Suchergebnisse

El artículo aporta nueva información histórica para conocer cuándo y cómo llegó elinterés por identificar y seleccionar al niño superdotado a España, durante las primeras décadas del siglo xx. Asimismo, exploramos las motivaciones que impulsaron a diversos profesionales para interesarse por el niño aventajado y estudiamos en qué momento las iniciativas se tradujeron en algún tipo de acción social regulada para la adjudicación de becas. El periodo de estudio abarca años de monarquía, dictadura y de república. Así, en nuestro relato histórico, destacamos tres momentos claves que corresponden a cada uno de los tres contextos políticos. En primer lugar, un sondeo de opinión lanzado por una revista educativa en 1911 muestra como un pedagogo (Bardina) inició el debate y cómo el niño superdotado era a menudo percibido por el maestro como un estorbo en clase. Aun así, no todos los maestros estaban a favor de la selección del niño superdotado porque no consideraban justo que se les diera una educación diferente que a los demás. En segundo lugar, examinamos una campaña política con una intención patriótica y propagandística lanzada en 1927 para rescatar el niño inteligente con pocos recursos en la época de la dictadura de Primo de Rivera y las reacciones entusias- madas entre el sector conservador de la sociedad del momento. En tercer lugar, revisamos la selección de niños superdotados llevada a cabo en la década de 1920 y 1930 en los Institutos Psicotécnicos. Mostramos los argumentos presentados por el equipo del instituto para justificar la necesidad de una selección psicológica con tests y las implicaciones conceptuales y prácticas de esta visión sobre la mente superdotada por parte de los psicólogos (Germain y Rodrigo). ; The article provides new historical information about when and how the interest in identifying and selecting gifted children arrived in Spain during the first decades of the 20th century. We explore the motivations that prompted professionals to take an interest in the advantaged child and point to the mo- ments when the initiatives resulted in some type of regulated social action for the awarding of scholarships. The period of our study includes times of mon- archy, dictatorship, and republic. Thus, in our historical account, we highlight the first place, we study an opinion poll launched by an educational magazine in 1911. The episode shows how a pedagogue (Bardina) started the debate and the way in which the group of teachers often perceived the gifted child as a hin- drance for the social dynamics in classes. Despite this, not all teachers were in favor of the selection of gifted children because the fact that they would then receive a different kind of education was not considered by them as being just. Second, we deal with a political campaign launched in 1927 to rescue the intel- ligent child of poor families in times of the Primo de Rivera dictatorship and the enthusiastic reactions this campaign received among the conservative sector of Spanish society. Thirdly, we review the selection of gifted children carried out during the 1920s and 1930s in the Psychotechnical Institutes. We expound the argument used to justify the need for a psychological selection based on tests and the conceptual and practical implications ofthe psychologists' (Germain and Rodrigo's) point of view.

El artículo aporta nueva información histórica para conocer cuándo y cómo llegó el interés por identificar y seleccionar al niño superdotado a España, durante las primeras décadas del siglo xx. Asimismo, exploramos las motivaciones que impulsaron a diversos profesionales para interesarse por el niño aventajado y estudiamos en qué momento las iniciativas se tradujeron en algún tipo de acción social regulada para la adjudicación de becas. El periodo de estudio abarca años de monarquía, dictadura y de república. Así, en nuestro relato histórico, destacamos tres momentos claves que corresponden a cada uno de los tres contextos políticos. En primer lugar, un sondeo de opinión lanzado por una revista educativa en 1911 muestra como un pedagogo (Bardina) inició el debate y cómo el niño superdotado era a menudo percibido por el maestro como un estorbo en clase. Aun así, no todos los maestros estaban a favor de la selección del niño superdotado porque no consideraban justo que se les diera una educación diferente que a los demás. En segundo lugar, examinamos una campaña política con una intención patriótica y propagandística lanzada en 1927 para rescatar el niño inteligente con pocos recursos en la época de la dictadura de Primo de Rivera y las reacciones entusiasmadas entre el sector conservador de la sociedad del momento. En tercer lugar, revisamos la selección de niños superdotados llevada a cabo en la década de 1920 y 1930 en los Institutos Psicotécnicos. Mostramos los argumentos presentados por el equipo del instituto para justificar la necesidad de una selección psicológica con tests y las implicaciones conceptuales y prácticas de esta visión sobre la mente superdotada por parte de los psicólogos (Germain y Rodrigo). ; The article provides new historical information about when and how the interest in identifying and selecting gifted children arrived in Spain during the first decades of the 20th century. We explore the motivations that prompted professionals to take an interest in the advantaged child and point to the moments when the initiatives resulted in some type of regulated social action for the awarding of scholarships. The period of our study includes times of monarchy, dictatorship, and republic. Thus, in our historical account, we highlight three key moments that correspond to each of the three political contexts. In the first place, we study an opinion poll launched by an educational magazine in 1911. The episode shows how a pedagogue (Bardina) started the debate and the way in which the group of teachers often perceived the gifted child as a hindrance for the social dynamics in classes. Despite this, not all teachers were in favor of the selection of gifted children because the fact that they would then receive a different kind of education was not considered by them as being just. Second, we deal with a political campaign launched in 1927 to rescue the intelligent child of poor families in times of the Primo de Rivera dictatorship and the enthusiastic reactions this campaign received among the conservative sector of Spanish society. Thirdly, we review the selection of gifted children carried out during the 1920s and 1930s in the Psychotechnical Institutes. We expound the argument used to justify the need for a psychological selection based on tests and the conceptual and practical implications of the psychologists' (Germain and Rodrigo's) point of view.

The article provides new historical information about when and how the interest in identifying and selecting gifted children arrived at Spain, in the first decades of the 20th century. We explore the motivations that prompted professionals to take an interest in the advantaged child and point to the moments when the initiatives resulted in some type of regulated social action for the awarding of scholarships. The period of our study includes times of monarchy, dictatorship and republic. Thus, in our historical account, we highlight three key moments that correspond to each of the three political contexts. In the first place, we study an opinion poll launched by an educational magazine in 1911. The episode shows how a pedagogue (Bardina) started the debate and the way in which the group of teachers often perceived the gifted child as hindrance for the social dynamics in class. Despite this, not all teachers were in favor of the selection of gifted children because the fact that they would then receive a different kind of education was not considered by them as being just. Second, we deal with a political campaign launched in 1927 to rescue the intelligent child of poor families in times of the Primo de Rivera dictatorship and the enthusiastic reactions this campaign received among the conservative sector of Spanish society. Thirdly, we review the selection of gifted children carried out during the 1920s and 1930s in the Psychotechnical Institutes. We expose their argument used to justify the need for a psychological selection based on tests and the conceptual and practical implications the psychologists' (Germain and Rodrigo's) point of view has