From soul to matter: the new Spanish Francoist pedagogy’s plunge into experimental pedagogy and the influence of Raymond Buyse
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2019
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Canales Serrano, A. F. (2019). From soul to matter: the new Spanish Francoist pedagogy’s plunge into experimental pedagogy and the influence of Raymond Buyse. Paedagogica Historica: International journal of the history of education, 55(3), 451-469. https://doi.org/10.1080/00309230.2018.1560337
Abstract
This paper analyses the approach to experimental pedagogy adopted by the new Spanish pedagogy which arose after Franco’s victory in the Spanish Civil War. To this end, it first outlines the spiritualist and anti-scientific approaches which prevailed in the new pedagogy of the postwar era, before charting the survival, lying beneath this anti-modernist rhetoric, of an experimental tradition linked to certain clergymen. It then shows how the leading pedagogue of Franco’s Spain, Víctor García Hoz, ended up endorsing this school of thought, and analyses the influence in this evolution of the neo-scholasticism of the University of Louvain and the experimental pedagogy developed by Raymond Buyse, who maintained
close ties with Spain throughout the 1940s. The paper also focuses on the key role played by Spanish pedagogy in the construction of an international network of Catholic pedagogues. Finally, a number of explanatory hypotheses are presented to explain the paradox posed by this endorsement of the more scientific version of pedagogy by a vehemently Catholic group of academics
Description
This work was supported by the MINECO/FEDER [National Research Project FFI2015-64529-P] and the Cabildo de Tenerife [Programa Rosa María Alonso].
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• José Fernández Huerta, “Tres decenios de innovación didáctico-experimental (1943–1973),” Enseñanza 1 (1993): 12. See also Ángeles Galino, “Vivencias y datos para la reflexión. Centenario de los estudios de pedagogía en la universidad,” in Pedagogía y educación ante el siglo XXI, ed. Julio Ruiz Berrio (Madrid: Universidad Complutense de Madrid, 2005), 20.
• Felipe Tranque García, Estudio de la personalidad por el test psicodiagnóstico de Rorschach. (Madrid: Instituto San José de Calasanz, 1942).
• Fernando M. Palmés, “Técnica de Memoria en el proceso de aprender,” Revista Española de Pedagogía 1, no. 1 (1943); “La autoridad dinámicamente considerada,” Revista Española de Pedagogía 2, no. 8 (1944); “La autoridad en la disciplina directiva,” Revista Española de Pedagogía 3, no. 9-10 (1945); “La autoridad en la disciplina represiva,” Revista Española de Pedagogía 3, no. 12, (1945) and 4, no. 13/14 (1946); “La autoridad en la disciplina pedagógica,” Revista Española de Pedagogía 2, no. 6-7 (1944); “La autoridad en la disciplina preventivas,” Revista Española de Pedagogía 3, no. 11 (1945).
• Antonio Garmendía de Otaola, “Personalidad y medio ambiente,” Revista Española de Pedagogía 2, no. 5 (1944); “Los tests Rorschach y el examen de la inteligencia,” Revista Española de Pedagogía 3, no. 9-10 (1945); “Individuo, comunidad y educación,” Revista Española de Pedagogía 6, no. 23 (1948); “Color y afectividad según los tests de Rorschach,” Revista Española de Pedagogía 5, no. 19 (1947); “El tipo vivencia B o ‘introversivo’ de Rorschacach,” Revista Española de Pedagogía 8, no. 30 (1950); “Un problema fundamental en el método psicodiagnóstico de Rorscharch: Interpretación de las figuras como forma de percepción,” Revista Española de Pedagogía 10, no. 40 (1952).
• José Mallart, “Problemas nacionales de pedagogía del trabajo,” Revista Española de Pedagogía 1, no. 2 (1943); “La orientación profesional y la escuela,” Revista Española de Pedagogía 2, no. 5, (1944) and 2, no. 6–7 (1944); “En el II centenario de Pestalozzi,” Revista Española de Pedagogía 4, no. 13-14 (1946).
• Víctor García Hoz, “Valor de los ‘tests’ pedagógicos,” Escuela Española 1, no. 16 (1941): 197; “Experimentación psicológica y experimentación pedagógica,” Escuela Española 1, no. 19 (1941): 223; “Los errores de la investigación en pedagogía” Escuela Española 1, 20 (1941): 239 and “Un factor olvidado en la clasificación de los alumnos,” Escuela Española 2, no. 33 (1942): 3.
• Víctor García Hoz, “Sobre el concepto de didáctica,” Revista Española de Pedagogía 1, no. 1 (1943): 66–8.
• Víctor García Hoz, “El ingreso en las normales y centros de enseñanza media,” Revista Española de Pedagogía 1, no. 1 (1943); “Acerca del cálculo y representación dela simetría de las series,” Revista Española de Pedagogía 1, no. 2 (1943).
• Víctor García Hoz, “Algunas direcciones actuales de la pedagogía,” Revista Española de Pedagogía 2, no. 8 (1944). For the interpretations on this article, see Ramón López Martín and Alejandro Mayodormo “Las orientaciones pedagógicas del sistema escolar,” in Estudios sobre la política educativa durante el franquismo, ed. Alejandro Mayodormo (Valencia: Universitat de València, 1999), 55; Rubén Pallol Trigueros, “La Filosofía en la universidad nacionalcatólica,” in La Universidad nacionalcatólica. La reacción antimoderna, ed. Luis Enrique Otero Carvajal (Madrid: Universidad Carlos III, 2014), 489. At the other extreme, Mainer seems to give more importance to these additions than the source actually allows: Juan Mainer Baque, La forja de un campo profesional. Pedagogía y didáctica de las ciencias sociales en España (1900–1970) (Madrid: CSIC, 2009), 507.
• Víctor García Hoz, “Evolución cuantitativa del vocabulario en escolares de nueve a dieciocho años,” Revista Española de Pedagogía 4, no. 16 (1946).
• Víctor García Hoz, “El estudio experimental de la función docente,” Revista Española de Pedagogía 6, no. 21 (1948).
• Víctor García Hoz, Normas elementales de pedagogía empírica (Madrid: Bolaños y Aguilar, 1946).
• Fernández Huerta, “Tres decenios de innovación,” 15.
• Orden, “La investigación educativa,” 35.
• Conrad Vilanou and Begoña Lafuente, “El Cardenal Mercier y la Universidad Católica de Lovaina. Sus ecos en España,” Cuadernos de Pensamiento 24 (2011): 149–88.
• Luis Enrique Otero Carvajal, dir., La Universidad nacionalcatólica. La reacción antimoderna (Madrid: Universidad Carlos III de Madrid, 2014).
• Juan Zaragüeta Bengoechea (1883–1974) did ecclesiastical studies in Spain and received his doctorate in philosophy at the University of Louvain in 1908 and then at the University of Madrid in 1914. In 1917 he was appointed Professor of Religion and Morals at the Higher School of Teacher Training and from 1932 he went on to take the chair of Methodology of Social and Economic Sciences in the Section of Pedagogy of the University of Madrid. After the war, his chair in the Section of Pedagogy was reconverted into a chair of Rational Psychology in the Section of Philosophy (1946). From 1947 to 1963 he was director of the Luis Vives Institute of Philosophy of the CSIC and the Revista de Filosofía: Gonzalo Jover, Xavier Laudo, and Conrad Vilanou, “Juan Zaragüeta y los orígenes de la Filosofía de la Educación en España: un pedagogo entre dos mundos,” Revista Española de Pedagogía 72, no. 258, (2014): 331; Conrad Vilanou and Begoña Lafuente, “El Cardenal Mercier y la Universidad Católica de Lovaina. Sus ecos en España,” Cuadernos de Pensamiento 24 (2011): 179.
• Vilanou and Lafuente, “El Cardenal Mercier,” 179.
• Julio Ruiz Berrio, “Manuel Bartolomé Cossío y los comienzos de los estudios de Pedagogía en la Universidad,” in Un siglo de pedagogía científica en la Universidad Complutense de Madrid (Madrid: UCM, 2004), 25.
• Mainer, La forja de un campo profesional, 821.
• Conrad Vilanou, “La tradición pedagógica neoescolástica: en el centenario del nacimiento de Juan Tusquets (1901–1998),” Espíritu: cuadernos del Instituto Filosófico de Balmesiana 51, no. 125 (2002): 66.
• M. Arroyo Simón. “El P. Antonio Garmendía de Otraola, S.J. (1906–1971),” Revista Española de Pedagogía 29, no. 113 (1971).
• Juan Antonio Mora, “Semblanza biográfica del Dr. D. José Germain Cebrián,” Consejo General de Colegios Oficiales de Psicólogos 70 (1998).
• Marc Depaepe and Lieven D’hulst, An Educational Pilgrimage to the United States: Travel Diary of Raymon Buyse, 1922 (Leuven; Leuven University Press, 2011), 86–8.
• Ibid., 45.
• Arthur Gille, “Raymond Buyse, promoteur de la pédagogie expérimentale,” in L’oeuvre pédagogique de Raymond Buyse (Louvain: Vander, 1969), 25; Katia Montalbetti, La pedagogía sperimentale di Raymond Buyse (Milano: Vita e Pensiero, 2002), 128, 100.
• Marc Depaepe and Angelo Van Grop “Constructing the Eden of Our Earthly Existence: Empiricism and the History of Educational Research in Belgium before the Second World War,” in Beyond Empiricism: On Criteria for Educational Research, ed. Paul Smeyers and Marc Depape (Leuven: Leuven Univesity Press, 2003), 59.
• Depaepe, “The Practical and Professional Relevance,” 369–70.
• Raymond Buyse, “Valor y límites de los tests en psicología experimental,” Psicotecnia 6, no. 3 (1940): 102–11; “Limitaciones de la experimentación en pedagogía,” Psicotecnia 3-4 (1940): 192–9; “Consideraciones sobre la obra escolar de la Francia contemporánea,” Revista Española de Pedagogía 2, no. 5 (1944): 63–123; “Idea de un curso de pedagogía experimental,” Revista Española de Pedagogía 5, no. 20 (1947): 547–59; “Origen y desarrollo de la pedagogía experimental,” Revista Española de Pedagogía 7, no. 28 (1949): 591–609.
• José Fernández Huerta, “Cuarta Reunión de Estudios Pedagógicos,” Revista Española de Pedagogía 6, no. 24 (1948): 604–5.
• Gille, “Raymond Buyse,” in L’oeuvre pédagogique, 102.
• Buyse, “Consideraciones sobre la obra escolar,” 107.
• Buyse, “Consideraciones sobre la obra escolar”. The numbers in parentheses in the following two paragraphs refer to pages of this paper.
• Víctor García Hoz, “El Padre Van Der Veldt,” Revista Española de Pedagogía 4, no. 16 (1946): 479–80.
• James H. Van der Veldt and Robert P. Odenwald, Psychiatry and Catholicism (New York: McGraw-Hill, 1952).
• García Hoz, “El padre Van Der Veldt,” 180.
• “II Reunión de Estudios Pedagógicos en la Universidad ‘Menéndez y Pelayo’,” Revista Española de Pedagogía 4, no. 16 (1946): 472.
• James H. Van der Veldt “¿Por qué aprendemos?,” Revista Española de Pedagogía 5, no. 17 (1947): 57–65; “La transferencia de los conocimientos,” Revista Española de Pedagogía 4, no. 16 (1946), 361–402; Cuestiones de Psicología (Madrid: Instituto de Pedagogía San José de Calasanz, 1947).
• Emile Planchard, La Pegagogía contemporánea (Madrid: Rialp, 1949).
• José Fernández Huerta and Esteban Villarejo, “Primer Congreso Internacional de Pedagogía,” Revista Española de Pedagogía 7, no. 27 (1949).
• On the importance of networks in history of education, see Angelo Van Gorp, Marc Depaepe, and Frank Simon, “Backing the Actor as Agent in Discipline Formation: An Example of the ‘Secondary Disciplinarization’ of the Educational Sciences, Based On the Networks of Ovide Decroly (1901–1931),” Paedagogica Historica 40, no. 5-6 (2004): 591–616; Joyce Goodman, “Women and International Intellectual Co-Operation,” Paedagogica Historica 48, no. 3 (2012): 357–68; Eckhardt Fuchs, Networks and the History of Education, special issue edited by Eckhardt Fuchs, Paedagogica Historica 43, no. 2 (2007).
• On the society Paedagogica, see also Katia Montalbetti, La pedagogía sperimentale, 70–1. This author includes in the network the reputed Italian Catholic pedagogue Aldo Agazzi, who in fact did not attend the meeting.
• See Esteban Villarejo Mínguez, “Algunas figuras extranjeras del Congreso Internacional de Pedagogía,” Bordón 4-5 (1949): 11; Galino, “Vivencias y datos para la reflexión,”, 20.
• Laure Dupraz (1896–1967) was born in Geneva and was the daughter of a surgeon. She studied at the École Normal de Sainte-Ursule in Fribourg. Later she graduated in Mathematics and became Doctor in Arts at the University of Fribourg, where from 1933 to 1943 she directed the secondary school for girls. In 1942 she was appointed to teach pedagogy at the university and in 1948 she became the first female professor at the University of Fribourg. A year later, in 1949, she was the first woman to occupy the position of dean in Switzerland: Marie-Thérèse Weber, “Laure Dupraz (1896–1967),” in Femmes Pedagogues, ed. Jean Houssaye (Paris: Fabert, 2008–2009), 491–4.
• Arthur Charles Frederick Beales (1905–1974) spent most of his career at King’s College, London. From 1964 on he held the chair of history of education. He was received in 1935 into the Roman Catholic Church and devoted his research to the education of English Catholics: James Scotland, “Professor A.C.F. Beales: A Memorial,” British Journal of Educational Studies 23, no. 1 (1975): 5–6.
• Avril S. Barr started his career as high school history teacher in South Dakota. Soon he was linked to the Indiana University in Bloomington and finally he arrived in 1924 to the University of Winconsin where he became professor in 1929. His research was focused on measurement and prediction of teaching efficiency: John F. Ohles, “Barr, Avril S.,” in Biographical Dictionary of American Educators. Vol 1. (Westport: Greenwood Press, 1978), 92–93.
• Mario Casotti (1896–1975) studied philosophy in Pisa and received his doctorate in Rome in 1919. He was a disciple of the philosopher Giovanni Gentile and a follower of his pedagogical idealism (attualismo). In 1924 he suddenly converted to Catholicism and Neo-Thomism and responded to the invitation of A. Gemelli to teach pedagogy at the University of the Sacro Cuore in Milan, where he remained until 1964 Franco Cambi “Casotti, Mario,” in Dizionario Biografico degli Italiani 34 (1988) http://www.treccani.it/enciclopedia/mario-casotti_(Dizionario-Biografico) (accessed 27 August 2018); Giuseppe Bertagna, “Mario Casotti”, in Dizionario Biografico dell’Educazione 1800–2000, http://dbe.editricebibliografica.it/dbe/ricerche.html (accessed 27 August 2018).
• Gesualdo Nosengo (1906–1968) was member from 1928 of the lay religious institute, Compagnia di S. Paolo. In 1935 he graduated in pedagogy at the Università Cattolica di Milano and was asssistant to Mario Casotti. In 1940 he went to Rome where he taught at a secondary school. From 1943 he collaborated closely with the Catholic intelligentsia that was to lead Italy after the fall of fascism. He taught in the Propaganda Fide of Rome and he participated in numerous Catholic associations. He founded the Catholic Union of Secondary Education Teachers in 1944 and in 1954 the centre for pedagogical studies Scholé, together with Aldo Agazzi and Luigi Stefanini: Giuseppe Bertagna, “Nosengo Gesualdo” Dizionario Biografico dell’Educazione 1800–2000, http://dbe.editricebibliografica.it (accessed 27 August 2018); Roberta Fossati, Dizionario Biografico degli Italiani (2013) http://www.treccani.it/enciclopedia/gesualdo-nosengo_%28Dizionario-Biografico%29/ (accessed 27 August 2018); Giorgio Chioso, “Nosengo, Gesualdo,” Dizionario Biografico dell’Educazione 1800–2000 http://dbe.editricebibliografica.it (accessed 27 August 2018).
• During the 1960s Leo Magnino (1911–1989) was director of foreign cultural relations of Italy and director of the Italian journal la Cultura nel mondo: Onésimo Díaz Hernández, Rafael Calvo Serer y el grupo Arbor (València: PUV, 2008), 115.
• José Fernández Huerta (1917–2005) began his career as school teacher in the first year of the civil war. In the immediate postwar period (1942) he graduated in pedagogy and received a scholarship at the San José de Calasanz Institute of the CSIC. He became doctor in 1946 and he studied statistics and psychology. He combined his research at the institute with teaching at the University of Madrid until 1962, when he became a professor at the University of Barcelona: Vicente Faubell Zapata, “Una vida al servicio de la ciencia,” Papeles salmantinos de educación 6 (2006): 13–24.
• María Ángeles Galino Carrillo (1915–2014) was a member of the female Catholic Association Institutión Teresiana, which she ended up directing from 1977 to 1988. She studied to be a schoolteacher and she graduated in Pedagogy immediately after the civil war. She got a fellowship at the San José Calasanz Institute of the CSIC and obtained her doctorate in 1945. In 1953 she became the first woman professor at the Spanish university. Her research focused on the history of education. Later, she held important political positions in the Ministry of Education as General Director of Secondary Education (1969–1971) and General Director of Educational Planning (1971–1973): Yasmina Álvarez González, “La concepción de María Ángeles Galino sobre la mujer,” Cuadernos del Ateneo 32 (2014): 124–5.
• Rosa Marín, “Paedagogica,” Revista Española de Pedagogía 9, no. 33 (1951): 123–4.
• “Estatutos de Paedagogica,” Paedagogica 2, no. 3 (1951): 7.
• Ángeles Galino, “Constitución definitiva de Paedagogica,” Paedagogica 2, no. 3 (1951): 6.
• Marie-Thérèse Weber, “Laure Dupraz (1896–1967),” in Femmes Pedagogues, ed. Jean Houssaye (Paris: Fabert, 2008–2009), 493.
• Depaepe, “The Practical and Professional Relevance,” 369.
• Mainer, La forja de un campo profesional, 522.
• See, for example, the belligerent rhetoric employed against pre-war pedagogy which accompanied the chronicle of Van de Veldt’s visit: “As opposed to the unbridled foreignising passion of the intellectuals of the past”, “our aspiration to collaborate with the world, while preserving and reaffirming in this intelligent undertaking, the purest essence of the truth, in which our culture has been rooted for aeons”, “authentically Spanish pedagogic science”, etc: “II Reunión,” 472.
• Depaepe, “The Practical and Professional Relevance,” 371.
• Buyse, “Limitaciones de la experimentación,” 192–9.
• Buyse, “Origen y desarrollo de la pedagogía,” 593.
• Ibid., 594.
• Raymond Buyse, La experimentación en pedagogía (Barcelona: Labor, 1937), 35.
• Ibid.
• Buyse, “Origen y desarrollo,” 595.
• Buyse, “Origen y desarrollo,” 597; La experimentación, 34–35. For this distinction, see Depaepe and Van Grop, “Constructing the Eden of our Earthly Existence,” 59–60.
• Emile Planchard, “Possibilités et limites de la pédagogie expérimentale,” Biblos 19, no. 1 (1943) 17; Víctor García Hoz, “Lo que no es la pedagogía experimental,” Escuela Española 137 (1943): 779.
• Depaepe, “The Practical and Professional Relevance,” 363.
• Laura Graciela Rodríguez, “La influencia de la pedagogía española en Argentina durante la segunda mitad del siglo XX: el caso de Víctor García Hoz,” CIAN-Revista de Historia de las Universidades 19, no. 2 (2016): 222–3.
• On this approach, see Bolívar, “Tiempo y contexto,” 4.
• Mainer, La forja de un campo profesional, 508.
• Experimental pedagogy did not want to have much to do with such ecstasy. It presented itself as ‘neutral’ and ‘objective’, and thus started from a pedagogical and social status quo. What was studied was not the ideal but the real situation, the result being that the research lost much of its innovational force”: Deapepe, “The Practical and Professional Relevance,” 370.