Instituto de Ciencias de Jalisco in the 19th century: a republican strategy in higher education

Abstract

Objective: The main purpose of this article is to describe the foundation and nature of the Institute of Sciences of the State of Jalisco, Mexico, founded in 1826-27 when Mexico achieved the recognition of its independence in 1821 and two years later the free and sovereign state of Jalisco was recognized. The Institute was the early bet of the elites and enlightened progressives who saw higher education as an instrument for the province's scientific, educational, and material progress. This Mexican educational institution replaced the old dogmatic model of colonial university education, extinguishing the Royal and Literary University (then called the National University of Guadalajara) in 1826.

Originality: The character of a scientific institute, influenced by Napoleonic higher education, constitutes one of the most distinctive features of the higher education model that was established in Jalisco. Other institutes were replicated in various provinces of Mexico during the first half of the century, but the one in Guadalajara represented the most advanced project that its founder, the first constitutional governor of Jalisco, Prisciliano Sánchez, established through one of the most important educational projects in Mexico, which included infant, technical and higher education.

Method: The guiding criteria of the history of the curriculum and the history of higher education are the lines that shaped this documentary and bibliographic work. We focused on going beyond a chronological review to enter into a critical analysis of the institution and its model, through a critical analysis of data, events, and related contexts.

Information gathering strategies: Work in educational legislation, local and national archives and repositories, and bibliographic consultation constituted the primary sources. The information was approached through the following research variables: institutional model, character, curriculum, governance and management structure, etc., as well as the comparative and contextual features of the institution. As well as the comparative and contextual features of the institution.

Conclusions: The analysis and information, both documentary and bibliographic, allow distinguishing the singular character of the Institute, with features coming from French education and the Enlightenment, republican education, as well as from the curricular contributions of the liberals grouped around the governor of the State, it offered an innovative model of education that the political and ideological circumstances of the old regime and the church sought to undermine. The strength of its permanence and conviction, through its professors and directors, shows an institution that laid the foundations of secular, scientific, and literary education of higher education in the province and Mexico throughout the 19th century.  Despite its definitive closure in 1862, it has become a landmark for culture and public education in Jalisco.