Humanizing Childhood in Early Twentieth Century Spain
Instituto Cervantes in Manchester and Leeds, in collaboration with the Durham University, introduce the second edition of "Ex Libris: Publications in Hispanic Studies" , coordinated by Professor H. Rosi Song (Durham University), to promote new publications about Hispanic Studies.
Third session: Humanizing Childhood in Early Twentieth-Century Spain, by Anna Katryn Kendrick.
During the early twentieth century, neo-humanist reforms transformed the landscape of Spanish education. Building upon the new science of child study, known as paidology, teachers joined pedagogues around the world in reading works by Maria Montessori, Jean Piaget, John Dewey, and others. Celebrating open-air schools, sensorial education and active methods of learning, intellectuals including Miguel de Unamuno, José Ortega y Gasset, and Carmen Conde sought to contrast a positivist pedagogy with a phenomenological approach to childhood. Education, they claimed, must adapt to the child’s developing body and mind.
Bringing together avant-garde art, poetry, teachers’ manuals, intelligence tests, and children’s creative production, Anna Kathryn Kendrick traces how reformers drew upon international models to advance ‘catholic’ notions of holism and universality. This award-winning study demonstrates that the fight for education in mind, body, and spirit had not only intellectual but also practical consequences which were to shape an entire generation before the Spanish Civil War.
