The National University of Córdoba (Spanish: Universidad Nacional de Córdoba), is a public university located in the city of Córdoba, Argentina. Founded in 1613, the university is the oldest in Argentina, the third oldest university of the Americas, with the first university being the National University of San Marcos (Peru, 1551) and the second one, Saint Thomas Aquinas University (Colombia, 1580).
Universidad Nacional de Córdoba
|Ut portet nomen meum coram gentibus (Latin)
Motto in English
|Proclaim my name before the people
|Urban; 1,115 hectares (2,760 acres)
Since the early 20th century it has been the second largest university in the country (after the University of Buenos Aires) in terms of the number of students, faculty, and academic programs. As the location of the first university founded in the land that is now Argentina, Córdoba has earned the nickname La Docta (roughly translated, "The Wise"). The National University of Córdoba is financially supported by Argentinian taxpayers, but - like all Argentine national universities - it is autonomous. This means it has the autonomy to manage its own budgets, elect its own administration, and dictate its own regulations. Similar to that of most public universities in Argentina, admission to undergraduate study at the University of Córdoba is not selective. The only requirement is that applicants pass a leveling course test with a score higher than 4, which is equivalent to getting 60% of correct answers.
The Jesuit Era edit
In 1610 the Society of Jesus founded the Collegium Maximum in Córdoba, which was attended by students of the order. An institution of the highest intellectual caliber for the time, this was the precursor of the university. While still under the control of the Jesuits, and during the administration of the Bishop of Tucumán, Juan Fernando de Trejo y Sanabria, advanced studies began to be offered at what was now known as the Colegio Maximo de Córdoba. The school did not yet have authority to confer degrees. This milestone would be soon reached; on August 8, 1621 Pope Gregory XV granted this authority by an official document, which arrived in the city in April 1622. With this authorization, and with the approval of the church hierarchy and the provincial head of the Jesuits, Pedro de Oñate, the university began its official existence. This also marks the beginning of the history of higher education in Argentina.
The Jesuits remained in control of the university until 1767, when they were expelled by order of King Carlos III. Leadership then passed to the Franciscan order. For the first 150 years after its founding, the university maintained an exclusive focus on philosophy and theology. The first secondary school in Cordoba was Our Lady of Monserrat, founded by a Jesuit priest, Father Ignacio Duarte y Quirós, in 1687 and incorporated into the university's aegis in 1907. The College of Monserrat, as well as the original physical plant of the university and the Jesuit church, are part of the Jesuit Block, and were declared a World Heritage Site by UNESCO in 2000.
At the end of the 18th century, law studies were added (with the creation of the School of Law and Social Sciences), and from this time forward studies at the university were no longer exclusively theological. Following a conflict between the Franciscans and the secular clergy over the direction of the university, the house of study was renamed (by royal decree) to Royal University of Saint Charles and Our Lady of Monserrat. With this new name the university acquired the double title of Royal and Pontifical, and Monsignor Gregorio Funes was appointed president. With these changes, the Franciscans were replaced by the secular clergy as leaders of the university.
Post-Jesuit Era edit
Monsignor Funes was the architect of profound reforms in studies and introduced new subjects. On May 25, 1810, the May Revolution began, and the new regime took control of the University of Córdoba, although Monsignor Funes remained in his post. In 1820 the university was relocated in other parts of the province of Córdoba, due to a situation of disorganization and chaos across the nation. Around the middle of the 19th century, a new national constitution was ratified, which outlined the new framework for the political organization of Argentina. At this time there were two provincial universities in the country: one in Córdoba and one in Buenos Aires (founded in 1821). The former was nationalized in 1856, the latter in 1881, leaving both under control of the national government.
Between 1860 and 1880, many academic reforms were instituted, similar to those occurring at other universities around the world. In 1864 theological studies were finally eliminated. During the presidency of Faustino Sarmiento the sciences gained momentum through the recruitment of foreign lecturers specializing in Mathematical-Physical Science, leading to the opening of the School of Exact, Physical, and Natural Sciences. This period also saw the birth of the Academy of Exact Sciences and the Astronomical Observatory. In 1877 the School of Medicine was opened. In 1885 the Law of Avellaneda, the first law pertaining to universities, was passed, laying out the ways in which the bylaws of the national universities could be amended, and their administrative framework, leaving other matters under the control of the universities themselves. In 1886 the bylaws of the university in Córdoba were modified to conform to the new law.
The Reform of 1918 edit
In 1918, the UNC was the scene of a historic milestone known as the University Reform. Students, inspired by the ideas of autonomy, co-governance and democratization of education, led a movement that spread throughout Latin America. This academic revolution had a lasting impact on higher education and laid the groundwork for a more inclusive and participatory approach to university decision-making.
The Cordobazo and the Struggle for Democracy
Another pivotal episode in the history of the National University of Córdoba (UNC) and Córdoba in general was the Cordobazo in 1969. This popular uprising, led by workers and students, marked a turning point in the resistance against the military dictatorship and laid the groundwork for the recovery of democracy in Argentina. The UNC was a focal point of protests and mobilizations, and many of its students and faculty were key figures in this movement.
The Cordobazo was an expression of popular discontent and was characterized by its rebellious and defiant nature towards the established authorities. Mass protests, clashes with security forces, and the occupation of the streets of Córdoba left an indelible mark on the history of Argentina. The movement had a significant impact on national politics and was a milestone in the struggle for rights and democracy in the country.
Despite the temporal and contextual differences between the history of the UNC, the Jesuits, and the Cordobazo, these events represent moments of rupture and transformation in Córdoba.
Democratic Recovery and the Future After years of dictatorship, Argentina recovered democracy in 1983, and the UNC played a fundamental role in the reconstruction of society. With a renewed commitment to democratic values and respect for human rights, the university became a space for debate, research, and critical thinking. Over the past four decades, the UNC has promoted academic excellence and social inclusion, aiming to be a driver of development and transformation in the region.
Looking to the future, the National University of Córdoba faces new challenges in an increasingly globalized and technological world. The institution has adapted to changes and incorporated innovation into its curriculum, promoting scientific and technological research as tools to address 21st-century problems.
With its 410 years of history, the National University of Córdoba has been a key player in shaping generations of professionals and building a fairer and more equitable society. From its Jesuit legacy to the University Reform, through the Cordobazo and democratic recovery, the UNC has demonstrated a unique ability to adapt and lead significant changes. Today, looking to the future, the university is in a privileged position to face upcoming challenges and continue to be a reference point in higher education and social transformation, focusing on several key aspects:
• Ethics and Social Responsibility: The National University of Córdoba has a responsibility to promote solid ethics and foster values of social responsibility among its students, faculty, and administrative staff. This entails educating future professionals on the importance of acting ethically and responsibly in all aspects of their lives and work, promoting respect, solidarity, and commitment to the welfare of society as a whole.
• Sustainability and Environmental Care:
The university must lead the way in sustainability, promoting environmental awareness and sustainable practices across all areas. This involves integrating environmental education into curricula, driving research and innovation in green technologies, and adopting concrete measures to reduce its environmental footprint, such as efficient resource use, proper waste management, and promoting renewable energy.
• Research and Technological Development:
The UNC must continue to be a leader in research and technological development, driving knowledge generation and technology transfer to society and the productive sector. This entails strengthening ties between academia and industry, promoting the creation of technology-based companies, and fostering innovation as a driver of economic and social development.
• Inclusion and Access to Education:
The UNC ensures equal opportunities and access to higher education for all, regardless of socioeconomic background, gender, ethnicity, or any other condition. This involves inclusion and equity policies, scholarships and financial support, and providing mentoring and academic guidance programs to ensure that all students can reach their full potential.
• Lifelong Learning:
The UNC offers various options for short-form education that can be useful for knowledge and skill reconversion throughout life. These formations, often referred to as continuing education programs or update courses, focus on providing specific skills and updated knowledge in particular areas. Additionally, the current trend is to use micro-credentials to certify achievements and competencies acquired in these programs.
Online Courses: The UNC, through its online learning platforms, offers a wide range of short courses in different areas. These courses can be self-paced or instructor-guided.
Workshops and Seminars: Workshops and seminars are short events that focus on specific topics and provide a quick introduction or update in a particular area. These events are often led by experts and offer the opportunity to acquire practical knowledge and establish contacts with professionals in the field.
Lifelong Learning Programs: The UNC offers specific continuing education programs aimed at individuals who want to acquire new skills and knowledge throughout their lives. These programs may be designed for older adults, professionals in active employment, or any individual interested in continuing to learn.
The UNC offers a variety of short formations with micro-credentials that allow for knowledge reconversion and lifelong continuous learning. These options provide opportunities to acquire specific skills and stay updated in a constantly changing world.
In an increasingly globalized world, the university promotes the internationalization of its academic programs, fostering student and faculty exchange, collaboration with foreign universities, and participation in international research networks. This enriches student education, expands research opportunities, and strengthens the global projection of the institution.
The Role of the UNC in the 21st Century edit
The role of the university in the current world, marked by uncertainty, volatility, post-truth, posthumanism, and artificial intelligence, is of paramount importance and presents both challenges and opportunities.
Firstly, in an uncertain and volatile world, universities play a fundamental role in the generation and dissemination of knowledge. Academic and scientific research conducted in universities can contribute to addressing the emerging challenges and problems we face as a society. The university is a place where cutting-edge research can be conducted to understand and address the complex problems of our time, such as climate change, inequality, public health crises, among others.
Additionally, in a context where truth and reliable information are at risk due to the proliferation of fake news and information manipulation, universities play a critical role in promoting critical thinking and developing discernment skills. Through higher education, universities can foster analytical capacity, objectivity, and the search for evidence to support claims. They can also teach students how to evaluate and question information, thus promoting an informed and engaged citizenship.
Regarding posthumanism and artificial intelligence, the university has a responsibility to prepare students for a future where the interaction between humans and technology is increasingly common. This involves addressing the ethical, social, and legal challenges related to artificial intelligence, as well as preparing students to work collaboratively with intelligent systems and technologies. Universities can develop academic and research programs that explore the impact of artificial intelligence in various disciplines, such as ethics, philosophy, law, economics, and psychology.
In conclusion, the role of the university in the current uncertain, volatile world marked by posthumanism and technological advances is multiple and relevant. Universities have the capacity to generate knowledge, promote critical thinking, foster informed citizenship, and prepare students for the challenges and opportunities that arise in this new context. By doing so, they can contribute to building a more understanding, ethical world prepared to face ongoing changes and transformations.
In this context, the National University of Córdoba will surely continue to fulfill its historic role of accompanying its society in the pursuit of a better future.Cite error: A
<ref> tag is missing the closing
</ref> (see the help page).
- Faculty of Agriculture
- Faculty of Architecture, Planning and Design
- Faculty of Arts
- Faculty of Chemistry
- Faculty of Communication Sciences
- Faculty of Dentistry
- Faculty of Economics
- Faculty of Exact, Physical and Natural Sciences
- School of Languages
- Faculty of Law
- Faculty of Mathematics, Astronomy, Physics and Computing
- Faculty of Medicine
- Faculty of Philosophy and Humanities
- Faculty of Psychology
School of Languages edit
Its origin dates back to 1920 when the Department of Languages was created, under the Faculty of Law and Social Sciences. The first languages studied were French, Italian and basic notions of legal Latin. In 1926, it changed its name to Language Institute, which depended on the Rector's Office of the University, and the academic offer was expanded with professorships and translation programs in German, French, English and Italian.
In 1943, it changed its name first to School of Higher Education on Languages and then to School of Higher Education on Classic and Modern Languages, at the same time that the academic offerings were expanded, and the curricula were modified. Since the early 1980s, there were plans to establish it as a faculty, a project that became a reality in 2000. Its current Dean is Graciela Ferrero.
Affiliated Institutions of Secondary Education edit
- National College of Monserrat
- Manuel Belgrano School of Business
Other affiliated institutions edit
Departments and services edit
- Steps: Healthcare system for university students
- Athletic Department: Offers students opportunities to participate in sports and other physical activities, primarily on campus
- University Dining Services: Operates during the academic year and offers meals from Monday through Friday, with three daily menus overseen by a nutrition specialist
- Career Assistance: Specialized staffpeople provide counseling to students and prospective students on planning for a professional career, and on academic matters
- Grants: Grant programs funded by the national government and by contributions from students of the university
- Main Library: Includes more than 150,000 manuscripts and periodicals from the 19th century
The main campus is located in the center of the city, made up of 23 buildings for classes and cultural activities. In 1952, a more spacious campus, the "University City" (Spanish: Ciudad Universitaria) was established in the southern part of Córdoba city. The university also owns other campuses, notably, an experimental agricultural station located 20 km southeast of Córdoba city, and an astronomic observatory, among others.
|Global – Overall
Notable alumni edit
See also edit
Further reading edit
- Hernán Ramírez, La Universidad de Córdoba. Socialización y reproducción de la elite en el período colonial y principios del independiente, Córdoba, Ferreyra Editor, 2002.
- "La UNC en cifras". Prosecretaría de Comunicación Institucional e Informática de la Universidad Nacional de Córdoba. Archived from the original on 24 June 2015. Retrieved 11 June 2015.
- "Universidad Nacional de Córdoba - Seccion Portal". Archived from the original on 6 June 2007. Retrieved 2 November 2009.
- "Jesuit Block and Estancias of Córdoba". UNESCO. Retrieved 20 August 2018.
- La Nación
- "Museo Botanico". museobotanico-unc-edu-ar.translate.goog (in Spanish). Retrieved 9 December 2021.
- World University Rankings 2017-2018
- National University of Córdoba
- Science and Education in Argentina
- Official School of Languages website
- "Historia de la Facultad de Lenguas" (web) (in Spanish). Facultad de Lenguas de la Universidad Nacional de Córdoba. 2012. Retrieved 16 January 2012.