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Colonial Legacy as an Obstacle to the Development of Education in the Devloping Countries -Latinamerican case-

殖民遗产成为发展中国家教育发展的障碍-拉丁美洲案例-

基本信息

批准号：
02610132
负责人：
SAITO Yasuo
金额：
$ 0.96万
依托单位：
National Institute for Educational Research
依托单位国家：
日本
项目类别：
Grant-in-Aid for General Scientific Research (C)
财政年份：
1990
资助国家：
日本
起止时间：
1990 至 1991
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-02610132/
关键词：
Latinamerica Colonial education Colonial legacy Indian Religious education Spiritual conquest Developing country Mexico

项目摘要

From the biginning of the conquest of new continente of America, the Spanish Crown was interested in the education of the Indian as a new vassal under their domination. The problem of turning the Indian into a Christian and assimilating them into spanish culture was linked to the need to justify of the expantion of the Spanish Empire. The "Spiritual Conquest" was an integral part of the colonial policy. In the early years of the sixteenth century, the Indian children were gathered together in the monastery-schools conducted by the religious Orders chiefly for religious instruction. On the other hand, in response to appeals from laymen and ecclesiatics for satisfying the educational need of the Creole and upper class mestizos, Europian universities and colleges were transplanted in the colony. Colonial university was distinguished by its aristcratic nature. It offered to the students the medieval sholastic disdiplines such as arts, theology, canons, law and medicine, all upon a base of Latin language. Thus, by the middle of the sixteenth Century, the basic structure of the colonial education system was established. There were a enomous gap among the inhabitantes with respect to the kind and degree of education based on the division of social class and racial caste. And this basic pattern and characterics of colonial education would continue through the entire colonial period and beyond.

从征服美洲新大陆开始，西班牙王室就对印第安人的教育很感兴趣，因为印第安人是他们统治下的新藩属。将印第安人转变为基督徒并将他们同化到西班牙文化中的问题与西班牙帝国扩张的正当性需要有关。“精神征服”是殖民政策的一个组成部分。在16世纪早期，印度的孩子们被聚集在由修会开办的修道院学校里，主要是为了接受宗教教育。另一方面，为了响应俗人和教会的呼吁，满足克里奥尔人和上层阶级混血儿的教育需要，欧洲的大学和学院被移植到殖民地。殖民地大学以其贵族性质而著称。它向学生提供中世纪的学术学科，如艺术、神学、正典、法律和医学，所有这些都以拉丁语为基础。因此，到16世纪中叶，殖民地教育体系的基本结构已经建立起来。根据社会阶级和种族等级的划分，居民之间在受教育的种类和程度方面存在着巨大的差距。这种殖民教育的基本模式和特征在整个殖民时期乃至以后都将继续存在。