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El Colegio De México Centro De Estudios De Asia Y África LA El Colegio de México Centro de Estudios de Asia y África LA ENSEÑANZA DE LA INGENIERÍA MECÁNICA DURANTE EL PERIODO MEIJI Y SU IMPORTANCIA EN LA INDUSTRIALIZACIÓN DE JAPÓN Tesis presentada por GERARDO TANAMACHI CASTRO para optar al grado de MAESTRÍA EN ESTUDIOS DE ASIA Y ÁFRICA ESPECIALIDAD: JAPÓN DIRECTOR: DR. JOSÉ ANTONIO CERVERA JIMÉNEZ Ciudad de México, 2019 1 Para Andrea 2 Agradecimientos A El Colegio de México, por la oportunidad de estudiar en una institución de calidad y en un programa único en América Latina; por el apoyo Pronabes, que hizo posible mi asistencia al XVI Congreso Internacional de la Asociación Latinoamericana de Estudios de Asia y África, llevado a cabo del 1 al 4 de agosto de 2018 en Lima, Perú, en el cual presenté avances de esta investigación; por la Beca del Fondo Institucional del Conacyt (Foins), y por la Beca para Terminación de Tesis. Al Conacyt, por la Beca Nacional de manutención recibida durante toda la maestría, y por la Beca de Movilidad en el extranjero. Al Dr. José Antonio Cervera Jiménez, por la dirección de este trabajo, así como por su continuo apoyo moral y académico, desde antes del inicio de esta maestría. A la Dra. Michiko Tanaka, por su lectura y comentarios de esta tesis, y por hacer posible el viaje de estudios de los alumnos del área de Japón de la maestría, realizado entre noviembre de 2018 y enero de 2019, indispensable en la obtención de fuentes, el conocimiento directo de sitios y objetos relacionados con esta investigación, y la oportunidad de recibir la asesoría de expertos en el tema de la misma. Al Dr. Víctor López Villafañe, por la lectura de esta tesis y por su apoyo en varios momentos previos a mis estudios de maestría y durante ellos. A la Fundación Japón, por el apoyo económico que cubrió parcialmente los gastos del viaje de estudios a Japón. 3 Al Dr. Andrew Reed Hall, de la Universidad de Kyūshū, por su respaldo académico en mi viaje de estudios, y por permitirme asistir a sus seminarios sobre Historia Moderna de Japón durante mi estancia. A los profesores Masanori Wada, de la Universidad de Mie, Jun Suzuki y Takehiko Hashimoto, ambos de la Universidad de Tokio, por su atención a mis consultas acerca del tema de esta investigación, la orientación que me proporcionaron sobre bibliografía relevante y las publicaciones de su autoría que me facilitaron. A los profesores Mikio Wakabayashi, de la Universidad de Waseda, y Hiroyuki Ukeda, de la Universidad de Tokio, por sus gestiones para utilizar las instalaciones de sus instituciones durante el viaje de estudios. A mi familia y mis amigos, por sus muchas contribuciones a esta tesis y a la realización de esta maestría. 4 Resumen La enseñanza formal de la Ingeniería fue uno de los factores que hicieron posible la industrialización de Japón, llevada a cabo en buena parte durante el periodo Meiji, transcurrido entre 1868 y 1912. Para impulsar esa enseñanza, un grupo de jóvenes burócratas, a quienes se les había encomendado la formulación de la política industrial de un país que había pasado siglos en un relativo aislamiento, concibieron instituciones educativas en las que incorporaron influencias occidentales y buscaron aprovechar en cierta medida las tradiciones artesanales japonesas. Dichas instituciones se crearon, por un lado, en el Ministerio de Educación, y por otro, en el de Obras Públicas. Durante el tiempo de su existencia, esta última dependencia fomentó la industria por medio de proyectos costosos, pero que permitieron que se acumulara la experiencia necesaria para facilitar el progreso del sector privado. Entre dichos proyectos estuvieron algunos de fabricación de maquinaria, cuyas numerosas aplicaciones en la industria se vieron reflejadas en la importancia que la Ingeniería Mecánica tuvo en la educación tecnológica de Japón. En este trabajo se describe el origen y el desarrollo de la enseñanza de la Ingeniería Mecánica durante el periodo Meiji, el efecto que tuvieron en ella las vicisitudes de las políticas públicas, y las actividades en las que se desempeñaron los ingenieros mecánicos formados en Japón, en relación con la industrialización del país. Se muestra cómo la influencia más importante provino de países de habla inglesa, que la enseñanza de la Ingeniería Mecánica fue impulsada 5 primero por el Ministerio de Obras Públicas y después por el expansionismo militar japonés, y que los ingenieros mecánicos tuvieron una activa participación en múltiples sectores de la industria nacional, cada vez más compleja gracias a la forma en que ellos mismos elevaron su nivel de competitividad, en el marco del desarrollo tecnológico mundial. Palabras clave: enseñanza, Ingeniería, maquinaria, industrialización, Meiji. Abstract The formal teaching of Engineering was one of the factors that made possible the industrialization of Japan, carried out largely during the Meiji period, between 1868 and 1912. To boost that teaching, a group of young bureaucrats, who had been entrusted with the task of drafting the industrial policy of a country that had spent centuries in relative isolation, devised educational institutions in which they incorporated Western influences and sought to take advantage to some extent of Japanese artisanal traditions. These institutions were created, on the one hand, in the Ministry of Education, and on the other, in that of Public Works. During the time of its existence, the latter promoted the industry through costly projects, but thus allowed the experience necessary to facilitate the progress of the private sector to be accumulated. Among these projects, there were some related to machinery manufacturing, of which many applications in industry were reflected in the importance that Mechanical Engineering had in the technological education of Japan. This work describes the origin and development of the teaching of Mechanical Engineering during the Meiji period, the effect that diverse circumstances of the public policies had on it, 6 and the activities in which the mechanical engineers trained in Japan were engaged, in relation to the industrialization of the country. It shows how the most important influence came from English-speaking countries, that the teaching of Mechanical Engineering was promoted first by the Ministry of Public Works and then by the Japanese military expansionism, and that mechanical engineers had an active participation in multiple sectors of the national industry, increasingly complex thanks to the way in which they raised its level of competitiveness, within the framework of the global technological development. Keywords: teaching, Engineering, machinery, industrialization, Meiji. 7 Índice Resumen.................................................................................................................................5 Abstract..................................................................................................................................6 Introducción.........................................................................................................................10 Capítulo 1. El camino hacia un sistema de educación tecnológica.................................16 1.1. Los cimientos del desarrollo tecnológico........................................................16 1.2. La apertura de puertos y sus consecuencias..................................................19 1.3. El cambio de era y el Ministerio de Obras Públicas.....................................24 1.4. El Colegio Imperial de Ingeniería...................................................................27 1.5. La Misión Iwakura y el Ministerio de Educación.........................................34 1.6. El imperialismo japonés y la expansión del sistema de educación tecnológica............................................................................................................................38 Capítulo 2. La enseñanza de la Ingeniería Mecánica durante el periodo Meiji............45 2.1. Comentarios preliminares...............................................................................45 2.2. Las instituciones...............................................................................................46 2.3. Los profesores titulares....................................................................................51 2.3.1. La Universidad de Tokio y sus antecesoras.....................................51 2.3.2. Otras instituciones.............................................................................54 8 2.3.3. Los profesores asistentes...................................................................57 2.4. Los egresados....................................................................................................59 2.5. Los libros de texto.............................................................................................64 2.6. Los planes de estudio........................................................................................66 2.6.1. Las primeras instituciones................................................................66 2.6.2. Las consecuencias de la extinción del Min. de Obras Públicas.....69 2.6.3. La influencia de las fuerzas armadas y del desarrollo industrial..71 2.6.4. El contraste entre las diversas instituciones....................................72 2.7. Comentarios finales..........................................................................................76 Capítulo 3. La importancia de la enseñanza de la Ingeniería Mecánica en la industrialización de Japón..................................................................................................79
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