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What balls this author! The Swiss

understand, towards the end of this post, not at all offensive, title!

Pedagogy, after Pestalozzi, has undergone a radical change. Although still thought of as ancilla philosophy, like theology and metaphysics as well as some psychology, pedagogy is beginning to gain full independence of method and theory. However, it remains still significant contribution of Rousseau hours hours Schelling's thinking of the author of two balls above the name of Friedrich Fröbel.
Fröbel, born in Thuringia in Prussia, or that we know well (Kant, Fichte ...), draws a lot from him the previous two philosophers:

• First, Rousseau, he too, like the Swiss, had realized the strong educational value of nature;
• the second, Schelling, because it was not just something that kind of material, inanimate, but becomes the seat of rationality (what to Fichte resided in the ego), the character of a rationality that absolute does it correspond to the deity. Nature and divinity, with Schelling (and resumed Fröbel this definition) are the same.

Who was our Educator German?


Fröbel Friedrich Wilhelm August (1782 - 1852), lost his mother, was born in Prussia (as already mentioned).
was a meeting with a pupil of Pestalozzi to take on the road teaching so much that, in 1816, he founded The Institute for the impulse activity of children and youths based in Keilah ( Kailau ).
strength of this experience, in 1826, he wrote Human education, text that contains its main theories, then screened by new achievements in theory.
seems clear that the first concept of revolution, even before the sense of nature, both the relative age of children's access to the world of learning institutionalized, if you were first dogma refer to 7 years as the launch date, saying that all the revolutionary Fröbel from birth, children can receive a specific education and care. The training was therefore directed not only to children but also the teachers (then Master Gardener (see below) and the (future) mothers.
Also in the same place, Keilhau, in the period 1837-1840, with particular attention to that date, he founded the Kindergarten children who were called nurseries.
Like Pestalozzi, even the good Augustus Frederick William found himself in trouble with the authorities constituted much blame to be seen to provide an education and an atheist and a socialist. The year was 1848.
Fröbel died in 1852.

In dealing with some thematic ideas of the thought of German educator, we can rely on:

1. Idea of \u200b\u200bnature
2. Psychological Contribution Contribution
3. educational

Idea of \u200b\u200bnature

Everything is out of the divinity of God and through God is built in units

Divinity and Nature. Here are the essentials. In nature there is a direct manifestation of reason and vital expression of divinity.
Education must therefore develop, outsource, representing the divine essence of all things, through exercise.


Contribution psychological
hours must identify the characteristics of the recipients for possible action in education. What needs to occur, such as age and that therefore the best answer, from time to time?
Meanwhile, there is a critical first adult or child to consider a small adult with no focus and reshape the pedagogical action in its measurement.
Pestalozzi had tried, Fröbel start the affirmation of the principle of centrality of the child (where Montessori is the maximum exponent.
The need for periodization follows what has been said so far.
Fröbel then divides child development into two phases, Infant and Childhood. While in the first, Infant, the child feels itself a vital force in the nascent and reacts with the stimulus (crying and smiling) in the second stage the child moves through two pillars of the social-cognitive development: the word and game.
The Word must always start from a given practice and then abstract. It is after all a symbol, the conventional association of a name with an object.
The Game is to that of our own,

The highest degree of carrying child, of human conduct, as is the free, spontaneous expression of the Interior for the necessity and the need of the Interior itself. [...] The more pure product and spiritual man, model and image of the entire human life, both of a secret spiritual life of man.

The game in fact is the basis of future life, and it is not only fun end in itself but, rather, is for children a real job!
must therefore respect the right to play.


Contribution

educational stimulation, the action of Practice on man as a being becomes aware self-thinking, intelligent, to the pure and pristine representation of the inner law of God, with liberty and conscience and show us the way and means of coming here.

Education is therefore a main road to represent the divine essence in all things of nature and of man himself.
There is, in this, the idea of \u200b\u200ba master inteoriore which coincides with the universal law (Kant's duty?) To which every child should be subject.
Education must give and take, and second to prescribe the criteria for fair and just .
But where do all these conceptions? In
Kindergarten , or gardens of childhood.
games that I remember are the combination of fun and work, aim to strengthen the body , develop and cultivate habits and make governed by the action.
One of the basic tasks is to cure the construction (do not do children who work in) a private garden within an environment that is peaceful, filled with illustrations, on the corner of this room, toys.
The garden is designed to observe the growth of fruits and flowers so depends on the nature and its laws but also by our own initiative.
Action pedagogical and then you can take is on two levels:

Educational activity: the use of design, which is the expression of their inner world and the second is the basis of educational activity, or the ability to count . Third theme is the song as an expression of happiness, followed by the creation of small objects as a sign of closeness to the Creator and, last but not least , the ' exercise and gymnastics.
2. Use of gifts. This is perhaps the most important and so is remembered Fröbel.
   The other gift items that are not that simple allow to develop his imaginative power and his imagination .
   Specifically, the games are:
   1. the ball (or even different colored balls), the symbol of infinity is that, with multiple, the multiplicity
   2. The sphere, cube and cylinder: expressions of movement (ball) Rest (Cube) and Variety (between stillness and movement, as the law of contrasts)
   3. A cube divided into eight blocks, bricks or 8 or 27 small cubes: This is how intuition of sizes and as the essence of everything and of multiplicity.
   4. Box of 48 square blocks, and shingles for plaits
   5. wire: this, together with the preceding paragraph, represent the knowledge of geometric shapes and are reserved for children from 5 to 7 years.
   
   

The garden also consists of two parts, one common and one individual, of about 1 square meter), the joint management of the garden is the image of the family who works and lives together, and the growth of plants (even in its garden) wants to portray the image of himself.

That concludes our German ... Not bad, eh!

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Friends of the blog ... ARE BACK!
just seeing a middle finger in my face every time you open the page ... is the time to give some vitality, joy, liveliness, happiness, cheerfulness, serenity, solecuoreamore!!
Yes, I am happy today ... and I know that now you're used to the moody character, so it is useless to stay here to explain ...
And since I am happy, but basically there is no because I do not know what to write ...
Ah, for the few who still do not know that I wrote a book, well ... I wrote a book. Now, if anyone has any suggestions for me to understand what I should do to realize my dream to see it published, are all ears! In a little while
public 'of photos of the summer holiday in Greece, which put me in a good mood when about ...

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HO ME IN WHAT I DO NOT KNOW THE RUST

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pulls a strange breeze for some time.
Not long.
Just a little '.

The rust is slowly recovering ...
do not know, maybe I just try to ignore it so much that I'm somehow managing. Sometimes
scratch again, I confess, I sometimes feel the stomach wall fragments that rub against the red-orange.

But I do not want to talk about.

are sometimes happy and sometimes they are.
Exist.
This is what interests me for now, I think there is already a good thing.
I'm leading a life quite busy in this period, then the life that counts one another with short and meaningful images, such as a trailer, as a slide, as scattered papers.

And I like it.

smile.
Why is smiling.
Because if all this that I struggle to say, is not just an illusion, seems to be a very happy period.

I keep my feet firmly on the ground.

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loser

... and not the name of a tragic shipwreck in the hostile waters of the north. Here
jokes about who, in fact, has done much for our much loved and revered and respected and diligent ... no, now exaggerating the matter.

I speak of course of Johann Heinrich Pestalozzi. Swiss pedagogue, as you may have guessed from the title, was one of the first thinkers to act practically to teaching, preferring to direct contact with children in rational theories that there were some but they were not of immediate practical level and achieved.
these experiences, as we shall see, all failed for lack of funds and betrayal of the most trusted friends.
As rarely happens, life is in itself explanatory of its educational activities and therefore we summarize in a few points for clarity's sake:

1. 1746 - Birth of Pestalozzi, in Zurich. Premature death the father and reference point total in his education by his mother and caregiver
2. 1768-1780, Neuhof - ( pron. Noiof ) Pestalozzi, after an initial interest in Rousseau, in 1774 decided to implement as previously thought renovating a farmhouse and opening it to the poor and orphans. This becomes a fertile period that is the basis of his method called method of elementary theorise that a few years later. The lack of funding leads
   Pestalozzi to close this first experiment.
3. 1780-1798, the French Revolution - Driven by strong social and political action of the revolution, wraps of the Swiss Confederation acquires French citizenship and began to write his great novel teaching, the biggest of romanticism, Leonard and Gertrude . The first book of 1781 is so important that he decided to expand the story and made other three books, respectively 1783, 1785, 1787 .
4. 1798-1799, Stans - Pestalozzi, sad and disheartened by the terror established in the French Revolution, decided to open an orphanage in Stans (about 80 users) but was abandoned quickly.
5. 1799-1084, Burgdorf - At first a teacher at a private school, then in a state, Burgdorf marks for the Pestalozzi realize some theories before the great final term in Yverdon. Detects a castle, which became a school, his school, with 8 hours of aprtura with the teaching that the primary method and some elements within it such as writing to the second design and intuitive approach to basis of everything.
   but opposed by the aristocracy, so predicting the future restoration a general policy level, Pestalozzi was forced to close the experience of Burgdorf. He writes also (this is to be known), How Gertrude teaches her children , a collection of 14 educational wise.
6. 1805-1824, Yverdon - Definitely the longest period in the different educational experiences, but also the most bitter, Pestalozzi in Yverdon explores the theoretical assumptions of his method of sketching a text entitled ideas, experience and means to promote education in conformity with human nature .
   Already starting from 1814, however, clashes with co-workers, both from the theoretical point of view that human who brought the situation to be unmanageable, and in 1824 to force him to return to
7. 1824-1828 Neuhof, Neuhof - Tired and disappointed many betrayals, is still force to write his last work, educational and spiritual testament in defense of his thesis, called the swan song . He died in 1828.

paraphrase Rousseau and, later, Kant, Pestalozzi also examines the issue of sense perception and experience of nature. The value that was growing very strong in continental philosophy (think Fichte) regarding the value of nature, but does not say to Pestalozzi that experience should be given only the sense of direct contact, but the experience itself forms the personality ago understand the form itself imprinted by God in creation.
Basically, there are two paths leading forward, popular education and political interest in social factors, expressed in the French Revolution.
popular education, as well as much of his thinking teaching is very clear in his work Leonard and Gertrude : set in Germany, in the fictional country of Bonnel, in the presence of a feudal regime tells the story of a couple, Leonard and Gertrude in fact, that do not enjoy good economic health. Gertrude will be to respond to abuses of Hummel, the mayor of the feud and restore hope to the children first about education based on what are the dictates of primary method that we will see shortly. Very important is the mother figure. The following books are to understand the way that education will have to make, starting from the family up to the national system. Regarding the method

Elementary , Pestalozzi is realize that the only possible education is based on intuition mediated direct experience in nature. Intuition, based of course on the five senses, but must follow a path of clarification, to think through the concepts of precision. That means that we must educate children according to some steps that can be summarized as follows:

• identify the elements necessary
• identify basic elements in knowledge
• dall'inessenziale starting to reach the essential
• manage the degrees of importance of things, taking a lead from nature
• order items for each concept similarity
• new is added to something already learned
• from simple and slowly come to the complexity.

The basic method must therefore move in three key areas and each of them is associated with the organ in question:

• Cognitive , having in mind that it is divided by the number, shape and language. Children in fact, calling the math using simple algebraic question, as well as identify and distinguish objects based on their shape and their color, and only after failing to name the object, the body is associated with the mind .
• Practice or articulating and manipulating objects, using those skills in the beating, the port or throwing, rather than pushing the twist, and in so doing it in the lying, the body is that of the associated hand.
• Morale, because everything comes from love of God and mother, the earliest source of love in the family. Like Aristotle, the habit will love to morally educate the child. The organ will be associated with the heart .

Good night and good recovery in the studio!

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I thought ...

Trying to make the space between a Pandora and a deck of cards, both responded to my pleasant duty , though with a festive late, updating the blog and talking about pedagogy idealist.
The author of temporal reference in this excursus is, drum roll, -3 -2 -1 .... Happy New Year! ... Ah, no, sorry, cmq Greetings!, I said ... the author was Johann Gottlieb Fichte.
near contemporary of Kant, it draws much of its theoretical and its own against what he pursues is not just a simple attack of refutation of ideas but it is an attack that is revolutionizing the global framework of thought and perception of reality .
The real fact, or nature, the existence and to be included Kant had always been designed and placed as external to man. The big challenge was in fact know this fact, find the research tools, techniques, even verbal, to argue about being and its truth and certainty. This had also
Kant in his criticism, however, touching a button, very delicate since its conception, tied all'inconoscibilità of what is separate from the senses, it has reason to be. It seems clear that this statement, because it is difficult to understand, could not help but lead to conflict. Kant himself explained that his firm limit the concept of the thing itself guaranteed to 'I think to be exclusively legislature and not the nature of her creator. This role but, in an attempt to overcome the aporia of something unknowable but is existent and is usurped by all Fiche 'I .
L 'I , new entity that philosophy thinks and admits in his "manual", addresses the difficult concept of the thing itself being included in it and, thus, the connotation of certain characteristics, such as' be infinite and being creative.

• The infinite self is an entity that has no limits (including those related to knowledge);
• The ego is a body maker because the only way to have no limits of knowledge is to create anything like the ' single way to be infinite is possible to place limits within himself.

a threshold, the speech lies in the fact that we are making considered at the time, the pure act of 'I Fichte. But how do we explain the nature? The reality that surrounds us? Certainly not external, then internal to ' myself. But if it is internal, is that those who create it? Who else, I would say, if not the 'I as creator is an entity?
summary, we have some two moments and one that we solve it now: There is only

2. I think the ego is the subject
3. (concluded) requires a constant dynamic between the first and second

translate what was said in language that our philosophy and we get three times when the self becomes a reality:

1. VIEW: the ego posits itself (or the infinite being and creator who said ;
2. ANTITESI: self generates in himself the non-ego (or generates its opposite, the opposite of being creative and infinite, then a created thing and finished but it can not exist outside ego itself);
3. SUMMARY: The I depend on no-self and the not-I depends on the ego (this is a necessary dynamics to ensure that I am not the only pure act rationally but , and comparing this with the matter, we all become reality, nature).

So far, there is the philosophical part. In education?
Just take the previous three stages, associated with moral that these three components are, for the thesis' the absolute duty in freedom (very reminiscent of Kant), the antithesis to the matter, instinct, the company (what is the opposite of the absolute duty, where everything is instead affected by other external components) and, for the dynamic between self and non-ego, the 'moral autonomy sign, however, not only by a simple dynamic of a continuous effort that I should make towards the non-I try to always prevail.