LOGICAL, CHANGES, IN MEXICAN 2s Poe ats POLICY, PROGRAMS, AND TEXTS, epucaT! (1920-1940) MARY Kay VAUGHAN, University of Mlinois (Chicago)an | seesonor gn afabul rasa, Dut fad i 108 jg pote a ensiruceion Palin aaa Por novetgnd dive Artes, the Porfiian sat the ge! 2 Pasa nationally integrated public ‘che ute fr pd personne, all Of which form ses Sgucatonal ersade. 19 the Poy tose fom 141.860 Pes (01248 dato ts tiled fom” 141,178 in 1880, og sae mtd mo on to 21,0177 by hoped theisch 17. yal poiey makers hoped the school would int ere ationfyrincrease productivity, and ensure order ete he eit forthe indigenous ‘and Spanish heritages, architects of the pos forth ns intrument of behavioral transformation ~ Poti school Ye Mexican through its emphasis on science; nurturing i arc and thrift, and encouraging him to abe habits of work, ais of wong tobaeeo the process of transfering ly gy ‘Ghurch —ideological arm of the colonial order~ iyi om Ig Sa ad is economic BSE the new school 5 school incorporated mar taught by the ‘Church such as submission, obedience, Tes ed faetht P roooe a bus pot maatak stores adwement:* SeONAY, criticism of shee Non in the higher echelon, <4 not rSeonmonin te ihe chlo oye : mae | tes duality ofthe chit Mexican pet ise impemen in vonuc in Europa mon Jomn Dewey, Alcea a aceaing debate between older pay tM ee io exted cone tao Speeeion wa rea pat et ot isionist pedagogy became ton re Reeteramone Former Portrian pura sae the mn the Uj sot ecpers" conferences held in the wee sam patonal production and ind dual wenn 28% Edn ston. Action or earning by doing” became esa fa ofthe eerie PurpOSE and conten of edie tes, Meat -—and often explicity— conflicting dee ‘in Yucatan between 1915 and 1924 F Yucatan between 1915 and initiated a program of epe encore topmentalist State which sought toe 7 nonditions for growth through ing i ah inter SShig rv st atten of class conflict. An ardent pr. rigid teaching methods of the Portia rie’ convert men into factors of prod ato ang rors, equipped with gardens, wosyigts He oo ng was not to be based upon set CUA som diet observation of the child” a8 he“ ty lvarado's idea of education functioned i pis ideology. The school had the dual pur frameefand circumscribing it within 2 new order which pe oF Bake ina ation to capital. Recognition of the need for priv Preserved iat Tubn led Alvarado to advise workers to practice “GUE IGE jn ed Alar cpoal would create the "religion of duty" s Folie ofthe Revolution, the Partido Socialis de ty.” Tn the eth Alvarado’s encouragement in 1915, moved bey Yuatn (5) fra postulate a singular defense of the interests of workers 2 doing, it began to articulate a different approach to See te —railroad workers, teachers, and artisans— the mene E : i oieawe Keceaueeel Len ee Within thitute for the Church in Se 51300 he monopolization of wealih Ty cbedience tinted that education should comp er Fe pation and solidarity instead of indivianat 18 Soween 1915 and 1925, the escuela racial competion. janexco, was a form of pedagogy supported by moar sca tO be Speen! While information onthe uneionng of he ar ‘Ge evidence suggests that many viewed its emphast ota sation is of anticlericalism. In Yucatan, this on “rationality” ‘through its fusion with “leqony ot Petagogy went be-LA EDUCALI ex ESTADO others opposed them. Opponent : in or Mexico City from the new Secreta aly cation found #2. Although the crea of the Secretaria de fee Ed, sin Plc SP?) ah inthe renewed proces of tate ene Pale in 1921 Wy ofthe Mexican Revolution the SEP iteet gion inthe fragile ath. There was no real agreement On the rh Sing eroup around Minister José Vasco rrrian school bureaucracy or recently graduateg ees a sls in the capital. By and large, they hag jot sar revolution. They tended to stress the diss sa tential or ren roy ried vetiuenced all areas of schooling in the early 1920s, a ee Sttracted individuals more interested wena a. cation in Paral change. At frst, many were affliated with ‘Antonio a? etc free Agraria, Between the urban-orened eden Show associated with rural education (in the SEP bureaucracy, the 4 th ral schools, and the villages), conflicts arose an teed for reforms modifying local structures of domin,for activity in the formation elles ‘he sick, and the poor. Rather ian beng an imsking, student government de on ‘morality code, introduced in 199s, eae asthe citizen’s specific contribution te eos aite the socioeconomic eae i health, cooperation, and loyal en sank ‘which serviced individual and soviet reeds, 5 “eapov LA EDUCACION evestat ich is a perturbing influence in th yehicn negation and sacrifice." ylang smch.Stae dispute in which hundyagh hostile to the Revolution and the Stag." ucracy, their membership in teagheyg "OW Imembership in worker and peasant orgqy tm gt inedly formed part of the movement pressing pat alan under elution in the 1930s, and pecially Tora ney 8a ‘ization 7 tong policy. ment produced the Six-Year Plan which Lazaro re trom 1934 10 1940. It included ‘nthe erament of ‘Article 3 on education. Education ‘would not ois revise Cons Tn addition to excluding religious doctrine, it wos lar bu jissm and prejudices” to “create in youth a rational and eq, a 2a forthe universe and social life.”” While the socialist school was vary. cent of i evolutionary circles probably’ divided into two camps: hy seas primarily antclerical and nationalist, and those who believed yay, ‘troduce 2 radical ideology effecting structural reform in Mexican coe, ‘The latter group came to dominate SEP policy in the Cardenas year, ‘Some new questions should be asked about the socialist school, Weave that in its implementation, there was confusion and opposition. This, ate Al, was the most significant period of nationally engineered social cha: ily hurt, offended, and enraged miny ly deeied the school. tisinpo-hers, on the one hand, ws west, on the other. The program cl 0 th the r eae the politics of Lazaro Carden et ry and certs: fiestas, the formal primary cheer jot ist revolution on the Mexican agend, ” Stopped, seston to conduer their democratic reg Se oaatiatich prevented the achievement cet’ Md to dete ios My development. The school became sia! iustice oortjon of Cardenas’s reform policies wha Al ¥ehi eee eal of socialist educators, hastened the pies Ee ‘and centralization within an economic systqn 85 State consol ‘of labor to capital. Stem preserving the subor. saad in numerous SEP documents the ‘ ithe method of action education pighegwanes latesta prensa samen, the socialist school asked std sma meting the responsibilities aia 0 note ls wer pe habits of democratic practice 18d 10 them My dans wo rang to work a coesi Organization Ss rough 7 ‘of the school to the Cardenas reforms, it would Because tty ‘mmjade that educators, who promoted democracy in fer, oe mg once, ral sate defeat local auoritarian forces 22 hepa gable democrat ganization a Linkages with tte stot ging Aes mato Ejidal, but the interpretation js aib. We tions such gt aren ofthe politics ofthe SEP and it staf in relation net 2 OR cat ‘Btions before we can draw conclusions. £0 popular og Textbooks as an Expression of Ideological Continuity and Change: 1920-1940SENEAN EDUCATIONAL Pouicy 's home by revolutionaries forty era ery had leer pupa fo Detgadito, His pr, ee bar eee anoles, For chit irators and worker, hie wan gyn es Coreen carried water sand off ot ie basked in the “‘Brandeur of God, Howev vee ee cai sell ‘on, education, and culture, The sad ped the rinistrators went there toe inue their studies, (ea 28 could not do tart tn 4 eons Septién indicate, real changes in reading oe ol yo and Paes ‘Wc are clear in Manuel Velaro po 98 a atieaeIObubeon rm lived in a facet on an hacen, SeorcrminsTpe sont Juury in the city Unlike Delgado’ eae. seem aia thocontant of his homie ra ‘mayordomo retvewed never satisfied with his workers, beat them and dao ns 8 ea fay Wed ‘miserable existence of heavy labor sub, hem im isesrapo v 1A EDUCACION ‘own and Mexican history, the texts thet own ti consumer cooperatives and eee ctnisiones de vgilancia and consejy i h ortings, organizing strikes, deca ming on, rodusng ew cTOPs and oly $k Sy Tor, ea eh cenit an racy, Forts children themes, hg yet a were prized i hierarchy, nd study Wer contribution to the collective efor vi ores ee hurt not only himself but the group. Ince edhe outs hierarchy and submission, controversy an gat to aetmized in the texts 88 appropriate forms for aiting opiniong Sa leive decisions. The sifness and formality of Adeantes cast arin ic way to spontaneity, discussion, and teamwork in the tes ‘the 1930.75 : ‘There were, of course, contradictions. While campesinos came to cos. trol the agricultural means of production, this process in ve a emir ances fortunes ead ‘Toyo and ‘Tres Sense ing State has a. ‘ : ie ofMEXICAN EDUCATIONAL pox S19 and intesration. In conta, Te hee ea segine formation, ped S000 ented the Revolution of 1910, Ee eae octatic Uberties agg deplored its ¥ Fon ees Of he oan stressed the Incotg of the eseion tation of the 1930s 5 oe new ideological n of ‘were works sonal orthe ols reform period, such as Alfonso Teja Zabre's Breve ‘rom the Bass eclectic work which combines Bergson ideas of ot ee cea ciran wrieal ainsi with rudiments of Mare, 0 ray and Si patria by Jorge Castro Cancio, undersecretary of pals. Histor Pithe Chedenae Period, is a more focused effort at Sedary education Luis Chavez Orozco’s Historia patria and wovolene, inert ico dealing with the pre-Columbian and colonial 5 Higora de Mexicox esTap0 Y LA EDUCACION 520 ivtization, this Was not one co anid some 8S OP Gens rexarding he primitive ang gM . With positive made war and conquest their domingst® fy istriaofrelgious Practices rcoccupied et th edie soseties For et PORT in eh Ny dine eand social organization. Insofar Pog tin, the ars and stratification, they often saw is peg ‘were concerned social organization, or they deplored it with on production ymination. They noted that “monarchs” might qe text of politica dectezuma TI. Alongside the tyrant, howeve: ®e int ane eader ike NetzahualcSyotl who fomented industry, ages and bul palaces, gardens, and tenis Sar SD semisavage tribes into ordered, eninay ee were ed societies Here began a pattern of valuing been ‘Mihontarianism which continued in the texts of the 1920s. In pan bases they wrote political history and probably also because oftheir ovn sic, tions, the historians made the ruler the critical agent of progress, ‘Although historians of the 1930s were also enamored of mated progress, they did not reify technology but emphasized its capacity for ie. ation from nature through the agency of the human producer. Luis Chive: (Orozco asked the student to imagine how difficult work was when a= calopelcysICANN Eton ac ada Poucy 5 re not always truthful about theip Felatives.20 le orians of both decades; one fea a nea gs oeere inevitable and beneficial. aoa e's backwardness in relation tog ry for preserving aspects of ind, re dre cleat aporcaton of Mexican silver) to European de conse the 1920s draped the pall of the jod. The conquistadores enslaved, brutal athe degenerated into “beasts of bona a ae Bonilla, they vegetated in a state of “total i Zt” “Inept for the strugele for survival they “disappear.” This interpretation gave the ind: for self-actuation, despit1 ESTADO Y LA EDUCACION m he growth of minit ge to social classes jculture, and the process of urba 8 af groups within classes. The conflict ju Zation Tien these clases or factions within {her (68, efidararigg ne 8 opt en hears versus ineownes Merch Vers alstas mtn writers In contrast, the issue of national inegy genrorians ofthe 19208, for whom the colonial period ore the Non he ndgenad, the mestizos, and the cio, Top based op api as one of transformation in custom etlen sortk which formed a“‘new people who saw the sollte, raion, nt row and the hand of domination as too harshy poet to be free." 3 sites ‘Wanted, "As paitical historians, the earlier writes attributed the wars of dence to conflicts between Creoles and Spaniards over acces oof privileges. Castro Cancio acknowledged this conflict, but ar Pipe derying it was the misery of the clases bajas expressed inners mine workers and obraje laborers at the end of the eighteenth canon ‘Whereas historians of the 19205 tended to emphasize independenceassad, So ere ee f democratic revolutions, tad to explain the falure ofthis revolution in Mexico. Teja Zab oy proletariat determined that he ing and agri or verges TUS fayONAL po 5 pagiera vt litary, rich. 5 Seat he arti =o system. OF courses inition = 2c trot cai teas ost ie Dot ecy'y aoe plore en ne oe bei ce sistent Ju ca se emeeing Hedin the Boy hie 1930 placed Pace mines ow Z “ expansionism nies the ue from the ic po. Sears vaso sr oe Sait pen reentry scans re 3 Sadan netrated Mexic Casto Car sa ‘interesting che lexican_ stro Car ee : snc su eng chapter on L mining tn aac ies e on as commerce rly inthe awe fA tnd he Co sian lit ; Ee Ere ara aeD Pe i ae of ChurchEamonn 108 stent of the country, with no explanation of Ce iti agaire ciata, who treated the Revolution ee form. ing on the accomplishments of its qyyn tine Papata and Villa as obstructonu™ misseahe revolutionary president who! Ode miss pe ifuall order. Obregon, he wrote: Who wot = sted < reaching of alse redemption fF : * Sate redemption fOr WARE eA NETS, os their time yn Bt, ere in sik ard i protests without real Smet ones. by educating themselves, repernesta ae men 5 Labor, he argued, had to submit to the needs of capital tater af the State. The “So-called agrarian problem’ he dismicgs {ng ony in the minds of some politicians. He praised Ob Jeyrotaledes, who have prejudiced and mad aMEXICAN EDUCATION xi ‘NL POLICY ns a grea el: the aon fsa py jm, wretched facory conditions ing i iu economy. Although ine Revolution began waters jon ont, its deeper causes were Social. Zapata became @ singular stitution of 1917 implanted principles of ” reform Conse, Teja Zabre summarized these as betterment of the wort, ition of its Organizations, and its moderate intervention in is, Sy of production; limitations on private property in the put Ho division; state intervention in the wi iblic in- ‘Sconomy to regulate capi. a health, education, and welfare; and the promete ae capi. emancipation Cancio added nationalization of natural resource, ek stn eae e def Il as economic devel Mi Se ucieeu wal onan era ar aay sorians of the revolutionary state. One, they of ge athortaianism and two, they fae iy [tenon Teja Zabre included picture ofl . 10 his book included a picture