Instituto de Ciencias de Jalisco in the 19th century: a republican strategy in higher education
Objective: The main purpose of this article is to describe the foundation and nature of the Institute of Sciences of the State of Jalisco, Mexico, founded in 1826-27 when Mexico achieved the recognition of its independence in 1821 and two years later the free and sovereign state of Jalisco was recog...
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| Format: | Online |
| Language: | spa |
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Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
2023
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| Online Access: | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17054 |
| _version_ | 1801706231124983808 |
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| author | Martinez Moya, Armando |
| author_facet | Martinez Moya, Armando |
| author_sort | Martinez Moya, Armando |
| collection | OJS |
| description | Objective: The main purpose of this article is to describe the foundation and nature of the Institute of Sciences of the State of Jalisco, Mexico, founded in 1826-27 when Mexico achieved the recognition of its independence in 1821 and two years later the free and sovereign state of Jalisco was recognized. The Institute was the early bet of the elites and enlightened progressives who saw higher education as an instrument for the province's scientific, educational, and material progress. This Mexican educational institution replaced the old dogmatic model of colonial university education, extinguishing the Royal and Literary University (then called the National University of Guadalajara) in 1826.
Originality: The character of a scientific institute, influenced by Napoleonic higher education, constitutes one of the most distinctive features of the higher education model that was established in Jalisco. Other institutes were replicated in various provinces of Mexico during the first half of the century, but the one in Guadalajara represented the most advanced project that its founder, the first constitutional governor of Jalisco, Prisciliano Sánchez, established through one of the most important educational projects in Mexico, which included infant, technical and higher education.
Method: The guiding criteria of the history of the curriculum and the history of higher education are the lines that shaped this documentary and bibliographic work. We focused on going beyond a chronological review to enter into a critical analysis of the institution and its model, through a critical analysis of data, events, and related contexts.
Information gathering strategies: Work in educational legislation, local and national archives and repositories, and bibliographic consultation constituted the primary sources. The information was approached through the following research variables: institutional model, character, curriculum, governance and management structure, etc., as well as the comparative and contextual features of the institution. As well as the comparative and contextual features of the institution.
Conclusions: The analysis and information, both documentary and bibliographic, allow distinguishing the singular character of the Institute, with features coming from French education and the Enlightenment, republican education, as well as from the curricular contributions of the liberals grouped around the governor of the State, it offered an innovative model of education that the political and ideological circumstances of the old regime and the church sought to undermine. The strength of its permanence and conviction, through its professors and directors, shows an institution that laid the foundations of secular, scientific, and literary education of higher education in the province and Mexico throughout the 19th century. Despite its definitive closure in 1862, it has become a landmark for culture and public education in Jalisco. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-17054 |
| institution | Revista Historia de la Educación Latinoamericana |
| language | spa |
| publishDate | 2023 |
| publisher | Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-170542024-05-03T00:19:53Z Instituto de Ciencias de Jalisco in the 19th century: a republican strategy in higher education El Instituto de Ciencias de Jalisco en el siglo XIX: una estrategia de educación superior republicana O Instituto de Ciências de Jalisco no século XIX: uma estratégia republicana de ensino superior Martinez Moya, Armando Educación superior y colonial educación científica Instituto de Ciencias profesores catedráticos ensino superior e colonial ensino científico Instituto de Ciências professores catedráticos Guadalajara Higher and colonial education science education Instituto de Ciencias teachers professors Guadalajara Objective: The main purpose of this article is to describe the foundation and nature of the Institute of Sciences of the State of Jalisco, Mexico, founded in 1826-27 when Mexico achieved the recognition of its independence in 1821 and two years later the free and sovereign state of Jalisco was recognized. The Institute was the early bet of the elites and enlightened progressives who saw higher education as an instrument for the province's scientific, educational, and material progress. This Mexican educational institution replaced the old dogmatic model of colonial university education, extinguishing the Royal and Literary University (then called the National University of Guadalajara) in 1826. Originality: The character of a scientific institute, influenced by Napoleonic higher education, constitutes one of the most distinctive features of the higher education model that was established in Jalisco. Other institutes were replicated in various provinces of Mexico during the first half of the century, but the one in Guadalajara represented the most advanced project that its founder, the first constitutional governor of Jalisco, Prisciliano Sánchez, established through one of the most important educational projects in Mexico, which included infant, technical and higher education. Method: The guiding criteria of the history of the curriculum and the history of higher education are the lines that shaped this documentary and bibliographic work. We focused on going beyond a chronological review to enter into a critical analysis of the institution and its model, through a critical analysis of data, events, and related contexts. Information gathering strategies: Work in educational legislation, local and national archives and repositories, and bibliographic consultation constituted the primary sources. The information was approached through the following research variables: institutional model, character, curriculum, governance and management structure, etc., as well as the comparative and contextual features of the institution. As well as the comparative and contextual features of the institution. Conclusions: The analysis and information, both documentary and bibliographic, allow distinguishing the singular character of the Institute, with features coming from French education and the Enlightenment, republican education, as well as from the curricular contributions of the liberals grouped around the governor of the State, it offered an innovative model of education that the political and ideological circumstances of the old regime and the church sought to undermine. The strength of its permanence and conviction, through its professors and directors, shows an institution that laid the foundations of secular, scientific, and literary education of higher education in the province and Mexico throughout the 19th century. Despite its definitive closure in 1862, it has become a landmark for culture and public education in Jalisco. Objetivo: El propósito principal de este artículos es mostrar la fundación y naturaleza del Instituto de ciencias del Estado de jalisco, México, establecido en 1826-27, cuando apenas México había adquirido su independencia en 1821 y el estado libre y soberano de Jalisco en 1823. El Instituto era la apuesta temprana de las elites e ilustrados progresistas que vieron en la educación superior un instrumento para el progreso científico, educativo y material de la provincia, en tanto que fue una de las instituciones educativas mexicanas que suplieron el viejo modelo dogmático de la educación universitaria colonial extinguiendo la Real y Literaria, (llamada ya para entonces Nacional Universidad de Guadalajara) en 1826. Originalidad: El carácter de Instituto científico, influenciado por la educación superior napoleónica, constituye uno de los rasgos más singulares del modelo de educación superior que se estableció en Jalisco. Otros institutos, se replicaron en varias provincias de México durante la primera mitad del siglo, pero el de Guadalajara representó el proyecto seguramente más avanzado que su fundador, el primer gobernador constitucional de Jalisco, Prisciliano Sánchez, organizó a través de uno de los proyectos educativos más importantes en México y que englobaba la educación infantil, técnica y superior. Método: Los criterios orientadores de la historia de currículo y de la historia de la educación superior, constituyen las líneas de trabajo que dieron forma al trabajo documental y bibliográfico, buscando un análisis crítico de los datos, acontecimientos y contextos que se fueron trabajando, buscando desde luego ir más allá de una reseña cronológica para intentar entrar en un análisis crítico de la institución y su modelo. Estrategias de recolección de información: El trabajo en la legislación educativa, los archivos y repositorios locales y nacionales y la consulta y registro bibliográficos, constituyeron las fuentes de consulta, organizado su abordaje a través de las variables de investigación: modelo institucional, carácter, currículo, estructura de gobierno y gestión, etcétera. Así como los rasgos comparativos y contextuales de la institución. Conclusiones: El análisis y la información, tanto documental como bibliográfica permite distinguir el carácter singular del Instituto que, con rasgos provenientes de la educación francesa y la ilustración, la educación republicana, así como de las aportaciones curriculares de los liberales agrupados en torno del gobernador del Estado, ofrecía un modelo de educación innovador, que, por las circunstancias políticas e ideológicas del viejo régimen y la iglesia, buscaron socavar. La fortaleza de su permanencia y convicción, a través de sus profesores y directivos, muestra a una institución que sentó las bases de la educación laica, científica y literaria de la educación superior en la provincia y en México en todo el siglo XIX, no obstante su clausura definitiva en 1862, convirtiéndose en un hito para la cultura y la educación pública en Jalisco. Objetivo: O principal objetivo deste artigo é mostrar a fundação e a natureza do Instituto de Ciências do Estado de Jalisco, México, criado em 1826-27, quando o México tinha acabado de adquirir a sua independência em 1821 e o Estado livre e soberano de Jalisco em 1823. O Instituto foi a aposta inicial das elites progressistas e dos iluminados que viam no ensino superior um instrumento para o progresso científico, educativo e material da província, ao mesmo tempo que foi uma das instituições educativas mexicanas que suplantou o velho modelo dogmático do ensino universitário colonial ao extinguir a Real y Literaria, (então denominada Universidade Nacional de Guadalajara) em 1826. Originalidade/contribuição: O carácter de instituto científico, influenciado pelo ensino superior napoleónico, é uma das características mais singulares do modelo de ensino superior que se estabeleceu em Jalisco. Outros institutos foram reproduzidos em várias províncias do México durante a primeira metade do século, mas o de Guadalajara representou o projeto mais avançado que o seu fundador, o primeiro governador constitucional de Jalisco, Prisciliano Sánchez, organizou através de um dos projectos educativos mais importantes do México, englobando o ensino infantil, técnico e superior. Método: Os critérios orientadores da história do currículo e da história do ensino superior constituem as linhas de trabalho que deram forma ao trabalho documental e bibliográfico, procurando uma análise crítica dos dados, acontecimentos e contextos que foram trabalhados, procurando, naturalmente, ir além de uma revisão cronológica para tentar entrar numa análise crítica da instituição e do seu modelo. Estratégias/ coleta de datos: O trabalho na legislação educativa, nos arquivos e repositórios locais e nacionais e na consulta e registo bibliográfico, constituíram as fontes de consulta, organizando a sua abordagem através das variáveis de investigação: modelo institucional, carácter, currículo, estrutura de governação e gestão, etc. Assim como características comparativas e contextuais da instituição. Conclusões: A análise e a informação, tanto documental como bibliográfica, permitem distinguir o carácter singular do Instituto que, com traços provenientes da educação francesa e do iluminismo, da educação republicana, bem como dos contributos curriculares dos liberais agrupados em torno do governador do Estado, ofereceu um modelo inovador de educação, que, devido às circunstâncias políticas e ideológicas do antigo regime e da igreja, procuraram minar. A força da sua permanência e convicção, através dos seus professores e directores, mostra uma instituição que lançou as bases do ensino superior laico, científico e literário na província e no México ao longo do século XIX, apesar do seu encerramento definitivo em 1862, tornando-se um marco para a cultura e a educação pública em Jalisco. . Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia 2023-07-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17054 10.19053/01227238.17054 Revista Historia de la Educación Latinoamericana; Vol. 25 No. 41 (2023): Margarita Práxedes Muñoz (1862-1909); 63-85 Revista Historia de la Educación Latinoamericana; Vol. 25 Núm. 41 (2023): Margarita Práxedes Muñoz (1862-1909); 63-85 2256-5248 0122-7238 10.19053/rhela41 spa https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17054/13832 Copyright (c) 2023 Revista Historia de la Educación Latinoamericana https://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | Educación superior y colonial educación científica Instituto de Ciencias profesores catedráticos ensino superior e colonial ensino científico Instituto de Ciências professores catedráticos Guadalajara Higher and colonial education science education Instituto de Ciencias teachers professors Guadalajara Martinez Moya, Armando Instituto de Ciencias de Jalisco in the 19th century: a republican strategy in higher education |
| title | Instituto de Ciencias de Jalisco in the 19th century: a republican strategy in higher education |
| title_alt | El Instituto de Ciencias de Jalisco en el siglo XIX: una estrategia de educación superior republicana O Instituto de Ciências de Jalisco no século XIX: uma estratégia republicana de ensino superior |
| title_full | Instituto de Ciencias de Jalisco in the 19th century: a republican strategy in higher education |
| title_fullStr | Instituto de Ciencias de Jalisco in the 19th century: a republican strategy in higher education |
| title_full_unstemmed | Instituto de Ciencias de Jalisco in the 19th century: a republican strategy in higher education |
| title_short | Instituto de Ciencias de Jalisco in the 19th century: a republican strategy in higher education |
| title_sort | instituto de ciencias de jalisco in the 19th century a republican strategy in higher education |
| topic | Educación superior y colonial educación científica Instituto de Ciencias profesores catedráticos ensino superior e colonial ensino científico Instituto de Ciências professores catedráticos Guadalajara Higher and colonial education science education Instituto de Ciencias teachers professors Guadalajara |
| topic_facet | Educación superior y colonial educación científica Instituto de Ciencias profesores catedráticos ensino superior e colonial ensino científico Instituto de Ciências professores catedráticos Guadalajara Higher and colonial education science education Instituto de Ciencias teachers professors Guadalajara |
| url | https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/17054 |
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