Junta Para Ampliacion De Estudios Research Articles

«Una ciencia para la verdad y para el bien». Los historiadores del Consejo Superior de Investigaciones Científicas y la institucionalización del orden académico franquista

Este texto aborda la conformación del CSIC en el marco del final de la guerra civil, entendida como una guerra de ocupación. La hipótesis principal es que su creación respondió a la necesidad de crear una institucionalidad propia para un Estado que nació del conflicto. Éste fue la ventana de oportunidad para que cuadros académicos que habían quedado relegados en el periodo anterior, ocupasen las instituciones académicas y de investigación. En primer lugar, se analizarán las rupturas y continuidades del CSIC en relación a las estructuras académicas anteriores y, más concretamente, la Junta para Ampliación de Estudios. En segundo lugar, se estudiarán el discurso oficial impulsado desde el organismo. Por último, se abordará de forma más concreta la producción historiográfica a través del análisis de algunas de las revistas del CSIC.

La experiencia americana de las pensionadas de la JAE a través de su correspondencia

Este trabajo aborda la experiencia de un grupo de universitarias españolas en diferentes Colleges de los EE.UU. La experiencia formó parte de los acuerdos de intercambio que establecieron algunos centros norteamericanos, integrados en el International Institute of Education que se había creado en 1919, con la Junta para Ampliación de Estudios. No se trata de un análisis del intercambio en sí ni de las instituciones implicadas, sino de las aventuras personales que sus protagonistas españolas arrostran y que dejaron explícita en sus cartas, con el objetivo de reconstruir los esfuerzos individuales y colectivos para impulsar el progreso científico en España.

Científicos e intelectuales, una nueva cultura política: José Cuatrecasas y las colecciones de flora tropical

Este trabajo quiere mostrar una faceta del papel desempeñado por el coleccionismo y las colecciones científicas en la formación de los naturalistas durante la Edad de Plata de la ciencia española. El objetivo es evidenciar que la Junta para Ampliación de Estudios, principal institución que impulsó ese proyecto, aspiraba a crear intelectuales con capacidad de participar en la gobernanza del país (una nueva cultura política). La JAE encarnó un proyecto científico racionalista que se oponía a las visiones más conservadoras, defensoras de una ciencia católica, en una lucha que no se restringía a la ciencia, sino que alcanzaba lo social, lo político y lo cultural. Para ello recurrimos a la biografía del botánico José Cuatrecasas partiendo del enfoque de una historia sociocultural de la ciencia y una historia de las ideas.

No centenario de creación do Instituto-Escola: Realizacións educativas dos institucionistas

En 1876 creábase en Madrid a Institución Libre de Enseñanza(ILE). Pero a ILE non foi soamente unha experiencia educativa creada en Madrid, que mantivo viva a súa actividade renovadora e innovadora durante 60 anos (1876-1936). Foron tamén Institución outros centros que puxeron en práctica as ideas pedagóxicas de Francisco Giner de los Ríos e dos seus máis inmediatos colaboradores.O obxectivo do presente traballo é diferenciar e analizar sucintamente algunhas das realizacións educativas creadas por influencia da ILE, entre elas e en especial o Instituto-Escola, do que este ano se celebra o centenario da súa creación (1918). Hai igualmente no presente traballo un esforzo de análise da vinculación de Galicia con eses proxectos renovadores.A nivel documental, a fonte primaria principal foi o Fondo Giner de los Ríos, depositado na Real Academia da Historia, o Boletín de la Institución Libre de Enseñanza (BILE), as Memorias da Junta para Ampliación de Estudios e Investigaciones Científicas (JAE) e documentación dos Arquivos da Residencia de Estudiantes e da Residencia de Señoritas, entre outras fontes primarias (AHUS, Fundación Penzol, Misión Biolóxica, etc.) e secundarias produto das nosas esculcas de investigación sobre esta temática.

La construcción de la historiografía en la posguerra española: el caso del Instituto Jerónimo Zurita del CSIC (1939-1951)

El fin de la Guerra Civil trajo consigo el desmantelamiento del sistema científico español. Instituciones como la Junta para Ampliación de Estudios fueron destruidas, mientras que otras, como la Universidad, se vieron sometidas a un fuerte proceso depurador. En este contexto la historiografía española tuvo que sentar nuevas bases para adaptarse a los nuevos preceptos nacionalcatólicos. Este trabajo pretende analizar la construcción administrativa de una de las instituciones desde la que se impulsó este proceso: el Instituto Jerónimo Zurita, perteneciente al Consejo Superior de Investigaciones Científicas. Una aproximación al tipo de organización, el personal que lo componía, las herencias materiales y apropiaciones intelectuales, o los proyectos proyectados, proporcionarán algunas de las claves para entender el desarrollo de la nueva historiografía de posguerra.

Joaquín Vaquero Palacios en Nueva York

The author reconstructs the different visits of the young architect and painter Joaquin Vaquero Palacios (Oviedo, 1900-Madrid, 1998) to New York between 1928 and 1930. While his scholarship from the Junta para Ampliacion de Estudios permitted him access to the most recent skyscrapers constructed in the city, his artistic calling led him to paint urban landscapes and provide drawings to illustrate the American and British editions of New York by the French writer Paul Morand. In addition, his stay in the great metropolis allowed him to experience this special cultural and artistic environment, and provided him with the opportunity to exhibit his Spanish landscapes in important galleries and cultural centres.

Luis Crespí Jaume, científico de la Junta para Ampliación de Estudios y catedrático de Agricultura del Instituto-Escuela

This article about Luis Crespi Jaume (Madrid, 1889- 1963) aims to recall his teaching work as Agriculture Professor at “Madrid Instituto-Escuela” and its stage as scientist linked to “Junta para Ampliacion de Estudios “(JAE). This following text focuses on his teaching practice which was based on the analysis of the didactic planning in the field of Agriculture that he developed, the methodology applied, the scientific materials used in the class and laboratory sessions, the class and laboratory students’ notebooks and finally the books that they consulted for their classworks.

La organización de la educación matemática en la Junta para Ampliación de Estudios: el Laboratorio y Seminario Matemático

Created in 1907, the Junta para Ampliacion de Estudios e Investigaciones Cientificas (JAE) started in 1910 a complete pedagogical transformation in university disciplines through the establishment of different centres devoted to research and teaching, both in Humanities and the Sciences. In the particular case of Mathematics, it would not be until 1915 when the first organization of a Laboratory conceived as Mathematical Seminar was undertaken with the aim of introducing modern Mathematics in Spain. But, as it is shown in this article, it will be a sui generis centre, created and based more upon wilfulness and personal flexibility than in that formal institutionalization proper of a public centre for High Education, and its formal evolution, previous to Spanish Civil War, is documented in detail in this paper for the first time.

Tomás Navarro Tomás y los orígenes de la fonética experimental en la JAE

The introduction in Spain of experimental phonetics, a branch of linguistic close to science, had as one of its main protagonists Tomas Navarro Tomas, who was the director of a Laboratory of Phonetics at the Historical Studies Center of the Junta para Ampliacion de Estudios. In this article, we study Navarro Tomas’s education in that field, making use of the letters he sent to Ramon Menendez Pidal while he was abroad (France and Germany) supported by the Junta in 1912-1913. Besides, that correspondence presents an splendid view of the European phonetic community of the time.

Con el pensamiento vivo de Cajal cien años después

This article analyzes the foundation of the Junta para Ampliacion de Estudios e Investigaciones Cientificas (JAE) as the first modern attempt to draw and develop a scientific policy in Spain. Tha JAE had some continuity with the creation of the Spanish National Research Council after de civil war and more recently, through the present science policy.

El cultivo de las Ciencias Humanas en el Centro de Estudios Históricos de la JAE

The Centro de Estudios Historicos was the first institution created by the Junta para Ampliacion de Estudios e Investigaciones Cientificas (JAE) with the aim to spread out the knowlegment of the past of the hispanic society.It played a very special role in the renovation and development of historiographic methods, and in the configuration of a spanish school of Filology leaded by Ramon Menendez Pidal. Other remarkable researchers were Americo Castro and Tomas Navarro Tomas. But the Centro de Estudios Historicos was not only a set of laboratories for the study of human and social sciences. The activities of this institution also promoted the educational innovation by the organisation of seminars, or courses of Spanish for foreigners.

Investigación y docencia en el Instituto Nacional de Ciencias de la JAE

By Royal Decree, on 27 May 1910 the Junta para Ampliacion de Estudios joined at the Instituto Nacional de Ciencias Fisico-Naturales several Museums and Laboratories previously existing that were devoted to those sciences by means of laboratory research, courses, printed books and articles, fieldwork, etc. Renamed Instituto Nacional de Ciencias by Royal Decree on 23 December 1916, two new institutions will arise from it: the Instituto Nacional de Fisica y Quimica (in September 1931) and the Instituto Nacional de Ciencias Naturales (in September 1936, once the civil war han broken). Along those nearly three decades the Instituto Nacional de Ciencias constituted a significant progress both in the scientific research and the teaching developed in every one of its dependencies, as it is meant to be shown through this paper.

España-América Latina (1900-1940): la consolidación de una solidaridad

Between 1892 —IVth Centennial of the Discovery of America- and 1912 - Ist Centennial of the Cadiz Constitution— a number of meetings take place among intellectuals from both sides of the Atlantic. Gathered together by Modernist approachs, they promote solidarity and regeneration initiatives between Spain and Latin America around the concept of Hispanidad. People like Ruben Dario, Alfonso Reyes, Rafael Altamira and Miguel de Unamuno create solid platforms for these approaching efforts —Junta para Ampliacion de Estudios, Ateneo de la Juventud, Institucion Cultural Espanola— where Science occupies a privileged position.

Eclesiásticos entre los pensionados y científicos de la junta para ampliación de estudios, II

In a previous article ( Hispania Sacra , n. 103), we tried to confirm if there was discrimination in favour of the priests of the Junta para Ampliacion de Estudios (JPA). We showed that there was no discrimination, but we had only analysed a small number of cases. In this article, we complete the first one bi analysing the case of every priest who asked for a grant from the JPA received it, of those who obtained a grant recognition and of those who worked it, of those who obtained a grant recognition and of those who worked in any center of the JPA. Once again, our conclusion is that there was no discrimination at all.

El árbol de la ciencia nacionalcatólica: los orígenes del Consejo Superior de Investigaciones Científicas

Al finalizar la guerra civil española la dictadura del General Franco creó el Consejo Superior de Investigaciones Científicas (CSIC) como órgano rector de su política científica. La nueva institución quiso conjugar ciencia y catolicismo en un programa imposible y romper con su pasado más inmediato, la Junta para Ampliación de Estudios, una institución que había elevado el nivel de la ciencia española desde presupuestos modernizadores. El CSIC fue su heredero material, pero no intelectual, científico e ideológico. La guerra y la depuración de los cuadros universitarios hicieron imposible cualquier continuidad.

Faustino Miranda, 1905–1964

On December 17, 1964, Faustino Miranda died in Mexico City at the age of 59. His death was particularly tragic since it occurred at the prime of his life when he was working to complete a scientific study which was to have been one of his finest botanical contributions. Botanists, not only in Mexico but elsewhere, were eagerly awaiting this work. Faustino Antonio Miranda Gonzalez was born February 19, 1905, in the city of Gijon, Spain, of a family which was already connected with the academic world. His father was a professor of mathematics and the author of texts which were used widely in this field. Miranda attended primary school in Gijon and there also obtained the bachelor's degree at the "Instituto Jovellanos" in 1920, winning the Jovellanos-Habana prize as the best student in his class. Much earlier, however, he had realized that his vocation lay in the field of natural sciences. The proximity to the sea and to the Cordillera Cantaibrica apparently exerted a strong influence upon the sensitive character of the young Miranda. He spent most of his free time either at the nearby seashore or in the mountains near his home. It was during this period that he seems to have developed a keen sense of observation which he maintained throughout his lifetime. In 1921, Miranda moved to Madrid to enroll in the School of Sciences at the Universidad Central. He received the licenciado degree in natural sciences in 1925 and continued his studies for the doctorate. His interest in botany prevailed and he decided to prepare his doctoral dissertation on the algae of the Cantabrian coast. To this end he received financial support from the "Junta para Ampliacion de Estudios e Investigaciones Cientificas de Madrid." As a result of his studies he was awarded highest honors by his university in 1929. After this, Miranda stayed on for three more years working as a fellow at the Museo Nacional de Ciencias Naturales in Madrid. In 1931, he was given a fellowship for six months' study at the Museum National d'Histoire Naturelle in Paris. During these three years Miranda published eleven original works, including one based on his doctoral dissertation. In 1930 he was named assistant in the Department of Science at one of the institutes of secondary education in Madrid. In 1932 he was granted the doctor's degree, and at the same time the Ministry of Public Education and Fine Arts gave him the rank of professor (Catedraitico Numerario). On obtaining these documents Miranda left Madrid, teaching for several years in other cities. The lack of positions in Madrid no doubt contributed to these peregrinations, but one must also keep in mind his strong attraction for provincial life and especially his desire to be near the sea, which was his major focus of interest during these years. Miranda achieved by competitive examination the position of professor in the Institutes of Secondary Education at Lugo (1932), Pontevedra (1933), and Gijon (1935). While he was in Pontevedra the Museo Nacional de Ciencias Naturales in Madrid put him in charge of its Laboratory of Marine Biology of Gilicia, at Marin (Pontevedra). His teaching duties limited his scientific productivity severely, al-

Intellectual Relations between Spain and the United States: Plans Proposed by the Junta Para Ampliacion de Estudios

Intellectual Relations between Spain and the United States: Plans Proposed by the Junta Para Ampliacion de Estudios