Krausism and the Philosophical Roots of the ILE Education
Philosophical Foundation of the ILE: Krausism
The Institución Libre de Enseñanza (ILE) education is rooted in Krausism, a philosophical current that, through the 18th century, traces back to the Renaissance. This places humanity at the center, asserting that humans have intrinsic value. This is the essence of Humanism, emphasizing the need to train individuals to be valuable members of society. While values are paramount, the development of society is also crucial. This perspective resonated in Spain, which at the time faced educational challenges due to political instability.
The ILE aimed to integrate noble, industrious, professional, and free-thinking individuals into society, equipping them to understand and address its problems – complete individuals. The focus was not solely on teaching but also on holistic education. The ILE’s concept of education considered the different stages of child development, tailoring education to each age.
Intuitive Method
Drawing from Froebel and Pestalozzi, and ultimately Rousseau, the intuitive method replaced coercion, obligation, and rote learning with engaging, active participation. Respect for the learner’s freedom is fundamental. This approach fostered both intellectual and character development, teaching students to study and work independently. Primary education was primarily oral, with reading taught holistically, emphasizing whole words. History lessons aimed to revive the student’s understanding of their culture, people, and customs. Classes resembled family conversations, with mutual questioning between teacher and student. Excursions and holiday camps were innovative additions, promoting physical and intellectual growth. Classes were small, and textbooks were avoided, as they were seen as detrimental to the intuitive method. Meaningless memorization was discouraged, with poetry and verse used to develop memory.
Comprehensive and Continuing Education
The goal was to develop individuals through a blend of classical and scientific education. The ILE was unique in Spain for its emphasis on art and physical education, striving for balance between intellectual and physical development. The importance of play in child psychology was recognized. Classrooms were designed to be bright, airy, and comfortable for students. Co-education was implemented to foster healthier relationships between the sexes, promoting better social interaction. Manual activities were also valued.
ILE teachers believed that the best education begins at home, so the school aimed to replicate that environment. Teachers were considered essential and required both vocation and current scientific knowledge. Teacher training was a major focus, with reforms in normal schools and opportunities for study abroad, with government scholarships to France and England.
Recruitment Challenges
Replacing the founding generation of the ILE with individuals of comparable value proved difficult.
Moral Education
The ILE distinguished between moral education based on reason and dogma, valuing each independently. The ILE respected the religious beliefs of each individual and recognized the value of science. Secular education was not intended to be aggressively anti-clerical. A natural morality, common to all, was defined, training children in punctuality, honesty, diligence, cleanliness, and civic duties. The revival of Spanish folk traditions was seen as contributing to the rebirth of Spain.
Results
The results were generally satisfactory. Initial anti-academic enthusiasm was tempered by the realization that excessive reliance on memory could lead to vagueness, and that reviews, while necessary, could pose a risk of intellectual anarchy. The ILE successfully established a distinctive educational style and a model for general education reform.