Eugenio María de Hostos and His Pedagogical Thought

Abstract

Considered one of the forefathers of the social sciences and humanities throughout Latin America, Eugenio María de Hostos (1839–1903) also made important contributions to educational thinking, establishing important educational programs in places like Chile and the Dominican Republic. Hostos is also a key historical figure in the struggle for Puerto Rican independence and one of the visionaries behind the idea of Latin American unity. This essay offers a brief biography of Hostos and his influence situated in the historical context of Latin America in the 19th century, particularly the struggles for independence in Cuba and Puerto Rico. I then discuss Hostos’s general views on the purpose of education, outline the key dimensions of his educational thought, and offer a brief discussion of Hostos’s views on the role of education for democracy. Throughout the discussion I highlight what Hostos saw as the fundamental role of education for liberation. In conclusion, I offer some reflections about the relevance of Hostos’s ideas for contemporary educational thinkers.

Translator’s Notes:

This essay, including all direct quotes from both Hostos’s and other authors’ works were originally written in Spanish. The entire text was translated by Dr. James Seale‐Collazo of the University of Puerto Rico, with assistance from the editors of Curriculum Inquiry.

Notes

1. The Spanish word patria can be loosely translated as homeland and it is typically used to refer to the nation, although not necessarily to the state, as a source of identification. It shares the same Latin root as the word patriarchy.

2. From Borikén, the Indigenous taíno name for the island of Puerto Rico, the adjective Boricua is used as a referent for people who identify culturally and/or ethnically with the island.

3. Hostos’s complete works are collected in 20 volumes, first published in 1939 and later re‐issued in 1969. When quoting from the complete works, the volume number appears in roman numerals, followed by the page number.

4. It is worth noting that when speaking about “America,” Hostos is referring to the regions of South and Central America, including the Caribbean. This is the definition of America implied throughout the essay.

5. The words pedagogy and pedagogical are used throughout in the encompassing way that Hostos and other Latin American thinkers use it, which is sometimes interchangeable with education in general. Although referred to as “pedagogical thought,” Hostos’s ideas about education are clearly not just about pedagogy in the narrow sense of how to teach, but encompasses a theory of learning as well as ideas about curriculum.

6. Throughout his work, Hostos uses both words in Spanish humano (human) and hombre (man) interchangeably. As discussed later in this essay, he was also a staunch advocate of gender equality and avidly supported women’s education. While we use a literal translation of his phrase hombre completo as complete man, we have chosen to use the word human when discussing his ideas about education, which we feel reflects his own views about gender equity.