Advertisement

The Appropriation of Dewey’s Pedagogy in Colombia as a Cultural Event

  • Javier Sáenz-Obregón

Abstract

The chapter focuses on the discursive, institutional, and public policy appropriations of Dewey’s pedagogy in Colombia in the first half of the last century. I analyze the cultural factors that explain its selective appropriation during this period. I also examine the national, political, and pedagogical context that, till 1934, tended to exclude Deweyan pedagogy, while appropriating enthusiastically the concepts and prescriptions of the European New School or Active Pedagogy movement. I also describe the power/knowledge transformations that, between 1934 and 1946 led to the appropriation of the social and political dimension of Dewey’s pedagogy by teacher-training institutions and government policy. The nature of national, political, and cultural resistance to Deweyan pedagogy is analyzed in some detail, such as the power of Catholic dogma in the country, and the widely-held belief on the degeneration of the national race. I argue that the dualist structure of Catholic thought was particularly adverse to Deweyan pedagogy. I conclude that Dewey’s tenuous welcome as a foreign guest, have gone hand in hand with brief periods of consolidation of democratic practices in the country, and have been more decisive when faith in democracy has been intensified.

Keywords

Active Pedagogy Educational Reform Political Violence Poor Population Liberal Party 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

Notes

  1. 2.
    Caballero, A. Neito, “El problema máximo,” in Escuela Activa. Selección de textos (Bogota: Presencia, 1923), 111.Google Scholar
  2. 3.
    J. Saenz-Obregon, O. Saldarriaga, and A. Ospina, Mirar la infancia: pedagogia, moral y modernidad en Colombia, 1903–1946, Vols. 1 and 2 (Bogotá: Colciencias, Uniandes, Foro, Universidad de Antioquia, 1997).Google Scholar
  3. 4.
    F. López de la Roche, “Tradiciones de cultura politica en el siglo xx,” in Modernidad y sociedad politica en Colombia, ed. M. E. Cardenas (Bogota: FESCOL, Foro Nacional por Colombia, IEPRI, 1993).Google Scholar
  4. 8.
    Michel Foucault, Discipline and Punish: The Birth of the Prison (London: Penguin, 1975/1979).Google Scholar
  5. 9.
    John Dewey, “The child and the curriculum,” in The Philosophy of John Dewey, ed. J. J. McDermott (Chicago: University of Chicago Press, 1902/1981);Google Scholar
  6. John Dewey, “Interest and effort in education,” in The Middle Works, Volume 7: 1912–1914, ed. J. A. Boydston (Carbondale and Ewardsville: Southern Illinois University Press, 1913/1979): John Dewey, Democracy and Education: An Introduction to the Philosophy of Education (New York: The Free Press, 1916/1997); and John Dewey, Experience and Education (New York: Collier Books, 1938/1962).Google Scholar
  7. 14.
    O. Decroly, El doctor Decroly en Colombia (Bogota: Ministerio de Educaciôn Nacional, 1993).Google Scholar
  8. 19.
    A. J. Uribe, Instrucciôn pûblica (Bogota: Imprenta Nacional, 1927).Google Scholar
  9. 22.
    E. Claparéde, Psicologia del nino y pedagogia experimental (México: Editorial Continental, 1905/1959), 100.Google Scholar
  10. 25.
    J. Sieber, Psicologia para escuelas normales y maestros (Tunja: Facultad Nacional de Educacion, 1933).Google Scholar
  11. 26.
    Miguel Jiménez Lopez, La escuela y la vida (Bogota: Banco de la Republica, 1928), 115.Google Scholar
  12. 27.
    Miguel Jiménez Lopez, “Lo inconsciente en la educacion,” Cultura 1, no. 2 (1915): 387.Google Scholar
  13. 28.
    Miguel Jiménez Lopez, “Nuestras razas decaen: algunos signos de degeneracion colectiva en Colombia y en los paises similares,” in Los problemas de la raza en Colombia (Bogota: Biblioteca Cultura, 1928).Google Scholar
  14. 29.
    A. Nieto Caballero, Una escuela (Bogota: Antares, 1966).Google Scholar
  15. 30.
    O. Decroly and G. Boon, Iniciacidn general al método Decroly y ensayo de aplicacidn a la escuela primaria (Buenos Aires: Losada, 1937/1939).Google Scholar
  16. 31.
    Republica de Colombia, Programas de ensayo para escuelas primarias (Bogota: Imprenta Nacional, 1933).Google Scholar
  17. 34.
    G. Molina, Las ideas liberales en Colombia (Tomo tercero. Bogota: Tercer Mundo, 1987), 19.Google Scholar
  18. 36.
    J. E. Gaitan, La obra educativa del gobierno en 1940 (Bogota: Ministerio de EducaciOn Nacional, 1940), xi.Google Scholar
  19. 37.
    L. E. Pinto, Reflexiones de un educador (Bogota: Editorial Kelly, 1946), 72.Google Scholar
  20. 38.
    R. Bernal Jiménez, La educacidn be abi el problema (Bogota: Ministerio de Educacion Nacional, 1949), 281.Google Scholar
  21. 39.
    M. Jiménez Lopez, “La actual desviacion de la cultura,” in Jiménez Lopez, Discursos y ensayos (Tunja: Imprenta Oficial, 1948).Google Scholar
  22. 42.
    Republica de Colombia, Memoria del Ministro de Educacidn Nacional (Bogota: Prensas del Ministerio, 1951), 5.Google Scholar
  23. 43.
    Republica de Colombia, Memoria del Ministro de Educacidn Nacional (Bogota: Prensas del Ministerio, 1949).Google Scholar
  24. 44.
    L. Lopez de Mesa, Perspectivas culturales (Bogota: Universidad Nacional, 1949), 89.Google Scholar
  25. 45.
    See, Herbert M. Kliebard, The Struggle for the American Curriculum 1893–1958 (New York and London: Routledge and Kegan Paul, 1987).Google Scholar

Copyright information

© Thomas S. Popkewitz 2005

Authors and Affiliations

  • Javier Sáenz-Obregón

There are no affiliations available

Personalised recommendations