Suchergebnisse

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.

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.