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Attention to historical developments, shifts, and even reversals in core curricula can alert us to the ongoing and dynamic tensions between foundations and innovation in Catholic higher education in the United States. Surveying two centuries of curricular and institutional development, this essay highlights some distinctively American dimensions of this story while recovering lost experiments in liberal arts education and assessing ongoing challenges to the liberal arts commitments of the contemporary Catholic university. The particular institutional history of Boston College since its founding in 1863 will illuminate larger themes of change and continuity with particular interest in evolving and competing ideas about undergraduate core curricula. The “transformation” project that Thomas Plante advanced and that Kevin Hughes helpfully refined 1 links up with a central idea that I’ve been wrestling with in writing this paper and in working on Boston College’s Core. We’re ever engaged in becoming a different kind of university, and I hope one that is more truly Catholic and Jesuit. When we adults think about the transformation of our students, there is at times a tendency to think that we—as faculty and administrators—are somehow agents of transformation

The Making of the Modern Core: Some Reflections on the History of the Liberal Arts in Catholic Higher Education in the United States