Molding the Hearts and Minds comprises contributions from several authors on diverse educational topics. The volume is arranged into four sections that closely correspond to chronological divisions; “The Colonial Legacy of the Nineteenth Century,” “Universities in Ferment,” “Revolution,” and “Problems of Institutionalization.” These topics are explored through a stimulating set conference presentations, journal articles, and book chapters that offer a broad definition of education and the forces that control it.
Editor John A. Britton reminds the reader that in recent years the concept of education has come to include learning accomplished outside the confines of the school, in such varied places as factories and churches and through the medium of television. Inspiration for a broadened concept of education comes from the work of Ivan Illich and Paulo Freire, who have focused on informal educational settings and the political implications they foster. This encompassing view of education provides the framework for the book.
“The Colonial Legacy” includes two articles that deal with the relationship between the elite and the uneducated. Mark D. Szuchman explores elites’ diverse views on the usefulness of education; Angela T. Thompson adds to that discussion by investigating elites’ “ambiguous intentions” and reluctant funding. “Universities in Ferment” includes two articles that explore the university’s relatively recent role as social critic. Jeffrey L. Klaiber writes of the origins of Aprismo, and Donald J. Mabry of the 1968 confrontation in Mexico. Both demonstrate how the activism of the universities carried over into politics.
Latin America’s social and political pressures in this century have led to uprisings in almost every country. The book’s third section explores how educational experiences have shaped or coped with this unrest in six articles focused on Mexico, Central America, Argentina, and Cuba. The complexity of the process is adeptly demonstrated by Mary Kay Vaughn, among others. Finally, “Problems of Institutionalization” includes five articles that trace the difficulties of developing a literate population and establishing a bureaucracy that supports the effort.
Britton has assembled a provocative set of readings on a highly significant topic. Most of the contributions are well written and thoroughly researched. Because they vary in length, nature, and content, however, comparison is difficult. Nevertheless, this is a useful book for anyone interested in social change in Latin America.
