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:
Idea of \u200b\u200bnature
Everything is out of the divinity of God and through God is built in unitsDivinity 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.
- 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:- the ball (or even different colored balls), the symbol of infinity is that, with multiple, the multiplicity
- The sphere, cube and cylinder: expressions of movement (ball) Rest (Cube) and Variety (between stillness and movement, as the law of contrasts)
- 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.
- Box of 48 square blocks, and shingles for plaits
- 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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