The Readings of John Dewey’s Work and the Intersection of Catholicism: The Cases of the Institución Libre de Enseñanza and the Thesis of Father Alberto Hurtado, S.J. on Dewey
Bibliographic record
Abstract
This paper examines the way the intersections with religion affected the readings of Dewey and progressive education themes in two discursive Spanish-speaking scenarios. The first scenario refers to how Dewey was read by the Spanish Institución Libre de Enseñanza within the context of the religious (Catholic) debate that took place in Spain during the first decade of the twentieth century. The second refers to the reading of Dewey by Father Alberto Hurtado (recently canonized), a Chilean Jesuit priest, a graduate from Louvain in 1935, and founder of the Hogar de Cristo, who had an important educational presence in Chile. The intersection of Catholicism was relevant in the two scenarios although the mediations were substantially different. Both readings purposely separated Dewey’s pedagogical thinking from his pragmatist philosophy. However, while Father Hurtado did a Catholic reading to articulate Dewey’s pedagogical thinking with religious transcendence, the members of the Institución read Dewey with the intention of liberating education from religious dogmatism, but still keeping a transcendental vision of the humane. The two scenarios show not only that habits and belief systems set limits on what can be integrated in a concept of education, but also the relevance of contingent conditions in the articulation of educational theories and practices.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.004 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".