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How to cite: González de Dávila, C. (1956). Estudio socioeconómico de las comunidades rurales establecidas por el Gobierno de Puerto Rico: Un Plan de Educación para el mejoramiento de estas comunidades. Pedagogía, 4(1), 15-29. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/17112 ; Cómo citar: González de Dávila, C. (1956). Estudio socioeconómico de las comunidades rurales establecidas por el Gobierno de Puerto Rico: Un Plan de Educación para el mejoramiento de estas comunidades. Pedagogía, 4(1), 15-29. Recuperado a partir de https://revistas.upr.edu/index.php/educacion/article/view/17112

This work begins the scientific study of the pedagocical systems, thas is to say, of the whole of institutions by which a community, especially by means of the word, tries to form the ideas, feelings and habits of its younger members. These pedagogical objects do not coincide with the so called educative tendencies, the deepest roots of which are in the prospective, in the historical one, or with the Scholar Organization in its juridical, political, economical aspects, which are exceedingly linked to a Geography and to an epoch. In spite of the worthy attempts of generalization made by Fundamental Pedagogies and Scholar Administrations, they have not succeeded in abstracting that which is more general in the pedagogical systems. In orden to resolve this problem it is necessary to approach in from different starting points. These points are the Scholar Organization. History of Education and Pedagogy and Sociology of Education. The contribution of all these matters will allow us to trace the object to its origin and survey the factors that act at present with a retrospective look and so we shall be able to overcome the single case and arrive to a generalization and establish constant relations between the pedagogical phenomena and the other categories of social facts, between the pedagogical, social system and the general, social system and arrive to the general theory of the mechanisms of education, considered in abstracto, that is to say, deprived of the fixed conditions of place and time.

How to cite: Porrata, O. (1953). Fundamento jurídico del Sistema Escolar Puertorriqueño. Pedagogía, 1(1), 33-53. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/16857 ; Cómo citar: Porrata, O. (1953). Fundamento jurídico del Sistema Escolar Puertorriqueño. Pedagogía, 1(1), 33-53. Recuperado a partir de https://revistas.upr.edu/index.php/educacion/article/view/16857

In this article Dr. García Hoz means, in a purely informative way, to answer the question: "how are those educators formed who are neither teachers nor parents considedered as such educators?" In order to facilitate the understanding of this problem he centers his study in three different aspects, politic, religious and undifferentiated one. The author poses the problem of the relationship between education and politics' and points out the politic concern on educational questions. He explains the service which education renders to politics and shows the inter-action of both of them in Spain. He studies the double aspect of the religious and educational problem to show its influence on pedagogical method and on the catechistical societies and on the National Catholic Action. After explaining the existing link betwen the above mentioned fields and the undifferentiated social one he gives a complete account of the Spanish societies whose specific aims and characteristics are social. He ends by stating the utility of these formative types and the convenience of increasing their contact with the professional educational institutions.

The specific mission of the primary school inspection has been differently considered by the Administration. The XIXth. century had a very restricted idea on the inspection It was considered as a Government's instrument of control. This criterion prevailed during the first years of the XXth. century. It was in that time that there began the petition of statistical data on schools and teachers from the inspectors who were obligued to perform bureaucratic funtions. Later on the inspector's jurisdiction became wider and his social estimation rose, his power being reinforced by coercive measures on the teachers and by his intervention in all kind of bureaucratic proceedings concerning to the primary school. Afterwards the inspection was entrusted with the task of modelling the school and improving the schoolmaster. The inspector is no longer the spy of the thecher's faults. Now he moves on a higher level which mokes his presence to be agreeable and useful. The Primary Education Law assigns to the inspection a wide cultural mission which starting from the school influences parents' lives, the states's institutions and all kind of private enterprises.

Correpondence exchanged among Mr. Fernando Torreblanca, Mrs. María Tapia-Obregón, B.A. Aarón Sáenz, Engr. Luis G. Franco and B.A. Alfonso Romandía Ferreira. Sáenz, Franco and Romandía are President, Secretary and Treasurer, respectively, of the Gen. Alvaro Obregón Civic Association. The correspondence is in regard to issues of said association: organization of the tribute to Gen. Alvaro Obregón; payment of the Association fees of Misters Fernando Torreblanca, Rodolfo Elías Calles and Plutarco Elías Calles. Invitations to the following people: Generals Isaac M. Ibarra and Manuel de J. Solís; Colonels Juan José Amatt Bañuelos C., Paulino Fontes and Jesús Vidales Marroquín, to attend the commemorative ceremony on the anniversary of the surrender of the Federal Army to Gen. Alvaro Obregón in Teoloyucan, State of Mexico. Account statement (deposits and expenses) of the Gen. Alvaro Obregón Civic Association. The following article is also included: RAMIREZ, Alfonso Francisco, "Political thought. Alvaro Obregón", EL UNIVERSAL, Mexico City. November 9th, 1959, pp. 3, 18 and 19, section 1a. It contains Gen. Alvaro Obregón's opinions on various topics such as agrarian reform, education, oil, international relations, morals, religion, etc. Brochure containing the speech given by Mr. Agustín Arroyo Ch. at the tribute of 1953, published in 1959 by Ediciones del Boi. (See file 23, bundle 2/2 of this series). / Correspondencia entre los Srs. Fernando Torreblanca, María Tapia Vda. de Obregón, Lic. Aarón Sáenz, Ing. Luis G. Franco y Lic. Alfonso Romandía Ferreira, respectivamente, Presidente, Secretario y Tesorero de la Asociación Cívica Gral. Alvaro Obregón, que se refiere a ciertos asuntos de dicha asociación: organización del homenaje al Gral. Alvaro Obregón; pago de las cuotas de los Srs. Fernando Torreblanca, Rodolfo Elías Calles y Plutarco Elías Calles a la Asociación. Invitaciones a las siguientes personas: Grales. Isaac M. Ibarra y Manuel de J. Solís; Corls. Juan José Amatt Bañuelos C., Paulino Fontes y Jesús Vidales Marroquín, para asistir a la ceremonia conmemorativa del aniversario de la rendición del Ejército Federal ante el Gral. Obregón en Teoloyucan, Edo. de México. Estado de cuenta (ingresos y egresos) de la Asociación Cívica Gral. Alvaro Obregón. También se incluye: RAMIREZ, Alfonso Francisco, "El pensamiento Político. Alvaro Obregón", EL UNIVERSAL, México, D.F., Noviembre 9, 1959, pp. 3, 18 y 19, secc. 1a. Contiene varios puntos del pensamiento del Gral. Alvaro Obregón como son: la reforma agraria, la educación, el petróleo, las relaciones internacionales, la moral, la religión, etc. Folleto que contiene el discurso pronunciado por el Sr. Agustín Arroyo Ch. en el homenaje de 1953, publicado en 1959 por Ediciones del Boi. (Ver Exp. 23, Legajo 2/2 de esta serie).

Decreto número 2979 de 1945, por el cual se establece el nuevo plan de estudios para las Escuelas Normales Regulares -- Decreto número 3087 de 1945, por el cual se modifica y adiciona el marcado con el número 2893 de noviembre del corriente año y se dictan otras disposiciones sobre colegios de bachillerato -- Resolución número 1790 de 1945, por la cual se adoptan los programas de estudio para las Escuelas Normales Regulares -- Programas -- Escuelas anexas -- Reglamento -- Principales disposiciones vigentes sobre educación normalista ; 191 p.

Considering as young countries those parts of the world which were occupied and to some extent populated as a result of "Europe's expansion", which began with the discovery of America and extended to Australia, New Zeeland and some parts of Africa, the author tries to make a distinction between two completely different types of colonies in accordance with the way these areas were colonized. In the "exploitation" type of colony, a small number of european immigrants were conquerors, governors, missionaries, landowners, lawyers, merchants, military or civil servants and belonged to a superiors class, whereas the natives were doing most of the actual work. In the "colonization" type, the native population, which was very scarce, has been dislodged and some cases exterminated and the work was done by the immigrants or imported slaves. Argentina, Uruguay, the South of Brazil and Chile belong to the "colonization" type as also most of the United States, Canada, Australia and New Zeeland, whereas most of the Latin- American republics were colonies of the "exploitation type". To-day these countries, especially those of English origin, enjoy a high income level, because the access to education and technical knowledge enabled the population to get the benefit of a high productivity. As to the countries of Spanish origin, before the second world war, Argentina and Uruguay had a per capita income very close to that of the English origin countries, but comparing with the year 1950, although Argentina is in a higher position than other Latin-American countries, her income level is lower than that of ten countries of Western Europe. One can say that the material living standard is generally higher in Argentina than in other Latin-American countries of the "exploitation" type, but lower than in the "colonization" type of British origin countries. ; Instituto de Investigaciones Económicas

Every day, the national heuristic, scattered in archives, libraries and individuals, providing new light on the activities of our proto doctors. This we publish now and has the date 1840, when Heredia planned reorganization of medical studies indicates Heredia efforts to secure income to support the decadent School of Independence. Needed to shore up their "short rents" and poach others to give the range that would be, of higher education. College entries were considerably reduced by the little attention he had borrowed from the government, as he was careful to maintain public order, disrupted by various revolutions, and that income was not sufficient to meet the expenses of urgency. So suggest a package to the government, that the branch of Census and temporalities, whose products were intended for public instruction, a party to the College in order to cover part of the 3,300 pesos to be paid annually by the national treasure is taken. With a beneficial resolution to this effect could make some progress in improving the teaching of the various chairs and so do good work nationally, promoting "public health, national honor and decorum of the medical sciences." ; Día a día, la eurística nacional, desparramada en Archivos, Bibliotecas y particulares, proporciona nueva luz sobre las actividades de nuestros protomédicos. Esta que publicamos ahora y que tiene la fecha de 1840, cuando Heredia proyectaba la reorganización de los estudios de medicina, indica los esfuerzos de Heredia por conseguir rentas para sostener al decadente Colegio de la Independencia. Necesitaba apuntalar sus "cortas rentas" y agenciarse otras para darle el rango que debía tener, de centro de enseñanza superior. Las entradas del Colegio se habían reducido considerablemente por la poca atención que le había prestado el gobierno, atento como estaba a mantener el orden público, alterado por diversas revoluciones, y no bastaba esa renta para atender los gastos de mayor urgencia. Por eso, suguiere al gobierno, que del ramo de Censos y temporalidades, cuyos productos eran destinados a la instrucción pública, se tome una parte para el Colegio a fin de poder cubrir una parte de los 3,300 pesos que debía pagar anualmente el tesoro nacional. Con una benéfica resolución en este sentido se podría avanzar algo en mejorar la enseñanza de las diversas Cátedras y así hacer obra de bien nacional, favoreciendo "la salud pública, el honor nacional y el decoro de las ciencias médicas".