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UNIVERSITE PARIS 1 PANTHÉON SORBONNE UFR D’Histoire/Département D’Histoire Des Techniques UNIVERSITE PARIS 1 PANTHÉON SORBONNE UFR d’Histoire/Département d’Histoire des Techniques Master TPTI Techniques, Patrimoine, Territoires de l’industrie : Histoire, Valorisation, Didactique Mémoire de Master Buts industriels de l'École Pratique des Hautes Études et leur comparaison avec l’École des Hautes Études Mexicain. Industrial purposes of the École Practique des Hautes Études and its comparison with the Mexican School of Higher Education. Jessie Genesis JAIME RODRIGUEZ Anne- Françoise GARCON Année académique 2017/2018 1 2 Index Acknowledgments……………………………...………………………… 6 Chapter I……………………………………………..……………………8 1. Introduction…………………………………………………..………9 2. Importance of the realization of this project………………………..… 12 3. Organization of work ……………………………………………..…18 4. Resources……………………………………………………………18 C0hapter II ………………………………………………………………24 1. Résumen …………………………………………………..………..25 2. The invention and evolution of university………………………….… 26 3. Universal exhibitions………………………………………………………34 4. Educational model of Humboldt ……………………………………..45 5. Ecole Practique des Hautes Etudes. ……………………….………….52 i. Decree of creation of the school…………………………. 58 Chapter III ………………………………………...…………………… 68 1. Résumen………………………………………..………………….. 69 2. French Intervention in Mexico …………………...…………………..70 i. The restoration of the republic and the educational reforms.…74 3. Porfiriato………………………………………………….……….. 79 i. The industry and science at the porfirian time…………..…. 80 ii. The creation of the University ……………………………83 4. National School of Higher Studies…………………………………… 89 3 i. Purposes of the National School of Higher Studies …...…….90 ii. Operation of the School and its decline ………...………….96 iii. The establishment of science ……………………...……102 Chapter IV ………………………………………………….………….106 1. Analysis of results ……………………………..…………….107 2. Conclusion……………………………………...………….. 115 Tutored project ………………………………………………120 1. Introduction ……………………………………………….………121 2. Methodology……………………………………………………… 122 3. Bibliography……………………………………………...………. 122 4. Results ……………………………………………………...……..124 i. Work done during the first semester ……………….……124 1. The importance of wheat in food …………..…….125 2. Glossary ……………………………..………..125 3. Wheat biology………………………………… 126 ii. Work done during the second semester …………….……130 1. Man against hunger: Nazareno Strampelli……..…. 132 iii. Work done during the third semester …………...………..135 4 5. Analysis of results …………………………………………...……..137 6. Conclusions…………………………………………….…………. 139 Summary of activities in two years of the TPTI master……...…….. 140 Future perspectives ………………………………………………...….145 5 Agradecimientos Quiero agradecer a la organización Erasmus Mundus por permitir la realización de este proyecto, al Master TPTI y las universidades que la conforman, principalmente a las tres sedes Université Paris 1 Panthéon-Sorbonne, Univertà degli studi di Padova y a la Universidade de Évora por haberme aceptado en sus instituciones y por tener confianza en mi trabajo. También quiero agradecer a la Czech Technical University in Prague por haber compartido dos meses de aprendizaje con nosotros. A los profesores que ayudaron a enriquecer el conocimiento y las ideas que dieron por resultado este documento. A Anne Sophie Rieth, Evelyne Berrebi, Raffaella Masè y Helena Espadaneira, por todo el apoyo técnico y personal. También quiero mencionar a mis compañeros, gracias por el aprendizaje cultural que aportaron a mi vida, por la amistad y la compañía en los momentos difíciles y en los de alegría. A todas las personas que conocí en este gran recorrido por Europa; de los que tuve que despedirme y los que se quedaron para toda la vida. A mi familia por estar siempre a mi lado y a los que me miran desde el cielo, gracias a ustedes estoy aquí. 6 Acknowledgment I want to thank the Erasmus Mundus organization for allowing the realization of this project, the TPTI Master and the universities that comprise it, mainly to the three Universities Paris 1 Panthéon-Sorbonne, Univertà degli studi di Padova and the University of Évora for having accepted me in their institutions and for having confidence in my work. I also want to thank the Czech Technical University in Prague for sharing two months of learning with us. To the teachers who helped to enrich the knowledge and ideas that resulted in this document. To Anne Sophie Rieth, Evelyne Berrebi, Raffaella Masè and Helena Espadaneira, for all the technical and personal support. Maripaz for all your help and confidence. I also want to mention my colleagues, thanks for the cultural learning you brought to my life, for friendship and company in difficult times and in times of joy. To all the people I met on this great tour of Europe, of whom I had to say goodbye and those who stayed for a lifetime. To my family for always be by my side and to those who look at me from heaven I love you. 7 Chapitre I 8 Introduction 9 Each country and each village have its own history and similar events can reach different terms due to the political and social context in which they developed, currently in Mexico and with a declining education, which has come down due to the poor management of the unions of professors, to the low investment of the governments and mainly to the economic inequality of the population. I believe it is essential to carry out an in-depth analysis of the way in which our institutions have carried out their activities, as this will allow us to understand the current state of education and will help us to make the necessary changes to improve its functioning, always seeking welfare and development of the population, since this cannot have more than beneficial consequences for our country. This work began several years ago, when I was doing research in the Historical Archives of the School of Medicine, where looking for the origins of the Faculty of Sciences and the first Mexican biologists, I found several documents sent from France by medical professors who sought to imitate the systems of European studies and implement them in Mexico. At that time, around the 1900s, the country was for the first time in its history as a free nation in a time of peace, which allowed for the first time to think about making improvements in the educational field. At that time the Secretary of Public Instruction Justo Sierra took to Congress its first proposals for the realization of a University, which were rejected on several occasions. Finally, after an arduous struggle, it was agreed by the Congress and he managed to carry out his institution, which he could not see flourish due to his early death. One of the main novelties that Justo Sierra had included in his project was the annexation of a School of Higher Studies, which sought to imitate the same French institution that had been founded decades before by Victor Duruy in Paris. And just as the French school did at the time, it represented an innovation for its time and it was the first time that a new teaching system broke with all the schemes of the traditional university. Both institutions were created by similar needs: - Educational crises, generated by the lack of innovation in the curricula and backwardness in teaching methods. 10 - Social pressures caused by neighboring countries, from their part Prussia in France and Mexico with the United States. - The quest to excel in the new commercial and economic career that the development of the industry had unleashed. In the end, each institution had a different outcome due to the political and social contexts in which they were developed. They followed different histories, but without a doubt they were pioneers and the mothers of great current scientific research institutions. They served to introduce educational models that broke paradigms and opened the doors to the foundation of new systems. 11 Importance of the realization of this project Currently in Mexico and after 100 years of those initiatives carried out by Justo Sierra, it has been decided to carry out educational reforms that seek to strengthen the depleted level of knowledge in all sectors of society. According to the government report, the constitutional reform will provide the National Education System with the elements that promote its improvement and strengthen its equity1. The will of the State to improve access to education and provide quality education to citizens is a good start to progress, but certainly it is necessary first of all to carry out analyzes that help us understand the current situation, so we can have a better panorama of how the reforms carried out in the past have been directed the country. The field of study in the area of education is very broad and a single work will not be sufficient to understand the totality of the current situation, since it covers basic, middle and higher education, as well as other institutions in charge of popular science and culture must be analyzed in depth. I studied a degree in biology and as a historian of science, I am worried about the situation that exists today in the field of scientific education in my country, I have worked in research laboratories and I had to face the questions and incomprehension that society has regarding a sector of workers, researchers and scientists who in my country have been hidden, that no one knows their work and that by the same situation they are seen as an unnecessary expense for the public treasury. It is very easy to see the backwardness in scientific education in Mexico when analyzing the data that the OECD and PISA surveys show a situation that is worrisome due to the importance
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