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Reading themselves through an icon: pedagogic episteme and functional differentiation as moulds for John Dewey's reception in Spain, 1898-1939

Martínez Valle, Carlos

Paedagogica historica, 2021-09, Vol.57 (5), p.541-559 [Periódico revisado por pares]

Abingdon: Routledge

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Título:
Reading themselves through an icon: pedagogic episteme and functional differentiation as moulds for John Dewey's reception in Spain, 1898-1939
Autor: Martínez Valle, Carlos
Assuntos: Anthropology ; Cooperative Education ; Democratic Values ; Dewey, John (1859-1952) ; Education history ; Educational Change ; Educational Philosophy ; Educational theory ; episteme ; Epistemology ; Foreign Countries ; functional differentiation ; Individualism ; Individualized Instruction ; John Dewey ; Moral Values ; Naturalism ; Political Attitudes ; Professional Autonomy ; reception process ; Social Attitudes ; Social Change ; Spiritual Development ; Teacher Attitudes ; Teacher Role ; Teaching Methods
É parte de: Paedagogica historica, 2021-09, Vol.57 (5), p.541-559
Descrição: 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.
Editor: Abingdon: Routledge
Idioma: Inglês;Holandês

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Reading themselves through an icon: pedagogic episteme and functional differentiation as moulds for John Dewey's reception in Spain, 1898-1939

Martínez Valle, Carlos

Abingdon: Routledge

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