When the Spanish Pedagogical Society and its journal Bordón were created in 1949, the social, cultural, and education scene in Spain was trying to rebuild itself in the aftermath of the Spanish Civil War. The hierarchy of values, conceptions, ideas and forms of approaching problems that flowed before the war had lost much of their validity. This situation was particularly noticeable in the field of education, both in its conception and grand purposes as well as in the political guidelines for setting its direction, development, reorganization, and ideological control.

Naturally, in the context, pedagogy as a knowledge with a vocation for leading educational praxis was to be no exception. The pedagogy prevalent in Spain in the first third of the 20th century would have to be replaced by one more current with post-war values.

In this process of substitution, the recently founded Spanish Pedagogical Society and the journal Bordón played a relevant role in how the new pedagogical orientation was introduced and developed. One of its chief components was the adoption of the empirical method of research in the field of education.

A chronology from the creation of the SEP to the society’s main achievements and events in the last few years:


The Sociedad Española de Pedagogía (Spanish Pedagogical Society, SEP) was founded within the Spanish National Research Council (CSIC), the seedbed for experimental research in pedagogy.

The first International Pedagogy Conference was held in Santander and San Sebastián from July 19-26 to commemorate the third centennial of the death of the founder of the “Pious Schools,” St. Joseph Calasanctius.

Present at the event were the most relevant foreign figures renown for their contributions to experimental pedagogy, including Prof. Raymond Buyse and James A. Van del Veldt from the University of Lovain (Blegium), Arvil S. Barr from the University of Wisconsin (USA), Mario Casotti from the Catholic University of the Sacred Heart in Milan (Italy), Emile Planchard from the University of Coimbra (Portugal).

Publication began of the journal Bordón, fostering the ongoing development and strengthening of experimental pedagogic studies through to today.

García Hoz himself (1946 and 1948; 1953, 1976) published articles such as “Quantitative evolution of vocabulary in school children from nine to eighteen years old”, which set the start of a fertile line of research in the context of his work, and “Experimental study of the teacher’s function”, which brought to Spain an empirical perspective on how to study teachers in the classroom.


As of this year, the National Conferences on Pedagogy became National and Ibero- American Conferences on Pedagogy in order to strengthen the tradition of scientific collaboration in education between Spain and Ibero- America.

At the same time, changes were underway at Bordón. For instance, at the journal, which changed its name to Bordón. Journal of Pedagogy, a Scientific Committee was created, and the section called “Experiences” was added as a place where professionals in education could present their experiences.

Creation of a Scientific Committee made up of experts, representatives from all areas of pedagogical knowledge and belonging to universities from all over the nation.


The bibliographic issue, which had been published at the end of each year since the journal was created, was eliminated, since widespread use of new technologies had made its original purpose unnecessary.

Key words were incorporated that are to be taken from the Thesaurus of European Education (www.eurydice.org/portal/page/portal/Eurydice/TEE) or the Thesaurus at ERIC (Educational Resources Information Center (www.eric.ed.gov).