Literaturnachweis - Detailanzeige
Autor/in | Martínez Valle, Carlos |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |