Apropriation of psychological testing in the Spanish pedagogical context

• Autores: Annette Mülberger
• Localización: The Circulation of Science and Technology: Proceedings of the 4th International Conference of the European Society for the History of Science. Barcelona, 18-20 November 2010 / coord. por Antoni M. Roca Rosell, 2012, ISBN 978-84-9965-108-8, págs. 626-631
• Idioma: inglés
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• Dialnet Métricas: 1 Cita
• Resumen

  • The paper starts reflecting on the specific problems of history of science when dealing with what is called “the periphery”. The author calls for a historical account grounded on a specific local context. To do this it is necessary to start with the use of open and context-sensitive questions that could guide us in order to know why some scientific debates and practices made sense in a certain scientific community or local context, and not others. Thus, the aim of the present paper is to explore the specific functionality psychological testing acquired as scientific practice within the Spanish school system and local pedagogic tradition.

    The primary sources studied make us think that the introduction and use of intelligence testing was not so much dictated by a real problem that school teachers detected in their classrooms, but viewed as a medium to legitimize professional pedagogic training. It was used to foster and upgrade the professionalization of Spanish reform pedagogy as scientific undertaking.