Reading Themselves through an Icon: Pedagogic Episteme and Functional Differentiation as Moulds for John Dewey's Reception in Spain, 1898-1939

Autor/in	Martínez Valle, Carlos
Titel	Reading Themselves through an Icon: Pedagogic Episteme and Functional Differentiation as Moulds for John Dewey's Reception in Spain, 1898-1939
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 57 (2021) 5, S.541-559 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martínez Valle, Carlos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2019.1690009
Schlagwörter	Educational Philosophy; Moral Values; Educational Change; Political Attitudes; Foreign Countries; Epistemology; Spiritual Development; Democratic Values; Teaching Methods; Cooperative Education; Individualism; Social Attitudes; Professional Autonomy; Teacher Attitudes; Anthropology; Teacher Role; Social Change; Spain + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Moral value; Ethischer Wert; Bildungsreform; Political attitude; Politische Einstellung; Ausland; Erkenntnistheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperativer Unterricht; Individualismus; Social attidude; Soziale Einstellung; Berufsfreiheit; Lehrerverhalten; Anthropologie; Lehrerrolle; Sozialer Wandel; Spanien
Abstract	Dewey's selective and moulding reception in Spain (1898-1936) was determined by the academic and professional "episteme" as "externationalisation mould". Dewey was translated by members of the bourgeois-reformist Institución Libre de Enseñanza mainly after 1925, as his thought didn't fit in their "episteme " and political project. Searching for justification, they construed him as one of them, an Ideal-Realist, syncretising Pragmatism with Spiritualism-Vitalism, and rejecting his Naturalism, social definition of morality and communitarian-participative democracy as contrary to elitist nationalising regeneration. Dewey became a prestige brand and adverecundiam argument for supporting different stances. The failure of top-down regeneration and the problems of the extension of schooling, and pedagogic and scientific institutionalisation made possible a deeper reception. Socialist and teachers' self-educational participative practices and professionalisation allowed practitioners to understand Dewey. Practitioners used him to defend a socialising and active-cooperative education through the project method, and the republican school, as remedies against the central Spanish social aetiology, individualism. Dewey gained specific illocutionary meanings: school teachers used him to claim intellectual independence from higher pedagogy. However, teachers, as academics, maintained anthropological and social-educational dualism and didn't fully embrace Naturalism or a communitarian democratic-participative school that would have questioned their role as community reformers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01