A proper core, according to the outspoken critic of much of American higher education, should provide a systematic familiarization with "our own, Western tradition of learning: with the Classical and Jewish-Christian heritage, the facts of American and European history, the political organization of Western societies, the literature, [and] the major achievements of the scientific disciplines."

Harvard administrators resist the notion of a Western Civilization core, or a curriculum designed to distribute education among departmental courses.

"These courses aren't designed to teach you about the five most important books ever written," says Lewis. "They are to get you to look and think critically about whatever it is, whether it is a piece of art, a book, a poem, a philosophical question."

"Simply putting emphasis on the facts is not very sensible," says Rosovsky. "You have to prepare the mind to deal with change without emphasis on certain facts."

At the opposite extreme, some liberal educators question the value of imposing a universal curriculum for students. It would be impossible to define a "single program of study that is good for everyone," says Dean of Brown College Sheila E. Blumstein, given the variation of student abilities and interests.

Blumstein says a core, absent at Brown, takes away from students the decision of what constitutes a liberal education.

Harvard faculty remain unconvinced. "We could drop the course catalogue in your lap and say, 'We have good courses, and a good faculty. Educate yourself,'" says Dominguez. "The Core is like a Valentine's Day card. It says we care about you more than that."

"In the future, life-time learning will be more important. The Core is meant to provide you a basic approach toward becoming an educated person," says Rosovsky. "Everyone should have an informed acquaintance and practical appreciation of the major ways to gain knowledge."

Pragmatic Concerns at Harvard

But often overlooked in the philosophical debate are the pragmatic requirements imposed by Harvard's powerful faculty.

Educators at institutions such as Columbia University and University of Chicago agree that creating a strong undergraduate curriculum of small courses and broad learning demands a faculty dedicated to that end.

"[Harvard faculty members] are more involved with their particular corners of the field," says Columbia Professor of Russian Robert L. Belnap. "It takes a faculty more involved with the overall picture" of liberal arts to create a program like Columbia's "Contemporary Civilization" curriculum.

That program requires students to take two year-long courses, "Humanities" and "Contemporary Civilization," which teach students about literary and philosophical writers central to the Western tradition.

Belnap also says that Columbia's survey courses provide educational benefits for the faculty who teach them.

"My specialty is Dostoevsky, but the fact I have to read Homer and Dante every year makes me a better scholar than I ever was," Belnap says.