LA LECTURA DE LOS CLÁSICOS Y LA UNIVERSIDAD
Palabras clave:
textos y autores clásicos, valor intrínseco de los clásicos, Universidad, docere delectando, formación integral y humanística
Resumen
El presente artículo reflexiona sobre la presencia y persistencia de los textos clásicos como mediadores paradigmáticos de la civilización occidental. En primer lugar, se hace hincapié en la definición de clásico del DRAE, destacando en especial tres de las acepciones; luego se lo compara con el calidoscopio y con la cumbre para luego meditar acerca de la evolución del canon según las épocas y de la influencia de los clásicos en otros libros, también devenidos clásicos. Se menciona una galería tentativa e imperfecta de autores clásicos a la vez que se esgrimen algunas estrategias posibles de ser aplicadas por lectores autónomos y por la Universidad de modo sistemático en distintas carreras y asignaturas. Se justifica el acercamiento y deleite de los clásicos con cinco argumentaciones, a las que cada lector puede sumar las suyas.
Nota: Una versión previa fue presentada en Investigación sin Rodeos. Revista anual nº 1, publicada prioritariamente para uso interno por el Instituto Rodeo del Medio – Nivel Superior, en Maipú, 2005. El tiempo ha permitido retroalimentar el artículo y se lo ha enriquecido con consideraciones específicas sobre la misión de la Universidad y los clásicos
Citas
Ahren, Kathy y Manathunga, Catherine (2004). Clutch-Starting Stalled Research Students. Innovative Higher Education, 28(4), 237-254.
Alves, Alda Judith (1992). A «revisao da bibliografia» em teses e dissertaçoes: Meus tipos inesquecíveis. Cadernos de Pesquisa, 81, 53 60.
Amundsen, Cheryl y McAlpine, Lynn (2009). ‘Learning supervision’: trial by fire. Innovations in Education and Teaching International, 46(3), 331-342.
Anderson, Charles, Day, Kate y McLaughlin, Pat (2006). Mastering the dissertation: lectures’ representations of the purposes and processes of Master’s level dissertation supervision. Studies in Higher Education, 31( 2), 149–168.
Archbald, Doug (2008). Research Versus Problem Solving for the Education Leadership Doctoral Thesis: Implications to Form and Function. Educational Administration Quarterly, 44(5), 704-739.
Armstrong, Steven (2004). The impact of supervisors’ cognitive styles on the quality of research supervision in Management education. British Journal of Educational Psychology, 74, 599–616.
Biggs, John (1988). Approaches to learning and essay writing. En: R. R. Schmeck (Ed.). Learning strategies and learning styles (185–228). New York: Plenum.
Boote, David y Beile, Penny (2005). Scholars Before Researchers: On the Centrality of the Dissertation Literature Review in Resarch Preparation. Educational Researcher, 34(6), 3-15.
Buchbinder, Pablo (2005). Historia de las Universidades Argentinas. Buenos Aires: Sudamericana.
Campbell, Jennifer, Smith, David y Brooker, Ross (1998). From conception to performance: How undergraduate students conceptualize and construct essays. Higher Education, 36, 449-469.
Carlino, Paula (2003). La experiencia de escribir una Tesis: Contextos que la vuelven más difícil. II Congreso Internacional Cátedra UNESCO Lectura y Escritura, Valparaíso, Pontificia Universidad Católica de Valparaíso.
Carlino, Paula (2004). Culturas académicas contrastantes en Australia, E.E.U.U. y Argentina: representaciones y prácticas sobre la escritura y sobre la supervisión de tesis en el grado y el posgrado universitarios. Trabajo presentado en la Reunión Internacional «Mente y Cultura: Cambios representacionales en el aprendizaje» Centro Regional Universitario Bariloche de la Universidad Nacional del Comahue, 11, 12 y 13 de febrero de 2004.
Carlino, Paula (2005a). La experiencia de escribir una tesis: contextos que la vuelven más difícil. Anales del Instituto de Lingüística, UNCuyo, XXIV, XXV, XXVI, 41-62.
Carlino, Paula (2005b). ¿Por qué no se completan las tesis en los posgrados? Obstáculos percibidos por maestrandos en curso y magistri exitosos. Educere, 9(30), 415-420.
D’Andrea, Livia (2002). Obstacles to Completion of the Doctoral Degree in Colleges of Education. Educational Research Quarterly, 25(3), 42-58.
Delamont, Sara (2005). Four great gates: dilemmas, directions and distractions in educational research. Research Papers in Education, 20(1), 85–100.
Delamont, Sara y Atkinson, P. (2001). Doctoring Uncertainty: Mastering Craft Knowledge. Social Studies of Science, 31(1), 87-107.
Devenish, Rosemerry et al. (2009). Peer to peer support: the disappearing work in the doctoral student experience. Higher Education Research & Development, 28(1), 59–70.
Dysthe, Olga, Samara, Akylina y Westrheim, Kariane (2006). Multivoiced supervisión of Master’s students: a case study of alternative supervision practices in higher education. Studies in Higher Education, 31(3), 299-318.
Eco, Umberto (1988). Cómo se hace una tesis. Buenos Aires: Gedisa (Trad. del original italiano de 1977).
Ehrenberg, Ronald et al. (2007). Inside the Black Box of Doctoral Education: What Program Characteristics Influence Doctoral Students’ Attrition and Graduation Probabilities? Educational Evaluation and Policy Analysis, 29(2), 134-150.
Farji-Brener, Alejandro (2007). Ser o no ser director, esa es la cuestión: Reflexiones cómo no debería ser el desarrollo de una tesis doctoral. Ecología Austral, Córdoba, Rca. Argentina, 17, 287-292.
Gardner, Susan (2005). «If it were easy, everyone would have a Ph.D.» Doctoral student success: Socialization and disciplinary perspectives. Unpublished doctoral dissertation, Washington State University, Pullman, Washington.
Gardner, Susan (2007). «I heard it through the grapevine»: doctoral student socialization in chemistry and history. Higher Education, 54, 723-740.
Gardner, Susan (2008). «What’s too much and what’s too little?»: The Process of Becoming an Independent Researcher in Doctoral Education. Journal of Higher Education, 79(3), 326-350.
Gardner, Susan (2009). The Development of Doctoral Students: Phases of Challenge and Support. ASHE Higher Education Report, 34(6), 1-14.
Gatfield, Terry (2005). An Investigation into PhD Supervisory Management Styles: Development of a dynamic conceptual model and its managerial implications. Journal of Higher Education Policy and Management, 27(3), 311-325.
Golde, Chris (2005). The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments. The Journal of Higher Education, 76(6), 669-700.
Gurr, Geoff (2001). Negotiating the «Rackety Bridge»-a Dynamic Model for Aligning Supervisory Style with Research Student Development. Higher Education Research & Development, 20(1), 81-92.
Hart, Gordon y Nance, Don (2003). Styles of Counselor Supervision as Perceived by Supervisors and Supervisees. Counselor Education & Supervision, 43, 146-158.
Hasrati, Mostafa (2005). Legitimate peripheral participation and supervising Ph.D. students. Studies in Higher Education, 30(5), 557-570.
Hoskins, Christine y Goldberg, Alan (2005). Doctoral Student Persistence in Counselor Education Programs: Student-Program Match. Counselor Education & Supervision, 44, 175-188.
Jeppesen, Cyntia, Nelson, Alejandra y Guerrini, Victoria (2004). Diagnóstico y perspectiva de los estudios de posgrado en Argentina. IESALC-UNESCO (www.iesalc.unesco.org.ve).
Johnson, Lesley, Lee, Alison y Green, Bill (2000). The PhD and the Autonomous Self: gender, rationality and postgraduate pedagogy. Studies in Higher Education, 25(2), 135-147.
Kerlinger, Fred y Lee, Howard (2001). Investigación del comportamiento (4ª ed.). México: McGraw Hill.
Labaree, David (2003). The Peculiar Problems of Preparing Educational Researchers. Educational Researcher, 32(4), 13-22.
Lavelle, Ellen y Zuercher, Nancy (2001). The writing approaches of university students. Higher Education, 42, 373-391.
Lavelle, Ellen y Bushrow, Kathy (2007). Writing Approaches of Graduate Students. Educational Psychology, 27(6), 807-822.
Lee, Alison y Boud, David (2003). Writing Groups, Change and Academic Identity: research development as local practice. Studies in Higher Education, 28(2), 187-200
Lovitts, Barbara (2005). Being a good course-taker is not enough: a theoretical perspective on the transition to independent research. Studies in Higher Education, 30(2), 137–154.
Manathunga, Catherine y Goozée, Justine (2007). Challenging the dual assumption of the ‘always/already’ autonomous student and effective supervisor. Teaching in Higher Education, 12(3), 309-322.
Milton, Noemí y Díaz, Ana María (2008). La formación en investigación educativa: desde los procesos sistemáticos a las acciones tutoriales. V Encuentro Iberoamericano de Colectivos y Redes de Maestros que Hacen Investigación e Innovación desde su Escuela y Comunidad, Venezuela, 13 al 20 de julio de 2008.
Mullins, Gerry y Kiley, Margaret (2002). ‘It’s a PhD, not a Nobel Prize’: how experienced examiners assess research theses. Studies in Higher Education, 27(4), 369-386.
Narvaja de Arnoux, Elvira et al. (2005). La intervención pedagógica en el proceso de escritura de Tesis de Posgrado. Rev. de la Maestría en Salud Pública, 3(6), 2-18.
Narvaja de Arnoux, Elvira (Ed.) (2009). Escritura y producción de conocimiento en las carreras de posgrado. Buenos Aires: Santiago Arcos editor.
Padilla Carmona, T. y Gil Flores, J. (2008). La evaluación orientada al aprendizaje en la Educación Superior: condiciones y estrategias para su aplicación en la docencia universitaria. Revista Española de Pedagogía, LXVI(241), 467-486.
Pajares, Frank (2003). Self-efficacy beliefs, motivation, and achievement in writing: a review of the literature. Reading & Writing Quarterly, 19. 139-158.
Pauley, David (2004). Group Therapy for Dissertation-Writers: The Right Modality for a Struggling Population. Journal of College Student Psychotherapy, 18(4), 25-43.
Pearson, Margot y Brew, Angela (2002). Research Training and Supervision Development. Studies in Higher Education, 27(2), 135-150.
Pearson, Margot, Evans, Terry y Macauley, Peter (2007). Growth and diversity in doctoral education: assessing the Australian experience. Higher Education, 55, 357–372.
Pereira, Cecilia y di Stefano, Mariana (2007). El taller de escritura en posgrado: Representaciones sociales e interacción entre pares. Revista Signos, 40(64), 405-430.
Protivnak, Jafe y Foss, Louisa (2009). An Exploration of Themes that Influence the Counselor Education Doctoral Student Experience. Counselor Education & Supervision, 48(4), 29-256.
Swales, John (1990). Genre Analysis. English in Academic and Research Settings. Cambridge: Cambridge University Press.
Swales, John y Feak, Christine (2000). English in Today’s Research World: A Writing Guide. Michigan: The University of Michigan Press.
Vilkinas, Tricia (2008). An Exploratory Study of the Supervision of Ph.D./ Research Students’ Theses. Innovative Higher Education, 32, 297-231.
Wainerman, Catalina; Gorri, Alicia y Prieto Castillo, Daniel (1998). Pilares de la investigación. Formulación. Evaluación. Comunicación. Mendoza: EDIUNC.
Zimmerman, Barry y Risemberg, Rafael (1997). Becoming a Self-Regulated Writer: A Social Cognitive Perspective. Contemprary Educational Psychology, 22(1), 73-101.
Alves, Alda Judith (1992). A «revisao da bibliografia» em teses e dissertaçoes: Meus tipos inesquecíveis. Cadernos de Pesquisa, 81, 53 60.
Amundsen, Cheryl y McAlpine, Lynn (2009). ‘Learning supervision’: trial by fire. Innovations in Education and Teaching International, 46(3), 331-342.
Anderson, Charles, Day, Kate y McLaughlin, Pat (2006). Mastering the dissertation: lectures’ representations of the purposes and processes of Master’s level dissertation supervision. Studies in Higher Education, 31( 2), 149–168.
Archbald, Doug (2008). Research Versus Problem Solving for the Education Leadership Doctoral Thesis: Implications to Form and Function. Educational Administration Quarterly, 44(5), 704-739.
Armstrong, Steven (2004). The impact of supervisors’ cognitive styles on the quality of research supervision in Management education. British Journal of Educational Psychology, 74, 599–616.
Biggs, John (1988). Approaches to learning and essay writing. En: R. R. Schmeck (Ed.). Learning strategies and learning styles (185–228). New York: Plenum.
Boote, David y Beile, Penny (2005). Scholars Before Researchers: On the Centrality of the Dissertation Literature Review in Resarch Preparation. Educational Researcher, 34(6), 3-15.
Buchbinder, Pablo (2005). Historia de las Universidades Argentinas. Buenos Aires: Sudamericana.
Campbell, Jennifer, Smith, David y Brooker, Ross (1998). From conception to performance: How undergraduate students conceptualize and construct essays. Higher Education, 36, 449-469.
Carlino, Paula (2003). La experiencia de escribir una Tesis: Contextos que la vuelven más difícil. II Congreso Internacional Cátedra UNESCO Lectura y Escritura, Valparaíso, Pontificia Universidad Católica de Valparaíso.
Carlino, Paula (2004). Culturas académicas contrastantes en Australia, E.E.U.U. y Argentina: representaciones y prácticas sobre la escritura y sobre la supervisión de tesis en el grado y el posgrado universitarios. Trabajo presentado en la Reunión Internacional «Mente y Cultura: Cambios representacionales en el aprendizaje» Centro Regional Universitario Bariloche de la Universidad Nacional del Comahue, 11, 12 y 13 de febrero de 2004.
Carlino, Paula (2005a). La experiencia de escribir una tesis: contextos que la vuelven más difícil. Anales del Instituto de Lingüística, UNCuyo, XXIV, XXV, XXVI, 41-62.
Carlino, Paula (2005b). ¿Por qué no se completan las tesis en los posgrados? Obstáculos percibidos por maestrandos en curso y magistri exitosos. Educere, 9(30), 415-420.
D’Andrea, Livia (2002). Obstacles to Completion of the Doctoral Degree in Colleges of Education. Educational Research Quarterly, 25(3), 42-58.
Delamont, Sara (2005). Four great gates: dilemmas, directions and distractions in educational research. Research Papers in Education, 20(1), 85–100.
Delamont, Sara y Atkinson, P. (2001). Doctoring Uncertainty: Mastering Craft Knowledge. Social Studies of Science, 31(1), 87-107.
Devenish, Rosemerry et al. (2009). Peer to peer support: the disappearing work in the doctoral student experience. Higher Education Research & Development, 28(1), 59–70.
Dysthe, Olga, Samara, Akylina y Westrheim, Kariane (2006). Multivoiced supervisión of Master’s students: a case study of alternative supervision practices in higher education. Studies in Higher Education, 31(3), 299-318.
Eco, Umberto (1988). Cómo se hace una tesis. Buenos Aires: Gedisa (Trad. del original italiano de 1977).
Ehrenberg, Ronald et al. (2007). Inside the Black Box of Doctoral Education: What Program Characteristics Influence Doctoral Students’ Attrition and Graduation Probabilities? Educational Evaluation and Policy Analysis, 29(2), 134-150.
Farji-Brener, Alejandro (2007). Ser o no ser director, esa es la cuestión: Reflexiones cómo no debería ser el desarrollo de una tesis doctoral. Ecología Austral, Córdoba, Rca. Argentina, 17, 287-292.
Gardner, Susan (2005). «If it were easy, everyone would have a Ph.D.» Doctoral student success: Socialization and disciplinary perspectives. Unpublished doctoral dissertation, Washington State University, Pullman, Washington.
Gardner, Susan (2007). «I heard it through the grapevine»: doctoral student socialization in chemistry and history. Higher Education, 54, 723-740.
Gardner, Susan (2008). «What’s too much and what’s too little?»: The Process of Becoming an Independent Researcher in Doctoral Education. Journal of Higher Education, 79(3), 326-350.
Gardner, Susan (2009). The Development of Doctoral Students: Phases of Challenge and Support. ASHE Higher Education Report, 34(6), 1-14.
Gatfield, Terry (2005). An Investigation into PhD Supervisory Management Styles: Development of a dynamic conceptual model and its managerial implications. Journal of Higher Education Policy and Management, 27(3), 311-325.
Golde, Chris (2005). The Role of the Department and Discipline in Doctoral Student Attrition: Lessons from Four Departments. The Journal of Higher Education, 76(6), 669-700.
Gurr, Geoff (2001). Negotiating the «Rackety Bridge»-a Dynamic Model for Aligning Supervisory Style with Research Student Development. Higher Education Research & Development, 20(1), 81-92.
Hart, Gordon y Nance, Don (2003). Styles of Counselor Supervision as Perceived by Supervisors and Supervisees. Counselor Education & Supervision, 43, 146-158.
Hasrati, Mostafa (2005). Legitimate peripheral participation and supervising Ph.D. students. Studies in Higher Education, 30(5), 557-570.
Hoskins, Christine y Goldberg, Alan (2005). Doctoral Student Persistence in Counselor Education Programs: Student-Program Match. Counselor Education & Supervision, 44, 175-188.
Jeppesen, Cyntia, Nelson, Alejandra y Guerrini, Victoria (2004). Diagnóstico y perspectiva de los estudios de posgrado en Argentina. IESALC-UNESCO (www.iesalc.unesco.org.ve).
Johnson, Lesley, Lee, Alison y Green, Bill (2000). The PhD and the Autonomous Self: gender, rationality and postgraduate pedagogy. Studies in Higher Education, 25(2), 135-147.
Kerlinger, Fred y Lee, Howard (2001). Investigación del comportamiento (4ª ed.). México: McGraw Hill.
Labaree, David (2003). The Peculiar Problems of Preparing Educational Researchers. Educational Researcher, 32(4), 13-22.
Lavelle, Ellen y Zuercher, Nancy (2001). The writing approaches of university students. Higher Education, 42, 373-391.
Lavelle, Ellen y Bushrow, Kathy (2007). Writing Approaches of Graduate Students. Educational Psychology, 27(6), 807-822.
Lee, Alison y Boud, David (2003). Writing Groups, Change and Academic Identity: research development as local practice. Studies in Higher Education, 28(2), 187-200
Lovitts, Barbara (2005). Being a good course-taker is not enough: a theoretical perspective on the transition to independent research. Studies in Higher Education, 30(2), 137–154.
Manathunga, Catherine y Goozée, Justine (2007). Challenging the dual assumption of the ‘always/already’ autonomous student and effective supervisor. Teaching in Higher Education, 12(3), 309-322.
Milton, Noemí y Díaz, Ana María (2008). La formación en investigación educativa: desde los procesos sistemáticos a las acciones tutoriales. V Encuentro Iberoamericano de Colectivos y Redes de Maestros que Hacen Investigación e Innovación desde su Escuela y Comunidad, Venezuela, 13 al 20 de julio de 2008.
Mullins, Gerry y Kiley, Margaret (2002). ‘It’s a PhD, not a Nobel Prize’: how experienced examiners assess research theses. Studies in Higher Education, 27(4), 369-386.
Narvaja de Arnoux, Elvira et al. (2005). La intervención pedagógica en el proceso de escritura de Tesis de Posgrado. Rev. de la Maestría en Salud Pública, 3(6), 2-18.
Narvaja de Arnoux, Elvira (Ed.) (2009). Escritura y producción de conocimiento en las carreras de posgrado. Buenos Aires: Santiago Arcos editor.
Padilla Carmona, T. y Gil Flores, J. (2008). La evaluación orientada al aprendizaje en la Educación Superior: condiciones y estrategias para su aplicación en la docencia universitaria. Revista Española de Pedagogía, LXVI(241), 467-486.
Pajares, Frank (2003). Self-efficacy beliefs, motivation, and achievement in writing: a review of the literature. Reading & Writing Quarterly, 19. 139-158.
Pauley, David (2004). Group Therapy for Dissertation-Writers: The Right Modality for a Struggling Population. Journal of College Student Psychotherapy, 18(4), 25-43.
Pearson, Margot y Brew, Angela (2002). Research Training and Supervision Development. Studies in Higher Education, 27(2), 135-150.
Pearson, Margot, Evans, Terry y Macauley, Peter (2007). Growth and diversity in doctoral education: assessing the Australian experience. Higher Education, 55, 357–372.
Pereira, Cecilia y di Stefano, Mariana (2007). El taller de escritura en posgrado: Representaciones sociales e interacción entre pares. Revista Signos, 40(64), 405-430.
Protivnak, Jafe y Foss, Louisa (2009). An Exploration of Themes that Influence the Counselor Education Doctoral Student Experience. Counselor Education & Supervision, 48(4), 29-256.
Swales, John (1990). Genre Analysis. English in Academic and Research Settings. Cambridge: Cambridge University Press.
Swales, John y Feak, Christine (2000). English in Today’s Research World: A Writing Guide. Michigan: The University of Michigan Press.
Vilkinas, Tricia (2008). An Exploratory Study of the Supervision of Ph.D./ Research Students’ Theses. Innovative Higher Education, 32, 297-231.
Wainerman, Catalina; Gorri, Alicia y Prieto Castillo, Daniel (1998). Pilares de la investigación. Formulación. Evaluación. Comunicación. Mendoza: EDIUNC.
Zimmerman, Barry y Risemberg, Rafael (1997). Becoming a Self-Regulated Writer: A Social Cognitive Perspective. Contemprary Educational Psychology, 22(1), 73-101.
