Suchergebnisse

In the history of psychology, historians have found that during the Nazi era in Germany there was a greater emphasis on the holistic and genetic approach, as well as a rise of applied psychology (psychotechnics). To this day, however, the question of what effects the political and scientific changes had on the contacts and the reputation of German psychology abroad has rarely been asked. How was the psychology of the Nazi era judged from the Spanish side? In the 1930s and 1940s in Spain, several positions can be found, often characterized by a certain ambivalence. In this book chapter I selected texts published by Spanish psychologists who were very interested in the work done in Germany, who spoke German and maintained personal contacts with academics in German institutions during that period. My research shows that there was concern and interest as well as criticisms with regard to the new trend. I point out several reasons Spanish scholars had for adopting their positions such as the typological comparison on a national level and the arrival of Jewish psychologists such as Wolff, who in 1933 started to work with Mira and his team at the Psychotechnical Institute in Barcelona.

A lo largo de la Segunda Guerra Mundial hubo una preocupación creciente por parte de médicos, psiquiatras, trabajadores sociales y psicólogos por el efecto que podía llegar a tener la guerra en los niños, tanto a nivel orgánico como psíquico. Gran parte de los estudios fueron llevados a cabo en Francia, Gran Bretaña y Estados Unidos, en la década de 1940. Respecto a la población infantil española, no se conocen apenas estudios realizados durante o poco después de la Guerra Civil. El presente artículo trata de una investigación psicológica poco conocida, llevada a cabo a finales de los años de 1940. En ella, un médico examinó niños y jóvenes españoles que vivían en Francia. Quería comprobar los recuerdos que tenían acerca de la Guerra Civil, el exilio y la Segunda Guerra Mundial, así como evaluar hasta qué punto estas experiencias dejaron secuelas psicológicas en los jóvenes. Se trata de una de las pocas investigaciones que muestran, de una forma sintética y clara, cómo estaban anímicamente algunos niños españoles en aquellos años. En el presente artículo expongo, asimismo, el contexto científico e histórico en el que se sitúa dicha investigación. A través de ello quedan claras las intenciones políticas del autor, quién reclamaba una mayor atención médica y humanitaria para los jóvenes exiliados. Sin embargo, el momento histórico era poco propicio. La nueva situación política de la Guerra Fría afectaba el trato que recibían los exiliados en Francia. ; During the Second World War, physicians, psychiatrists, social workers, and psychologists developed a growing interest in studying the effect war had on the bodies and minds of children. Many of the observations were carried out in the 1940s in France, Great Britain, and the United States. With respect to the Spanish youth, no such interest related to the Civil War is known. The present article deals with a psychological study undertaken towards the end of the 1940s in France by a Spanish physician (named A. Piñar) with exiled children and teenagers, a study ignored up to now. The physician aimed at knowing what memories the children had from their experiences of the Civil War and the World War II, as well as evaluating the psychological consequences of these experiences. The study constitutes one of the few examples of a research exposing in a synthetic and clear way the emotional state of the Spanish youth at that time. It is important to situate the study in its scientific and historical context, with a particular focus on the political interests of the author. The physician called for medical and humanitarian attention to young immigrants. However, the historical moment was rather inconvenient for this, due to the new political situation marked by the Cold War.

A lo largo de la Segunda Guerra Mundial hubo una preocupación creciente por parte de médicos, psiquiatras, trabajadores sociales y psicólogos por el efecto que podía llegar a tener la guerra en los niños, tanto a nivel orgánico como psíquico. Gran parte de los estudios fueron llevados a cabo en Francia, Gran Bretaña y Estados Unidos, en la década de 1940. Respecto a la población infantil española, no se conocen apenas estudios realizados durante o poco después de la Guerra Civil. El presente artículo trata de una investigación psicológica poco conocida, llevada a cabo a finales de los años de 1940. En ella, un médico examinó niños y jóvenes españoles que vivían en Francia. Quería comprobar los recuerdos que tenían acerca de la Guerra Civil, el exilio y la Segunda Guerra Mundial, así como evaluar hasta qué punto estas experiencias dejaron secuelas psicológicas en los jóvenes. Se trata de una de las pocas investigaciones que muestran, de una forma sintética y clara, cómo estaban anímicamente algunos niños españoles en aquellos años. En el presente artículo expongo, asimismo, el contexto científico e histórico en el que se sitúa dicha investigación. A través de ello quedan claras las intenciones políticas del autor, quién reclamaba una mayor atención médica y humanitaria para los jóvenes exiliados. Sin embargo, el momento histórico era poco propicio. La nueva situación política de la Guerra Fría afectaba el trato que recibían los exiliados en Francia. ; During the Second World War, physicians, psychiatrists, social workers, and psychologists developed a growing interest in studying the effect war had on the bodies and minds of children. Many of the observations were carried out in the 1940s in France, Great Britain, and the United States. With respect to the Spanish youth, no such interest related to the Civil War is known. The present article deals with a psychological study undertaken towards the end of the 1940s in France by a Spanish physician (named A. Piñar) with exiled children and teenagers, a study ignored up to now. The physician aimed at knowing what memories the children had from their experiences of the Civil War and the World War II, as well as evaluating the psychological consequences of these experiences. The study constitutes one of the few examples of a research exposing in a synthetic and clear way the emotional state of the Spanish youth at that time. It is important to situate the study in its scientific and historical context, with a particular focus on the political interests of the author. The physician called for medical and humanitarian attention to young immigrants. However, the historical moment was rather inconvenient for this, due to the new political situation marked by the Cold War.

Résumé Le succès et la popularité du spiritualisme et de la parapsychologie ont conduit, à la fin du XIX e siècle et au début du XX e siècle, des scientifiques à s'occuper des phénomènes paranormaux afin de juger de leur réalité et de leur véracité conceptuelle. C'est le cas de l'Espagne où un fort mouvement spiritualiste et des associations et activités parapsychologiques ont existé. J'examine les réactions de deux médecins et psychologues positivistes (Mira et Estrany), d'un jésuite psychologue (Palmes) ainsi que celle d'un astronome célèbre (Comas). Bien que partageant tous les quatre une approche critique de la parapsychologie, ils adoptèrent des méthodes différentes et aboutirent à des résultats différents quant à leur évaluation du paranormal.

orcid.org/0000-0002-9513-0048. Centre Alexandre Koyré, Centre National de la Recherche Scientifique. andrea.graus@cnrs.fr orcid.org/0000-0002-7260-9734. Theory & History of Psychology, Faculty of Social and Behavioural Sciences, Rijksuniversiteit Groningen. a.c.mulberger@rug.nl ; This special issue entitled «Managing giftedness in contemporary society» analyzes how the category of giftedness has been mobilized in different areas —education, mental testing, and childrearing— to manage, classify, nurture, and even exploit commercially children in Europe and America in the nineteenth and twentieth centuries. In the first decades of the twentieth century, educators, pedagogical experts, pedologists, and psychologists, together with some physicians, drew attention to the existence of children whose intelligence and talents exceeded the average. ; European Union's Horizon 2020 research and innovation program under the Marie Sklodowska-Curie grant agreement no. 793654

This special issue entitled «Managing giftedness in contemporary society» analyzes how the category of giftedness has been mobilized in different areas -education, mental testing, and childrearing- to manage, classify, nurture, and even exploit commercially children in Europe and America in the nineteenth and twentieth centuries. In the first decades of the twentieth century, educators, pedagogical experts, pedologists, and psychologists, together with some physicians, drew attention to the existence of children whose intelligence and talents exceeded the average. The agendas that motivated their studies varied, including eugenics, mental hygiene, professional guidance, and an attempt to improve schooling while increasing educational efficiency. Intelligence tests became a widespread tool, but as several articles have demonstrated, they were not the only method to explore children's minds and capacities. In the particular case of child prodigies, psychological examinations were expected to contribute knowledge about mental traits, such as memory, because in these cases such traits appeared magnified. The present volume aims to shed light on the social and scientific agendas supporting the use of categories like «child prodigy» and «gifted child», and to explore the impact they achieved beyond the limits of psychological science. ; This special issue is based on a panel we organized in 2019 for the conference of the European Society for the History of the Human Sciences. This research has received funding from the European Union's Horizon 2020 research and innovation program under the Marie Sklodowska-Curie grant agreement no. 793654. ; Peer reviewed

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