From soul to matter

The new Spanish Francoist pedagogy’s plunge into experimental pedagogy and the influence of Raymond Buyse

Bibliographic Data

ID10324959
AuthorsAntonio Francisco Canales Serrano (0000-0002-7035-1194, Dpto. de Estudios Educativos, Universidad de la Laguna, Tenerife, Spain, corresponding author)
Year2019
Volume55
Issue3
Pages451-469
Publication date2019-01-16
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenuePaedagogica Historica (JOURNAL)
Journal identifiersISSN: 0030-9230 • E-ISSN: 1477-674X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00309230.2018.1560337
OpenAlexW2910044604
LanguageEN
Citations received5

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

Curriculum · Education theory · Epistemology · Higher education · Pedagogy · Philosophy of education · Political science · Sociology · Soul · Subject matter · Historical Education and Society · Historical Education Studies Worldwide · History of Education in Spain · Law · Philosophy

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