be called a reading club, so that in small groups books were discussed with the help of a teacher.
The times assigned to reading are a golden occasion for autonomous reflection and for contrasting points of view. On the other hand, each subject should promote reading, perhaps more of scientific articles and book chapters. Here it would be possible to include the reading of articles of the general press. After all, this type of press contains the description and, above all, the analysis of the present (I point out that it is a pity that, unlike what happens in other countries, subscriptions are not offered at a reduced price for students college students).
Some plans include subjects related to the development of oral and written expression techniques. Not bad. However, movement is demonstrated by walking. What I propose here is that such techniques should be developed along with the writing and presentation of papers or small investigations by students. There should be a TFG —obviously, with another name since it would not be an end-of-grade activity— of six credits each year. It is unacceptable that our students run into a task such as the TFG when, throughout the degree, they have not been prepared for a task that requires knowing how to handle information, having read extensively and expounding and debate in public.
It may be of interest to take a look at some of the contents of the syllabus of the Bachelor in behavior and social sciences (taught in English) of the highly elite Instituto de Empresa. Subjects such as Learning to Observe, Experiment & Survey, Data Insights & Visualization, Simulating and Modeling to Understand Change, The Big History of Ideas and Innovation, Writing Skills and Presentation Skills are offered in the first year.
It is more than well known that a good part of the student body that enrolls in the areas considered here does not usually have a brilliant previous academic career. However, students who arrive at the university begin a new stage in which their teachers know nothing about their previous school performance: the pygmalion effect for the individual student considered has disappeared. In other words, a new period is opening in which it would be essential to place high expectations on our students —just the opposite of what, I fear, has become common now—. For this, it would be necessary to offer a degree in which the essential thing was to create a scenario -of which the study plan is one more element- in which each student can develop their own interpretation of the world, in which they become a versatile professional and a citizen fully committed to democracy.
The fact of having credits in each course for reading and debate and for writing and oral presentation of works can be a fundamental element for our students to get out of the passivity to which the school institution —from primary to university— condemns him and is able to intervene in class with solid foundations. If we reduce the degree to a mere sum of subjects where the important thing is to reach the 240 credits that give access to the title, we will not be guaranteeing that our university students are truly autonomous thinkers.
With a proposal like the one presented here, an elite education would be possible for everyone —if I may be allowed the oxymoron— and not only for those who study at certain private universities —in Spain or other countries— or for those who enroll in degrees —and double degrees— in which an entrance mark close to the maximum of 14 points is required.
Creating a reading public capable of autonomously interpreting the world and capable of public debate is key to democracy.
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