Vol. 4 No. 1 (2018): Enero-diciembre
A) Teoría, filosofía, historia e investigación sobre la investigación

Mormon religious fundamentalism in Chihuahua, historical and educational development

Stefany Liddiard Cárdenas
Investigadora independiente, Chihuahua, México
Bio
Francisco Alberto Pérez Piñón
Universidad Autónoma de Chihuahua, México
Bio
Guillermo Hernández Orozco
Universidad Autónoma de Chihuahua, México
Bio
Recie 4-1

Published 2018-09-20

Keywords

  • Historia,
  • historiografía de la educación,
  • factores religiosos
  • History,
  • historiography of education,,
  • religious factors

How to Cite

Liddiard Cárdenas, S., Pérez Piñón, F. A., & Hernández Orozco, G. (2018). Mormon religious fundamentalism in Chihuahua, historical and educational development. RECIE. Revista Electrónica Científica De Investigación Educativa, 4(1), 73-84. https://doi.org/10.33010/recie.v4i1.305

Abstract

Derived from a doctoral research, historical-contextual results are presented, which are composed of a review of primary sources in various historical archives, secondary sources and interviews with people from a community of fundamentalist Mormons. It shows the reconstruction and interpretation of the origin and becoming as a group, identifying the historical breaks that have influenced the conformation of its identity and social thought. This microhistory is presented to answer a series of investigative unknowns, useful to clarify some recurrent confusions about the Mormons and their true essence. The first part of this text, a way of historical contextualization is exposed the origin and development until 1890 of the Church of Jesus Christ of Latter Day Saints, better known as Mormons; Subsequently, the arrival of these groups in northern Mexico is described; In a third moment, the socio-educational context of the first Mormons in Chihuahua is characterized; In the following section, certain considerations of active fundamentalist communities are shown, focusing on the area northwest of the state of Chihuahua; finally, a way to arrive at the historical conclusion of a space of knowledge clearly ignored in the field of educational historical research.