Humanizing Childhood in Early Twentieth-Century Spain

Anna Kathryn Kendrick

Studies in Hispanic and Lusophone Cultures 30

Legenda

  7 January 2020  •  322pp

ISBN: 978-1-781885-41-3 (hardback)  •  RRP £75, $99, €85

ISBN: 978-1-781885-42-0 (paperback, 2021)  •  RRP £9.99, $12.50, €12.50

ISBN: 978-1-781885-43-7 (JSTOR ebook)

Access online: Books@JSTOR

ModernSpanishPhilosophy


During the early twentieth century, neo-humanist reforms transformed the landscape of Spanish education. Building upon the new science of child study, known as paidology, teachers joined pedagogues around the world in reading works by Maria Montessori, Jean Piaget, John Dewey, and others. Celebrating open-air schools, sensorial education and active methods of learning, intellectuals including Miguel de Unamuno, José Ortega y Gasset, and Carmen Conde sought to contrast a positivist pedagogy with a phenomenological approach to childhood. Education, they claimed, must adapt to the child’s developing body and mind.

Bringing together avant-garde art, poetry, teachers’ manuals, intelligence tests, and children’s creative production, Anna Kathryn Kendrick traces how reformers drew upon inter­national models to advance ‘catholic’ notions of holism and universality. This award-winning study demonstrates that the fight for an education in mind, body, and spirit had not only intellectual but also practical consequences which were to shape an entire generation before the Spanish Civil War.

Anna Kathryn Kendrick is Clinical Assistant Professor of Literature and Director of Global Awards at NYU Shanghai.

This book is developed from a dissertation awarded the AHGBI Prize for the best doctoral thesis in Hispanic Studies of 2015.

Contents:

i-vi
Humanizing Childhood in Early Twentieth-Century Spain: Humanizing Childhood in Early Twentieth-Century Spain
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vii-viii
Table of Contents
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ix-x
List of Illustrations
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xi-xiii
Acknowledgements
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xiv-xvi
Note On Translation
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1-27
Introduction: the Spanish Child As Human Enigma
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29-61
Chapter 1 Imagining Infancy: Paidology and A Science of the Mind
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63-102
Chapter 2 Pure Poetry: the Child and the Avant-Garde
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105-133
Chapter 3 Child and World: Education and the New Biology
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134-168
Chapter 4 Infans Ludens: Children at the Vanguard of Play
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171-215
Chapter 5 Art and the Mind: Childhood and the New Ingenium
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216-256
Chapter 6 Early Plenitude: A Phenomenology of the Child’s Spirit
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257-266
Epilogue: Childhood and the Humanistic Promise of Holism
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267-292
Bibliography
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293-306
Index
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Bibliography entry:

Kendrick, Anna Kathryn, Humanizing Childhood in Early Twentieth-Century Spain, Studies in Hispanic and Lusophone Cultures, 30 (Cambridge: Legenda, 2020)

First footnote reference: 35 Anna Kathryn Kendrick, Humanizing Childhood in Early Twentieth-Century Spain, Studies in Hispanic and Lusophone Cultures, 30 (Cambridge: Legenda, 2020), p. 21.

Subsequent footnote reference: 37 Kendrick, p. 47.

(To see how these citations were worked out, follow this link.)

Bibliography entry:

Kendrick, Anna Kathryn. 2020. Humanizing Childhood in Early Twentieth-Century Spain, Studies in Hispanic and Lusophone Cultures, 30 (Cambridge: Legenda)

Example citation: ‘A quotation occurring on page 21 of this work’ (Kendrick 2020: 21).

Example footnote reference: 35 Kendrick 2020: 21.

(To see how these citations were worked out, follow this link.)


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