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The Educational Regenerationism in Spain

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The Educational Regenerationism in Spain Universal Journal of Educational Research 9(3): 540-548, 2021 http://www.hrpub.org DOI: 10.13189/ujer.2021.090313 The Educational Regenerationism in Spain Rafael Salinas, Isabel Alvarez* Department of Systematic and Social Pedagogy, Autonomous University of Barcelona, Spain Received January 5, 2021; Revised February 7, 2021; Accepted March 6, 2021 Cite This Paper in the following Citation Styles (a): [1] Rafael Salinas, Isabel Alvarez, "The Educational Regenerationism in Spain," Universal Journal of Educational Research, Vol. 9, No. 3, pp. 540-548, 2021. DOI: 10.13189/ujer.2021.090313. (b): Rafael Salinas, Isabel Alvarez (2021). The Educational Regenerationism in Spain. Universal Journal of Educational Research, 9(3), 540-548. DOI: 10.13189/ujer.2021.090313. Copyright©2021 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract The aim of this paper is to show how the Institution of Education (FIE), 1876, and The National Spanish Pedagogical Conferences between 1882 and 1908 Pedagogical Museum, 1882. While the FIE is constituted influenced the promotion of innovative teaching at that as a response to the coercion of academic freedom time. Pedagogical Conferences were the only forum represented by the Orovio sentence, the Museum is the through which both rural and urban schoolteachers were organ whereby all the advances in primary education have able to implement new educational ideas. Books were not been already verified in other countries and introduced in available, so at that time schoolteachers would write their Spain, in collaboration with the mission of the Normal own textbooks to use in their schools. We will focus on one Schools of higher education. The FIE affects educational of these teachers, and through his eyes we will show how change, while the Museum is the driver of transformation. these conferences helped tackle illiteracy and elementary The tedious educational structure starts changing with school dropout. Furthermore, we will highlight this the new pedagogical concerns. From this moment teacher’s particular contributions to the Teacher Training, onwards, civil society promotes educational debate in the through the work of the Free Teaching Institute, in which primary and secondary sectors, through professional he directed a programme of in-depth educational reform, encounters at a national and provincial level. focusing on primary schools, as the foundation of a child’s The creation of the Promotion of the Arts (1847) aims education, but also including the development of the to make education available to the lower classes, the National Pedagogical Museum project. In addition, we working class, coincides with the emergence of new include the dissemination of knowledge through school institutions in the development of pedagogical reform and libraries in places and circumstances where no such convenes the first National Pedagogical Conference resources had been available hitherto. To sum up, the (1882), with the support of the incipient National Spanish Pedagogical Conferences highlight the vision and Teachers’ Association, subsequent to which further initiatives that our infectious and energetic author brought encounters will be called, always under the responsibility to the development of professional teaching networks, of civil bodies. The government sets up a major whose ultimate goal was to promote equal and free educational event in 1910. Potentially the event will offer education. the greatest opportunity for free debate concerning the educational structure of the country, which for different Keywords Pedagogical Congresses, Innovation, reasons (government instability, pressure from religious Macho Moreno education, corporate immaturity) does not actually take place. From the outset, Juan Macho Moreno (1848-1912), participates actively in such events, and contributes, in 1. Introduction each one that he attends, the general outlook of rank-and-file teachers. His position as school-teacher does The development of education in Spain in the 19th not prevent him from expounding the manifest truth of the century saw a turning point with the creation of The Free teaching profession as a whole, and nor does his high rank Universal Journal of Educational Research 9(3): 540-548, 2021 541 discourage him from pursuing the struggle for the right to teachers, incur the opprobrium of the religious press, a free, high-quality education with all the guarantees. which level at him the accusation by which it is easy to disparage someone in Spain at the time: anticatholic. But neither attacks nor disparagement prevent him, on the 2. Congresses and National Boards occasion of the Primary Education Congress (1910) from th exposing, defending and at times enduring an audience all In the second half of the 19 century and the start of the too ready to harass him. 20th, teachers essentially had access to two ways of acquiring information about educational innovation: in the 2.1. The National Pedagogical Conference (Madrid first place, by reading books and magazines; secondly, by 1882) sharing experiences and opinions at Congresses, conferences, exhibitions and international exchanges [1]. The teacher belonging to the Teaching Association The aim of this paper will be to examine in detail how which has branches in every province, spearhead the innovation on behalf of teachers comes about, both in National Pedagogical Congress in 1882, which is Pedagogical Congresses and, specifically, through the organised by the Promotion of the Arts, a body that work of Juan Macho Moreno. represents the working classes in Madrid [4]. The interests From the beginning, Macho Moreno participates in the of the Congress can be classified as follows: the concept Teaching Profession movements and in meetings of education (its obligatory, free and integrated character); organised for teachers. We have ascertained that during aspects of the training of teachers and the reform of his teaching career the following events are held: The Normal Schools; and issues arising from the experience of National Pedagogical Congress 1882 (Madrid), The school reality [1]. Congress of the Society for Public Education and Social At that time, Macho Moreno is a tenured teacher at the Improvement 1890 (Madrid), The National Pedagogical Torrelaguna school, and a member of the Board of the Congress 1903 (Albacete), The National Pedagogical National Teachers’ Association (1881). He attends the Congress 1907 (Zaragoza), The Primary Education first Congress with a grant from the Diputación de Madrid Congress 1909 (Santiago de Compostela), The National [5] the Diputación de Guadalajara and the Torrelaguna Schools Congress 1909 (Valencia) and The Primary Town Council. The National Pedagogical Conference was Education Congress 1911 (Barcelona) [2]. held from May 28th to June 14th 1882, and Macho Moreno He is a participant from the first National Pedagogical participates with a contribution to the debate on Topic VI Congress (1882) onwards, in which he presents a [6], under the title: “What general reforms are necessary dissertation on making education obligatory in rural Spain, in the way we do primary teacher training so as to on the need for improvement in the application of The improve the material conditions and attract young people Moyano Law, denouncing what is not working in schools, who are pursuing other careers?” [4]. The answer he and what hampers the achievement of the supreme aim of suggests in his contribution is clear and concise: It is the education: combatting illiteracy. extension of their studies; it is the greatest possible He is active in the creation of the General Associations instruction that is communicated to those who devote of Spanish Primary School Teachers (1881), and a themselves to it; all the others will flow from it as a member of the Board of Directors. Later, upon his return necessary consequence [7]. to the Peninsula after a period of teaching in Puerto Rico, The teachers at the Normal Schools and Public Schools, he is instrumental in the creation of the provincial Primary Education inspectors and the secretaries of the Associations, as a means of supporting the General Boards of Public Education are given permission to travel Association. He is so conscious of the need for unity in to Madrid to attend the National Pedagogical Congress, the Teaching profession, “two teachers are worth 25,000” under the provisions of the Organic Regulation of April that he creates the magazine El Faro del Magisterio (The 25th 1882. What is worth noting about this regulation is Teaching Profession’s Lighthouse), as a communication that it decrees the suspension of the classes of the teachers medium of the Provincial Teaching Association. who attend the Congress: Teachers of the Normal Schools His ideological coherence in his role leads him to and Public Schools of all classes and levels are hereby deliver a speech in which he echoes the sentiments of any authorised, during 15 days, to come to this Court in order teacher in any corner of the country, without being to attend the said sessions, during which time their intimidated in the slightest by the audience. “Change, respective teaching activities will be suspended [8]. change don Juan, a little more Pedagogy and less When this Congress is convened, Macho Moreno is a Worldly-wisdom …” [3], and he is warned that such young 34-year-old teacher; however, he already has
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