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El Boletín De La Institución Libre De Enseñanza (BILE) Como Introductor En España De Tendencias Innovadoras: Ciencia Y Sanidad

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El Boletín De La Institución Libre De Enseñanza (BILE) Como Introductor En España De Tendencias Innovadoras: Ciencia Y Sanidad TESIS DOCTORAL El Boletín de la Institución Libre de Enseñanza (BILE) como introductor en España de tendencias innovadoras: ciencia y sanidad PRESENTADA POR: Juana Salomé FERNÁNDEZ COBO DIRIGIDA POR: Encarnación MEDINA ARJONA y María Luisa TORRE MONTES JAÉN, DICIEMBRE DE 2020 El Boletín de la Institución Libre de Enseñanza (BILE) como introductor en España de tendencias innovadoras: ciencia y sanidad Tesis doctoral Juana Salomé Fernández Cobo El Boletín de la Institución Libre de Enseñanza (BILE) como introductor en España de tendencias innovadoras: ciencia y sanidad Tesis doctoral Juana Salomé Fernández Cobo Directoras Encarnación Medina Arjona María Luisa Torre Montes Departamento de Lenguas y Culturas Mediterráneas Universidad de Jaén A Encarna, alma de esta tesis A mis padres, que lo han hecho todo por mí A Jose, María y Francisco que me acompañan cada día en el camino de la vida Agradecimientos Cuando conozco a mi querida profesora Encarnación Medina Arjona lo primero es dar gracias porque me acepte como alumna para la realización de esta tesis. Después a medida que conectamos para la búsqueda de información encuentro a una mujer que entre sus principales inquietudes tiene la de dar a conocer de una manera incansable nuestra universidad: nacional e internacionalmente. De su mano he conocido en los seminarios y encuentros internacionales, organizados por ella, multitud de catedráticos y profesores de enorme talla intelectual y personal que representan una forma de vivir donde la cultura y la conexión de sus distintas universidades es su principal motor. En esto he encontrado una similitud de éste grupo con la Institución Libre de Enseñanza, en la búsqueda del conocimiento, y de la innovación para darlo a conocer y mejorar el nivel cultural y social de su entorno. Durante este tiempo hemos vivido con orgullo cuando Encarna recibe su cátedra, fruto de años de estudio y trabajo dedicados a esta universidad, un tiempo que siempre ha estado acompañado por el ánimo y la positividad. Encarna, gracias por aceptarme y presentarme a ese universo cultural tan amplio e interesante. Jaén tiene suerte de que nacieras aquí, aunque una parte de tu alma esté en París. Con mi agradecimiento Juana 8 Contenido INTRODUCCIÓN, OBJETIVOS, METODOLOGÍA Y FUENTES ......................................... 11 PARTE I. LA INSTITUCIÓN LIBRE DE ENSEÑANZA. ESTUDIOS PRELIMINARES ..... 27 Generalidades de la situación político-social de la época. ...................................................... 27 Situación político-cultural. ...................................................................................................... 30 La situación religiosa. ............................................................................................................. 33 Las ideologías. ......................................................................................................................... 38 La Ciencia y la Sociedad a finales del siglo XIX y principios del XX (1877-1936). ............. 40 La Institución Libre de Enseñanza .......................................................................................... 83 El Boletín de la Institución Libre de Enseñanza ..................................................................... 85 El Museo Pedagógico Nacional .............................................................................................. 88 II PARTE SEGUNDA. EL BILE Y SUS RELACIONES CON EUROPA: EL VIAJE DE LAS IDEAS CIENTÍFICAS ................................................................................................................ 95 Las ideas científicas en Francia y su difusión en el BILE ..................................................... 102 Artículos en el BILE sobre la Ciencia en Francia. ............................................................ 107 Contribuciones de institucionistas sobre la ciencia en Francia. ........................................ 127 Contribuciones de científicos extranjeros sobre las Ciencias Humanas y la enseñanza de las disciplinas científicas. ....................................................................................................... 137 Contribuciones de institucionistas sobre las Ciencias Humanas y la enseñanza de las disciplinas científicas. ....................................................................................................... 174 La enseñanza de nuevas disciplinas: ................................................................................. 200 Las ideas científicas en Italia y su difusión en el BILE. ........................................................ 214 Las nuevas ciencias vistas desde otras nacionalidades. ........................................................ 220 III PARTE TERCERA. CIENCIA Y SANIDAD EN EL BILE ............................................... 229 La Medicina en el BILE ........................................................................................................ 229 Sanidad e Higiene escolar en el BILE ................................................................................... 236 CONCLUSIONES .................................................................................................................... 261 BIBLIOGRAFÍA ....................................................................................................................... 267 Artículos científicos del BILE ............................................................................................... 267 Artículos de Innovación Educativa e Higiene Escolar en el BILE ........................................ 279 Bibliografía General .............................................................................................................. 289 9 10 INTRODUCCIÓN, OBJETIVOS, METODOLOGÍA Y FUENTES Esta investigación se enmarca en el estudio de la Institución Libre de Enseñanza y el Boletín que ésta publica (Boletín de la Institución Libre de Enseñanza, BILE). Un estudio encuadrado entre los años (1877-1936), en el que se refleja la importante función que esta Institución y su Boletín han tenido como bases de la actualización científica que sucede en España durante este periodo. Las investigaciones académicas y la literatura científica realizadas hasta el momento en relación con dicha Institución han estado centrados en otros campos. De ahí que nuestro principal objetivo sea estudiar la Institución Libre de Enseñanza y su Boletín como pilar fundamental en las relaciones que España mantiene en ese momento histórico con el exterior, y a la vez, cómo la ILE, a partir de 1877, contribuye a la introducción en España de corrientes actualizadas entre otros campos relacionadas con la Sanidad y la Ciencia. Este trabajo tiene como objetivo fundamental establecer la función del BILE en la relación con el estado de la ciencia y la sanidad en otros países. Además de determinar la dimensión de los trabajos realizados por los colaboradores del BILE en conseguir la conexión y relación de España con otros países y analizar la actualización científica y sanitaria que se introduce en España a través de los artículos de dicho Boletín. La ILE introduce en España a finales del siglo XIX, a través de su boletín, las tendencias innovadoras europeas en la enseñanza de las ciencias —integradas en un concepto global europeísta de la educación, que incluye el estudio de las lenguas modernas extranjeras1, y el contacto transfronterizo con las personas y con las ideas 1 Véase Immaculada RIUS DALMAU, La enseñanza del francés en el marco de la Institución Libre de Enseñanza (1876-1939), Tesis Doctoral, Universidad Rovira i Virgili, 2006. Director: Juan Francisco García Bascuñana. La autora pretende demostrar que la enseñanza de las lenguas modernas en España recibió un importante impulso en el marco de la Institución Libre de Enseñanza, siendo nuestro objetivo general valorar el peso real que tuvo dicha enseñanza en ese marco concreto. Desde una perspectiva diacrónica, la autora de la tesis realiza un estudio sobre la enseñanza de las lenguas vivas en distintos tipos de centros educativos de España. Sin embargo, acotando un margen de tiempo determinado —el que va de 1876 a 1939— y tomando como referencia también la situación en Europa, ha llevado a cabo un estudio sincrónico y comparativo que ayuda a valorar el peso real de la manera de proceder de la ILE, en lo que a la enseñanza de las lenguas modernas se refiere, y más concretamente a la enseñanza del francés. La tesis se distribuye en dos capítulos. El primero de ellos está dedicado al análisis del contexto político y social; la descripción de la situación de la enseñanza de las lenguas extranjeras en Europa; la visión general sobre la Instrucción Pública en España en aquel contexto histórico; la presentación general de los tipos de centros educativos 11 europeas— además de unas pautas de formación del profesorado en relación con las medidas higiénico-sanitarias del alumnado, unidas a las nuevas consideraciones de la diversidad de la población escolar. Dando todo esto como resultado una mayor actualización y especialización del profesorado. El objetivo general de nuestra investigación es conocer el contexto político y social que rodea a la ILE, para valorar la incidencia de éste en una de la que creemos su mayor actuación, como es que a partir del análisis del estado de la enseñanza de las ciencias en Europa, se desarrolle la actualización científica necesaria en el campo de la docencia. Entre los medios utilizados para ello, destaca el trabajo realizado por el BILE como nexo de la educación española
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