Spain’s Educational Revolution: The ILE and Academic Freedom
The Institución Libre de Enseñanza (ILE)
Eminent figures such as Juan Ramón Jiménez or Federico García Lorca were linked to the Institución Libre de Enseñanza (ILE). Francisco Giner de los Ríos, a key figure, strongly supported the idea of freedom of teaching.
The ILE was a private institution, founded by a group of teachers and intellectuals who had been dismissed from the University for political matters and opinions. It regarded itself as an institute or school free from religious dogma, philosophical movements, and political parties. Science and freedom were its two foundational concepts.
Founding Principles and Pedagogy
Its unique ‘institucionista’ pedagogy, deeply rooted in Krausist philosophy, became an authentic educational revolution in Spain. The ILE introduced several progressive European pedagogies and teaching methodologies.
The main aim of education, as envisioned by the ILE, was to teach humanity to live in freedom. Education was understood as a communion between the teacher and students, fostering a collaborative learning environment.
Educational Philosophy and Methodology
The ILE emphasized the importance of school outings to museums, gardens, and other cultural sites, believing in experiential learning. They taught in a way that encouraged students to experience learning for themselves through intuition, actively fostering this ability.
Teachers were required to have very sound training (formación sólida), and thus received their education at the National Pedagogical Museum. Students learned according to their human nature, with ample freedom to experience learning independently. The ultimate intention was to create free, active, and well-prepared citizens for life.
The ILE’s educational vision was comprehensive:
- Education was mandatory and free for all.
- It was envisioned as holistic, harmonious, and progressive, with consistent teaching programs across Spain.
- Key principles included:
- Humanity within nature.
- Complementarity of primary, secondary, and university education (a novel concept at the time).
- Emphasis on ongoing education.
- Intuition, based on senses rather than solely on rational thought, was considered the foundation of school learning.
Inclusion of Women and Social Impact
Regarding women, the ILE included them in education both as teachers and students, actively promoting equality between men and women in access to education. The ILE strongly supported co-education, fostering mixed-gender groups in schools.
Although the ILE operated independently from official education, its innovative work was recognized by politicians. This institution significantly influenced Spain’s political and educational landscape until the Second Republic (1931-1936).
Academic Freedom and University Conflicts in Spain
The history of academic freedom in Spain is marked by significant conflicts, often intertwined with political and religious pressures.
Early Conflicts: Moyano Law and Castelar
In 1849, the regulations of the Moyano Law were published, imposing strict controls on education. Teachers were forced to be Catholic, faithful to the Queen, and obedient to the constitution, which mandated political and religious unity.
By 1864, a ministerial order addressed growing complaints regarding university teaching. Emilio Castelar, a prominent figure, led protests against the non-compliance with these regulations. He held a prestigious professorship at the Central University of Madrid and faced persecution for his views.
Student revolts erupted with violent consequences, such as the tragic Night of San Daniel, where many students supporting Castelar died. Faced with this situation, the government garnered supporters for the Queen and coerced others into signing their allegiance to the Crown.
The Progressive Sexennium and Krausist Influence
However, during the Progressive Sexennium (1868-1873), the Krausists became prominent pedagogical figures and gained significant access to universities, marking a period of relative academic openness.
The 1875 Restoration and Renewed Persecution
A second major university conflict arose in 1875. This followed the Progressive Sexennium, a period of liberal effervescence, which, despite its liberal leanings, had been an undemocratic period. In 1875, a monarchical restoration occurred under Alfonso XII. The first government was led by Cánovas del Castillo as Prime Minister.
The Marqués de Orovio was appointed Minister of Promotion, which sparked significant controversy. He actively pursued the Krausists, leading to heightened tension in universities. This was exacerbated by a circular the minister sent to all rectors, explicitly aiming to suppress Krausist influence.
The circular defended and demanded obedience to Catholicism and the monarchy, advocating strict discipline. In short, it denied freedom of professorship and scientific inquiry, provoking strong reactions from Krausist professors, such as those in Santiago, who were notably joined by Castelar.