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In Renaissance England literature, and especially drama, is fully aware of the historical and political context. What we get in The Spanish Tragedy is not a precise reference to the tactual event but its dramatic interpretation. The literary use of history is a consequence of the personal and contextual experience of the dramatist drawn by the writer from the ideas and practices of the culture he inhabits as well as of his historical awareness and political situation. Thus the metahistorical approach becomes an essential clue to understand the Spanish element which, in this case, has not only a negative sense but a paradigmatic intention.

In Renaissance England literature, and especially drama, is fully aware of the historical and political context. What we get in The Spanish Tragedy is not a precise reference to the tactual event but its dramatic interpretation. The literary use of history is a consequence of the personal and contextual experience of the dramatist drawn by the writer from the ideas and practices of the culture he inhabits as well as of his historical awareness and political situation. Thus the metahistorical approach becomes an essential clue to understand the Spanish element which, in this case, has not only a negative sense but a paradigmatic intention.

The article analyzes the processes by which Spanish anarchists, active in the 1930s, worked in hundreds of villages to establish anarchist education, with the goal of raising a generation that would bring about radical changes in society. This period was especially favorable for anarchism in Spain, with the flourishing of communes where anarchist education could take shape. These activists, motivated by their dedication to social revolution, were well aware of the relationship between new paradigms in education & the desired political transformation. The educational model they created was fraternal, cooperative, & free. The educational ideals of the Spanish anarchists were matched by their cultural ideals, which they were intent on passing on to future generations. The article argues that the Spanish anarchist movement, when compared to other sociopolitical movements of the era, was virtually unique in its efforts in the field of education.