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The Cuban “Exception”: The Development of an Advanced Scientific System in an Underdeveloped Country

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The History of Physics in Cuba

Part of the book series: Boston Studies in the Philosophy and History of Science ((BSPS,volume 304))

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Abstract

Science, education, politics, social development and economics are today considered to be highly interdependent. Although none of these factors can exist on their own, they have nevertheless often been considered in isolation from one other, or studies of their interactions have been confined to the consideration of more or less local contexts. When it comes to studying the history of physics in Cuba, however, it is not only inconceivable to separate scientific developments from their social, political, and cultural contexts. But, as this volume shows, the history of physics in Cuba cannot just focus on local contexts since it is closely entangled with global history, from colonialism to the Cold War.

This island is a paradise. Cuba. If I am lost, look for me in Andalucia or in Cuba.

(Federico Garcia Lorca)

Cubanity does not lie in showy touristic attractions, but in an ineffable underground tenderness, a being-not-being, the waving of the breeze, a certain lack of definition, a mixture of the earthly and the stellar. The most solid Cuban tradition may be looking forward to the future. Few peoples of America have been as determined to leap into the future so violently, with a shock of premonition. That is why there is a certain convergence of the generations. We are all marching towards a goal, somewhat distant and uncertain. This vagueness is convenient, it enriches us because it is limitless. Cuban means possibility, fantasy, fever for the future. We need to spread this character throughout the world.

(José Lezama Lima)

Given that man has come in order to live, education has to prepare for living In the school it must be learned how to handle the powers of struggles in a lifetime. They should not be called schools, but workshops. And the quill should be used in the afternoons, while in the mornings, the hoe.

(José Martí)

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Notes

  1. 1.

    This is what the Anglo-American word ‘acculturation’ actually means.

  2. 2.

    See the chapters by Baracca, Fajer and Rodríguez, and by Cernogora in this volume.

  3. 3.

    See the chapter by Arés Muzio and Altshuler in this volume.

  4. 4.

    See the chapter by Sotolongo Costa in this volume. See also the homepage of Ernesto Altshuler: http://www.complexperiments.net/EAltshuler/HomeAlt.htm. Accessed October 18, 2013.

  5. 5.

    See the chapter by de Melo Pereira and Sánchez Colina in this volume.

  6. 6.

    http://www.one.cu

  7. 7.

    See the chapter by Altshuler and Baracca in this volume.

  8. 8.

    See the chapter by Baracca, Fajer and Rodríguez in this volume.

  9. 9.

    Creole is the term given to offspring of white immigrants born in Cuba.

  10. 10.

    For the interrelation of the global sugar market and the technological change in Cuban sugar production, see Tomich (2005).

  11. 11.

    The term ingenio indicates the former colonial companies for processing cane to extract sugar and its byproducts. Previously there had been the trapiche, which produced on a smaller scale. For an overview over the principal Cuban ingenios, see Cantero et al. (2005).

  12. 12.

    The trapiche were colonial sugar plants for processing sugarcane.

  13. 13.

    Some cooperation with distinguished scientific centers was established, see García Gonzáles (2010).

  14. 14.

    How useful a comparative view on Cuban and southern US slavery policies is revealed in Bergad et al. (1995).

  15. 15.

    For the different opinions on Cuban independence, see Zeuske and Zeuske (1998, 419–425).

  16. 16.

    See the chapter by Altshuler and Baracca in this volume.

  17. 17.

    Our thanks go to José Altshuler for bringing this quote to our attention.

  18. 18.

    See the chapter by Altshuler and Baracca in this volume.

  19. 19.

    On this controversy, see Cirillo (2004).

  20. 20.

    Actually, the profound changes in the island’s social fabric created by US neo-colonial policy led to a form of discrimination different from the segregation existing in the United States, whose formal inspiration was a concept of “racial democracy” sanctioned by the Constitution in which discrimination derived from the “color line.”

  21. 21.

    The term mambises refers to the guerrilla Cuban independence soldiers who fought against Spain in the Ten Years War (1868–1878) and War of Independence (1895–1898).

  22. 22.

    See the chapters by Altshuler and Baracca and by Altshuler in this volume.

  23. 23.

    See the chapter by Méndez Pérez and Cabal in this volume.

  24. 24.

    See the chapter by Altshuler in this volume.

  25. 25.

    See the interview with Melquades de Dios Leyva in this volume.

  26. 26.

    The project for the Escuelas, conceived of by the Ministry of Culture to host 1,500 students from Latin America, Asia and Africa, was entrusted to the Cuban architect, Ricardo Porro, who called his colleague Roberto Gottardi and his Italian friend Vittorio Garatti to collaborate. It soon became clear that the plan was beyond the island’s concrete possibilities, and in fact in the following years there was a gradual waning of the extraordinary enthusiasm that had taken hold of architects, workers, teachers and students in the initial phases of planning and construction. See Loomis (1999), Daley (2000), Craven (2002), chap. 2 and Giani (2007).

  27. 27.

    Speech given on January, 15 1960 by Fidel Castro. See Torres Yribar (2011).

  28. 28.

    See the chapter by Baracca, Fajer and Rodríguez in this volume.

  29. 29.

    See the chapter by Cernogora in this volume.

  30. 30.

    For the history of Interkosmos and the role of the GDR, cf. Katharina Hein-Weingarten (2000), esp. 153–165.

  31. 31.

    For development in biotechnology, see also Reid-Henry (2010, 28).

  32. 32.

    See the chapter by Baracca, Fajer and Rodríguez in this volume.

  33. 33.

    Though the situation varied from one country to another, Latin American foreign debt had swollen from $30 billion in 1970 to $331 billion in 1982 and would reach $410 billion in 1987.

  34. 34.

    Some at this time spoke even of a reversed global situation, see Jatar-Hausman (1998/1999).

  35. 35.

    See the chapter by Pérez Ones and Núñez Jover, republished in this volume.

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  1. Department of Physics, University of Florence, Florence, Italy

    Angelo Baracca

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  1. Department of Physics, University of Florence, Florence, Italy

    Angelo Baracca

  2. Max Planck Institute for the History of Science, Berlin, Germany

    Jürgen Renn

  3. Max Planck Institute for the History of Science, Berlin, Germany

    Helge Wendt

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Baracca, A. (2014). The Cuban “Exception”: The Development of an Advanced Scientific System in an Underdeveloped Country. In: Baracca, A., Renn, J., Wendt, H. (eds) The History of Physics in Cuba. Boston Studies in the Philosophy and History of Science, vol 304. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-8041-4_2

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