Desafíos que enfrentan las Humanidades y las Artes en instituciones universitarias complejas e integrales.
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Esta reflexión examina los desafíos que atraviesan las Humanidades y las Artes en universidades complejas de Chile y América Latina, en un escenario marcado por el predominio científico-tecnológico. Este contexto ha disminuido el interés estudiantil, los apoyos institucionales y su presencia curricular. El autor, Ignacio Sánchez, sostiene que estas disciplinas, históricamente centrales en la vida universitaria, siguen siendo decisivas para el pensamiento crítico, la formación ética, la cohesión social y la lectura responsable de la información. Además, ofrecen herramientas duraderas para abordar problemas contemporáneos. La reflexión propone revisar los currículos, reforzar la interdisciplinariedad y reconocer su impacto social y cultural.
Altbach, Philip G., Liz Reisberg, Laura E. Rumbley. Trends in Global Higher Education: Tracking an Academic Revolution. A Report Prepared for the UNESCO 2009 World Conference on Higher Education. París: UNESCO, 2009. https://unesdoc.unesco.org/ark:/48223/pf0000183219.
Armitage, Daniel. et al. The Teaching of the Arts and Humanities at Harvard College. Mapping the future. Cambridge: Harvard University, 2013.
Benneworth, Paul, y Ben W. Jongbloed. “Who Matters to Universities? A Stakeholder Perspective on Humanities, Arts and Social Science Valorisation”. Higher Educ 59, núm. 5 (2010): 567-588. DOI: https://doi.org/10.1007/s10734-009-9265-2
Bonomo, Umberto, Eugenio Garcés y Carlos Silva. Magallanes territorio sin fronteras. Patrimonio, identidades, desarrollo sostenible. Santiago de Chile: Ediciones UC, 2021.
Cerda, Emilio de la. “La hora del Patrimonio en la UC”, en Revista Universitaria, n° 172. La Humanidad en el centro del Patrimonio (2023) https://revistauniversitaria.uc.cl/dossier/la-hora-del-patrimonio-en-la-uc/19221/. Farida Shaheed, Informe sobre el acceso al patrimonio cultural como derecho humano. ACNUDH. Presentado en la 17° sesión del Human Rights Council, mayo-junio 2011. A/HRC/17/38 (2011).
European Commission. “Social Sciences and Humanities (SSH) - H2020 Online Manual” (2021). https://ec.europa.eu/research/participants/docs/h2020-funding-guide/cross-cutting-issues/ssh_en.htm.
Flink, Tim, y David Kaldewey. “The Language of Science Policy in the Twenty-First Century: What Comes After Basic and Applied Research?”, en David Kaldewey y Désirée Schauz (eds.), Basic and Applied Research: The Language of Science Policy in the Twentieth Century, 251-284 (Nueva York: Berghahn, 2018). https://doi.org/10.2307/j.ctv8bt0z7.15. DOI: https://doi.org/10.2307/j.ctv8bt0z7.15
Francisco. Discurso en la Pontificia Universidad Católica de Chile. Enero, 2018. https://www.vatican.va/content/francesco/es/speeches/2018/january/documents/papa-francesco_20180117_cile-santiago-pontuniversita.html.
Frodeman, Robert. “Interdisciplinarity, Grand Challenges, and the Future of Knowledge”. Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 56 (2016): 108-110. https://doi.org/10.1016/j.shpsc.2015.11.011. DOI: https://doi.org/10.1016/j.shpsc.2015.11.011
Greco, Monica. “Logics of Interdisciplinarity: The Case of Medical Humanities”, en Andrew Barry y Georgina Born, Interdisciplinarity: Reconfigurations of the Social and Natural Sciences, 226-245 (Londres: Routledge, 2013)
Jacob, Merle, y Leila Jabrane. “Being There in the Flex: Humanities and Social Science Collaborations with Nonacademic Actors”, Studies in Higher Education 43, núm. 10 (2018): 1718-1729. DOI: https://doi.org/10.1080/03075079.2018.1520414
Juan Pablo II. Constitución Apostólica de las Universidades Católicas, Ex Corde Ecclesiae [Documento oficial]. Ciudad del Vaticano (15 de agosto 1990). https://www.vatican.va/content/john-paul-ii/es/apost_constitutions/documents/hf_jp-ii_apc_15081990_ex-corde-ecclesiae.html. Para más información, véase https://www.mat.uc.cl/archivos/documento-identidad-catolica-uc.pdf.
Kania, Krysztof, y Rickard Bucksch. Integration of Social Sciences and Humanities in Horizon 2020: Participants, Budgets and Disciplines. Bruselas: Publications Office of the European Union, 2020.
Klein, Julie Thompson, y Robert Frodeman. “Interdisciplining Humanities: A Historical Overview”, en Robert Frodeman, Julie Thompson Klein, and R. C. S. Pacheco (eds.), Oxford Handbook of Interdisciplinarity, 144-157. Oxford: Oxford University Press, 2017. https://doi.org/10.1093/oxfordhb/9780198733522.013.13. DOI: https://doi.org/10.1093/oxfordhb/9780198733522.013.13
Klein, Julie Thompson. Humanities, Culture, and Interdisciplinarity: The Changing American Academy. New York: State University of New York Press.
Kreager, Philip. Humanities Graduates and the British Economy. The Hidden Impact (Oxford: University of Oxford, 2013).
Lamb, H., et al. Employability in the Faculty of Arts and Social Sciences. Final Report (Leicester: CFE, 2012).
Levitt, Ruth, et al., Assessing the Impact of Arts and Humanities Research at the University of Cambridge. Santa Monica, CA: Rand Corp., 2010.
Lyall, Catherine, Ann Bruce, Joyce Tait y Laura Meagher. Interdisciplinary Research Journeys: Practical Strategies for Capturing Creativity. London: Bloomsbury Academic, 2015.
Nussbaum, Martha C. Not for Profit. Why Democracy Needs the Humanities. Princeton: Princeton University, 2010.
Pippins, Theo, Clive R. Belfield y Thomas Bailey. Humanities and Liberal Arts Education across America’s Colleges, 1-20 (Nueva York: Teachers College, Columbia University, 2020). https://ccrc.tc.columbia.edu/wp-content/uploads/2019/06/humanities-liberal-arts-education-how-much.pdf
Samah, Tawil, y Khaddage-Soboh Nada. “Arts, Humanities, and Social Sciences: A Scoping Review of Uncited Research”. En SAGE Open, 14, núm. 2 (2024). https://doi.org/10.1177/21582440241244926. DOI: https://doi.org/10.1177/21582440241244926
Sánchez Díaz, Ignacio. “Cultivar las artes y humanidades”, Centro UC, Políticas Públicas (4 de diciembre, 2012). https://politicaspublicas.uc.cl/opinion/cultivar-las-artes-y-humanidades/.
Sánchez Díaz, Ignacio. “Éticas aplicadas”, El Mostrador (24 de septiembre, 2021). https://www.elmostrador.cl/destacado/2021/09/24/eticas-aplicadas/.
Sánchez Díaz, Ignacio. “Patrimonio cultural: su cuidado y proyección desde la universidad”. En Anales del Instituto de Chile, vol. XLII (Estudios) (2023), 253-277.
The British Academy. Qualified for the future: Quantifying demand for arts, humanities and social science skills. The British Academy, mayo 2020. https://www.thebritishacademy.ac.uk/documents/2323/Qualified-for-the-future-quantifying-demand-AHSS-skills-report.pdf.
Toven-Lindsey, Brit, et al. Undergraduate research in humanities, arts and social sciences: helping students navigate uncertainty and build community…Arts & Humanities Research Review, 2021–2023 UNESCO-IESALC — Annual Reports / Medium-Term Strategy (2022–2025) y Memoria 2021 (2024).
UNESCO. Higher education global data report [Working document]. UNESCO, mayo 2022. https://unesdoc.unesco.org/ark:/48223/pf0000389859.
UNESCO. UNESCO framework for culture and arts education. UNESCO, 2024. https://www.unesco.org/sites/default/files/medias/fichiers/2024/02/WCCAE_UNESCO%20Framework_EN_0.pdf.
UNESCO. World Higher Education Conference WHEC2022. Global Data Report. Towards Sustainable Development Goals target 4.3: By 2030, to ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university (Trabajo preliminar, mayo 2022).
Välikangas, Anita. The Limited Role of Social Sciences and Humanities in Recent Interdisciplinary Funding Programmes. International Studies in the Philosophy of Education / Higher Education policy analysis. Taylor & Francis, 2024.
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
Contenido principal del artículo
Esta reflexión examina los desafíos que atraviesan las Humanidades y las Artes en universidades complejas de Chile y América Latina, en un escenario marcado por el predominio científico-tecnológico. Este contexto ha disminuido el interés estudiantil, los apoyos institucionales y su presencia curricular. El autor, Ignacio Sánchez, sostiene que estas disciplinas, históricamente centrales en la vida universitaria, siguen siendo decisivas para el pensamiento crítico, la formación ética, la cohesión social y la lectura responsable de la información. Además, ofrecen herramientas duraderas para abordar problemas contemporáneos. La reflexión propone revisar los currículos, reforzar la interdisciplinariedad y reconocer su impacto social y cultural.
Altbach, Philip G., Liz Reisberg, Laura E. Rumbley. Trends in Global Higher Education: Tracking an Academic Revolution. A Report Prepared for the UNESCO 2009 World Conference on Higher Education. París: UNESCO, 2009. https://unesdoc.unesco.org/ark:/48223/pf0000183219.
Armitage, Daniel. et al. The Teaching of the Arts and Humanities at Harvard College. Mapping the future. Cambridge: Harvard University, 2013.
Benneworth, Paul, y Ben W. Jongbloed. “Who Matters to Universities? A Stakeholder Perspective on Humanities, Arts and Social Science Valorisation”. Higher Educ 59, núm. 5 (2010): 567-588. DOI: https://doi.org/10.1007/s10734-009-9265-2
Bonomo, Umberto, Eugenio Garcés y Carlos Silva. Magallanes territorio sin fronteras. Patrimonio, identidades, desarrollo sostenible. Santiago de Chile: Ediciones UC, 2021.
Cerda, Emilio de la. “La hora del Patrimonio en la UC”, en Revista Universitaria, n° 172. La Humanidad en el centro del Patrimonio (2023) https://revistauniversitaria.uc.cl/dossier/la-hora-del-patrimonio-en-la-uc/19221/. Farida Shaheed, Informe sobre el acceso al patrimonio cultural como derecho humano. ACNUDH. Presentado en la 17° sesión del Human Rights Council, mayo-junio 2011. A/HRC/17/38 (2011).
European Commission. “Social Sciences and Humanities (SSH) - H2020 Online Manual” (2021). https://ec.europa.eu/research/participants/docs/h2020-funding-guide/cross-cutting-issues/ssh_en.htm.
Flink, Tim, y David Kaldewey. “The Language of Science Policy in the Twenty-First Century: What Comes After Basic and Applied Research?”, en David Kaldewey y Désirée Schauz (eds.), Basic and Applied Research: The Language of Science Policy in the Twentieth Century, 251-284 (Nueva York: Berghahn, 2018). https://doi.org/10.2307/j.ctv8bt0z7.15. DOI: https://doi.org/10.2307/j.ctv8bt0z7.15
Francisco. Discurso en la Pontificia Universidad Católica de Chile. Enero, 2018. https://www.vatican.va/content/francesco/es/speeches/2018/january/documents/papa-francesco_20180117_cile-santiago-pontuniversita.html.
Frodeman, Robert. “Interdisciplinarity, Grand Challenges, and the Future of Knowledge”. Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 56 (2016): 108-110. https://doi.org/10.1016/j.shpsc.2015.11.011. DOI: https://doi.org/10.1016/j.shpsc.2015.11.011
Greco, Monica. “Logics of Interdisciplinarity: The Case of Medical Humanities”, en Andrew Barry y Georgina Born, Interdisciplinarity: Reconfigurations of the Social and Natural Sciences, 226-245 (Londres: Routledge, 2013)
Jacob, Merle, y Leila Jabrane. “Being There in the Flex: Humanities and Social Science Collaborations with Nonacademic Actors”, Studies in Higher Education 43, núm. 10 (2018): 1718-1729. DOI: https://doi.org/10.1080/03075079.2018.1520414
Juan Pablo II. Constitución Apostólica de las Universidades Católicas, Ex Corde Ecclesiae [Documento oficial]. Ciudad del Vaticano (15 de agosto 1990). https://www.vatican.va/content/john-paul-ii/es/apost_constitutions/documents/hf_jp-ii_apc_15081990_ex-corde-ecclesiae.html. Para más información, véase https://www.mat.uc.cl/archivos/documento-identidad-catolica-uc.pdf.
Kania, Krysztof, y Rickard Bucksch. Integration of Social Sciences and Humanities in Horizon 2020: Participants, Budgets and Disciplines. Bruselas: Publications Office of the European Union, 2020.
Klein, Julie Thompson, y Robert Frodeman. “Interdisciplining Humanities: A Historical Overview”, en Robert Frodeman, Julie Thompson Klein, and R. C. S. Pacheco (eds.), Oxford Handbook of Interdisciplinarity, 144-157. Oxford: Oxford University Press, 2017. https://doi.org/10.1093/oxfordhb/9780198733522.013.13. DOI: https://doi.org/10.1093/oxfordhb/9780198733522.013.13
Klein, Julie Thompson. Humanities, Culture, and Interdisciplinarity: The Changing American Academy. New York: State University of New York Press.
Kreager, Philip. Humanities Graduates and the British Economy. The Hidden Impact (Oxford: University of Oxford, 2013).
Lamb, H., et al. Employability in the Faculty of Arts and Social Sciences. Final Report (Leicester: CFE, 2012).
Levitt, Ruth, et al., Assessing the Impact of Arts and Humanities Research at the University of Cambridge. Santa Monica, CA: Rand Corp., 2010.
Lyall, Catherine, Ann Bruce, Joyce Tait y Laura Meagher. Interdisciplinary Research Journeys: Practical Strategies for Capturing Creativity. London: Bloomsbury Academic, 2015.
Nussbaum, Martha C. Not for Profit. Why Democracy Needs the Humanities. Princeton: Princeton University, 2010.
Pippins, Theo, Clive R. Belfield y Thomas Bailey. Humanities and Liberal Arts Education across America’s Colleges, 1-20 (Nueva York: Teachers College, Columbia University, 2020). https://ccrc.tc.columbia.edu/wp-content/uploads/2019/06/humanities-liberal-arts-education-how-much.pdf
Samah, Tawil, y Khaddage-Soboh Nada. “Arts, Humanities, and Social Sciences: A Scoping Review of Uncited Research”. En SAGE Open, 14, núm. 2 (2024). https://doi.org/10.1177/21582440241244926. DOI: https://doi.org/10.1177/21582440241244926
Sánchez Díaz, Ignacio. “Cultivar las artes y humanidades”, Centro UC, Políticas Públicas (4 de diciembre, 2012). https://politicaspublicas.uc.cl/opinion/cultivar-las-artes-y-humanidades/.
Sánchez Díaz, Ignacio. “Éticas aplicadas”, El Mostrador (24 de septiembre, 2021). https://www.elmostrador.cl/destacado/2021/09/24/eticas-aplicadas/.
Sánchez Díaz, Ignacio. “Patrimonio cultural: su cuidado y proyección desde la universidad”. En Anales del Instituto de Chile, vol. XLII (Estudios) (2023), 253-277.
The British Academy. Qualified for the future: Quantifying demand for arts, humanities and social science skills. The British Academy, mayo 2020. https://www.thebritishacademy.ac.uk/documents/2323/Qualified-for-the-future-quantifying-demand-AHSS-skills-report.pdf.
Toven-Lindsey, Brit, et al. Undergraduate research in humanities, arts and social sciences: helping students navigate uncertainty and build community…Arts & Humanities Research Review, 2021–2023 UNESCO-IESALC — Annual Reports / Medium-Term Strategy (2022–2025) y Memoria 2021 (2024).
UNESCO. Higher education global data report [Working document]. UNESCO, mayo 2022. https://unesdoc.unesco.org/ark:/48223/pf0000389859.
UNESCO. UNESCO framework for culture and arts education. UNESCO, 2024. https://www.unesco.org/sites/default/files/medias/fichiers/2024/02/WCCAE_UNESCO%20Framework_EN_0.pdf.
UNESCO. World Higher Education Conference WHEC2022. Global Data Report. Towards Sustainable Development Goals target 4.3: By 2030, to ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university (Trabajo preliminar, mayo 2022).
Välikangas, Anita. The Limited Role of Social Sciences and Humanities in Recent Interdisciplinary Funding Programmes. International Studies in the Philosophy of Education / Higher Education policy analysis. Taylor & Francis, 2024.
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.