Pestalozzi emphasis. Social and pedagogical ideas and activities of I.G. Pestalozzi. Department of Psychology and Pedagogy
Johann Heinrich Pestalozzi made a huge contribution to the development preschool pedagogy. Already in his youth, he strived to selflessly serve the people. In 1774, he opened an orphanage for children from poor families, where he himself taught them reading, counting and writing, and also educated them. It was assumed that educational institution will be supported by money earned by the pupils themselves, who worked in the fields, on spinning and weaving looms. Thus, the teacher made attempts to combine children's education with productive work. However, in order to maintain the orphanage, enormous physical exertion was required from the children, and Pestalozzi, being a humanist and democrat, could not allow the exploitation of his pupils. He viewed work as a means of developing physical strength and wanted to give children versatile labor training. This was Pestalozzi’s most important teaching experience, and after it he devoted the next eighteen years to literary activity.
Teacher's views and ideas were undoubtedly democratic in nature, but were historically limited. Pestalozzi's Basic Principles:
- the principle of the self-worth of the individual, which denied the possibility of sacrificing the individual even for the good of society;
- the principle of conformity with nature, which implies the development of the physical and spiritual capabilities of the child, inherent in him by nature, through education;
- the principle of clarity, promoting the all-round development of the child.
The most important means of educating Pestalozzi considered the teacher’s love for children. The educational influence of the teacher’s personality is of primary importance for the child. Based on these principles, Pestalozzi built a methodology for elementary teaching. “Elementary education” assumed the construction of the learning process in such a way that in the process of cognition of an object, children highlight the simplest elements, moving forward in learning from simple to complex, rising from one level to another, improving more and more knowledge and skills.
Works of Pestalozzi played a huge role in the development of pedagogy as a science. He laid the foundations of the methods of primary education. His textbooks became for a long time a model and indicator for the creativity of subsequent teachers. The speech development exercises he developed are used in practice. primary school. His idea of building the educational process on the basis of mutual love between the teacher and the child became central to humanistic pedagogy.
Pestalozzi's statements about children:
- A child is a mirror of the actions of his parents.
- Nature has placed in the mother's heart the first and most urgent concern for maintaining peace in the earliest period of a child's life. This care manifests itself in people everywhere in the form of a mother's inherent maternal strength and maternal devotion.
- The hour of a child's birth is the first hour of his education.
- A child is loved and believed before he begins to think and act.
- The initial principles and points of contact with what a child should learn at school are prepared and exist in him thanks to knowledge gleaned from observations in home life.
- I try to introduce children into the thick of life and explain to them how any individual good trait of a person, if it remains isolated and does not find support for itself in all that is good that is in human nature, each time risks getting lost again in a person or receiving such a direction, which can equally easily lead to both his downfall and his improvement.
- One should not strive to turn children into adults early; it is necessary that they gradually develop in accordance with the situation and circumstances that await them, so that they learn to bear the burden of life easily and be happy at the same time.
- In general, it is necessary to achieve a situation in which it would be impossible for the child to win anything by lying; on the contrary, being caught in a lie must pose a significant danger to him.
Pestalozzi's pedagogical ideas in quotes:
- Education and only education is the goal of school.
- My first principle is that we can only raise a child well to the extent that we know what he feels, what he is capable of, what he wants.
- Primary education is capable of promoting and encouraging the natural course of development of thinking abilities through its art.
- Schools should instill in their students such skills logical thinking, which would be in harmony with human nature itself.
- Fathers and mothers still believe in holy innocence that if children attend school and are in it, then they are developing both physically and morally.
- The teaching of scientific disciplines presupposes, therefore, a preliminary enjoyment of the freedom which it limits, just as the harnessing of an adult animal to a plow or cart is a voluntary exercise of those powers which the young animal acquired and developed during the period when it lived and roamed freely in the pasture. .
- There is no doubt that only one mother is able to lay the correct sensory foundation for a person’s upbringing. Her real actions, to which she is prompted only by bare instinct, are, in essence, correct, natural means of moral education.
- Every good upbringing requires that the mother's eye at home, daily and hourly, unmistakably read in the eyes, lips and brow of the child every change in his state of mind. It essentially requires that the power of the educator be the power of the father, animated by the presence of the totality of family relations.
- The nature of my means of intellectual education is in no way arbitrary, it is necessary. Since these means are good only insofar as they are determined by the very essence of human nature, they are also basically unchanged.
Philosophical thoughts of Pestalozzi:
- ...it was a misfortune, and not our fault, that we were brought up not to do good, but only to dream about it.
- I lived for years in the circle of more than fifty beggar children, I shared my bread with them in poverty, I myself lived like a beggar in order to teach the beggars to live like humans.
- We know what we want.
- To change people, you need to love them. The influence on them is proportional to the love for them.
- According to the laws of nature, words of love are not spoken before feelings mature.
- In the country there is blind trust of the people in schools, whatever they may be.
- The essence of humanity develops only in the presence of peace. Without it, love loses all the power of its truth and beneficial influence.
- Anxiety is essentially a product of sensual suffering or sensual desires; it is the child of cruel need or even more cruel egoism.
- Mental development and the culture of mankind that depends on it require constant improvement of the logical means of art for the purpose of nature-conforming development of our mental abilities, our abilities for research and judgment, to the awareness and use of which the human race has risen for a long time.
- Morality lies in the perfect knowledge of good, in the perfect ability and desire to do good.
- Each of us is completely free, and only as free people do we live, love with active love and sacrifice ourselves to fulfill our goal.
- The eye wants to look, the ear wants to hear, the foot wants to walk, and the hand wants to grab. But the heart also wants to believe and love. The mind wants to think. In any inclination of human nature there is a natural desire to emerge from a state of lifelessness and ineptitude and become a developed force, which in an undeveloped state is inherent in us only in the form of its embryo, and not the force itself.
- Man's ability to perceive truth and justice is essentially a comprehensive, sublime, pure inclination, which can find nourishment in simple, laconic, but broad views, aspirations and feelings.
- The three forces together - the ability to observe, the ability to speak and the ability to think - should be considered the totality of all the means of developing mental powers.
- A significant number of people receive education not by mastering abstract concepts, but through intuition, not through the brilliance of deceptive verbal truths, but through the stable truth inherent in the acting forces.
- True nature-conforming education, by its very essence, evokes the desire for perfection, the desire for the improvement of human powers.
- Man himself develops the foundations of his moral life - love and faith, in accordance with nature, if only he demonstrates them in practice. Man himself develops the foundations of his mental powers, his thinking, in accordance with nature, only through the very action of thinking.
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Johann Heinrich Pestalozzi (1746-1827).
Pestalozzi was born into the family of a doctor. The boy lost his father early and was greatly influenced by his mother and maid. Having received school education, studied for several years at Carolinum - higher school, where he first prepared for pastoral and then legal activity, but did not complete his studies. During his years of study, he reads a lot, including the works of Y.A. Comenius and J. Locke. IN early years became interested in the works of Rousseau.
Having bought a plot of land in Neuhof in 1769, he energetically farmed his estate for 5 years (until 1774). And at this time he decided on a new experiment, which seems to him to be a true service to the people.
He organized an "Institution for the Poor", in which he intended to combine learning with productive work.
In 1775, he took into his house several dozen orphans aged 8-15 years. He taught them writing, reading, geography and at the same time taught them to work in spinning and weaving workshops. In the summer I sent them to the fields and gardens. According to Pestalozzi, children, having mastered a craft, will be saved from poverty in the future. He sought to embody in his experience the beautiful idea - connect education and work , but could not find methods for making this connection. One of the important tasks of Pestalozzi’s pedagogy is labor education!
Pestalozzi's pedagogical ideas found support and further development in Western European pedagogy.
Main dates of life and activity.
1746 - Johann Heinrich Pestalozzi was born in Zurich.
1769-1774 - experiment in Neuhof on running a model farm.
1775 -1780 - creation and operation of the “Institution for the Poor” in Neuhof.
1789 - work in an orphanage in the city of Stanza.
1800-1826 - management of Burgdorf and Yverdon educational institutions.
1827 - Johann Heinrich Pestalozzi died.
Main works:
1781-1787 - "Lingard and Gertrude."
1801 - "How Gertrude teaches her children."
1826 - "Swan Song".
Pedagogical ideas:
Comprehensive harmonious development - this is the goal of the school; it involves ensuring the unity of mental, moral and physical development and preparation for work. Pestalozzi identifies and characterizes the components of education:
1. Intellectual elementary education, the purpose of which is the comprehensive development of mental inclinations, independent judgment and mastery of intellectual work skills.
2. Physical elementary education is the comprehensive development of a person’s physical inclinations, which is necessary for “physical independence” and mastery of “physical skills.”
3. Moral elementary education, the purpose of which is the comprehensive development of moral inclinations necessary for“ensuring the independence of moral judgments and instilling certain moral skills.” It presupposes the ability and desire to do good.
Only the unity of all parts of education ensures the harmonious development of a person’s natural inclinations; one-sided mental or physical development only brings harm.
The idea of conformity with nature in Pestalozzi's understanding, this is development"the strengths and inclinations of the human heart, the human mind and human skills." Human nature itself determines the natural course of development. Indeed, what captures a person is in accordance with nature, acts"together on the heart, mind and hand ".
Each of these natural forces develops thanks toexercise " external senses", body organs, acts of thinking. The need for exercise is inherent in the person himself."The eye wants to look, the ear wants to hear, the leg wants to walk and the hand wants to grab. But also the heart wants to believe and love. The mind wants to think," - Pestalozzi writes in “Swan Song”.
It is necessary for the teacher to skillfully guide the development of children’s inclinations and abilities. Wherein“It is not the educator who invests new strengths and abilities in a person and breathes life into him.” Moral, mental and practical powers of man"must be nurtured within it."
Teaching methods Pestalozzi stems from his understanding of education as the consistent development of a child through appropriate exercises, selected to ensure harmony in the manifestation of his natural inclinations. Pestalozzi identified the basis of education as number, shape, word, and elementary education should teach the child to count, measure, and speak. The child learns and develops through sensory perception and his own experience of activities,"receiving impressions and enriching experience."
“The main purpose of primary education is not to endow the student with knowledge, but to develop and increase his mental powers.” , says Pestalozzi.
The teacher advocated for maximum simplification of teaching aids:"From easier to more difficult; keeping pace with the growth of the student's strength" - the basic rule that should guide the teacher.
I. G. Pestalozzi argued that teaching mathematics is a powerful means of educating the mind:"Arithmetic is the foundation on which the ability to correctly perceive reality is built and provides the basis for the development of intelligence and acumen in relation to practical matters. Do not rush into any of the branches of knowledge you teach so much as in laying this foundation."
In “Swan Song” Pestalozzi expresses his thoughts and disappointment in the “developmental education” of J. A. Komensky, fashionable at that time. Having the opportunity to compare ordinary peasant children (Neugof, Stanets) and “round-the-top excellent students” of various counts and barons (Yverdon), he came to the conclusion that it is impossible to deceive nature, and much is laid in the child by it.
IN« Swan song» The work of implementing learning through methods of speech development and teaching the elements of form and number is clearly described. Pestalozzi saw the basis of thinking and judgment in observation.
Pestalozzi considered« Swan song» , as a result of all pedagogical activity, the main ideas and views can be presented in the form of a diagram that allows you to clearly see the connections and dependencies in Pestalozzi’s pedagogical concept and his vision of nature-based education:
Nature-conforming education according to I.G. Pestalozzi.
A holistic pedagogical concept outlined in« Swan song», appears to us in the form of the relationship of all types of training and education, methods and means of teaching, elements and components of the learning process.
Pedagogical concept of I.G. Pestalozzi
Johann Heinrich Pestalozzi(German: Johann Heinrich Pestalozzi, January 12, 1746, Zurich - February 17, 1827, Brugg) - Swiss educator, one of the largest humanist educators of the late XVIII - early XIX century, making a significant contribution to the development of pedagogical theory and practice.
The theory of elementary nature-conforming education and training developed by Johann Heinrich Pestalozzi is not only of historical interest, but continues to remain relevant. He was the first to express the idea of the need for parallel and harmonious development of all the inclinations of the human personality - intellectual, physical, moral.
It was Pestalozzi who was one of the first to point out the importance of developmental education, based not on dead elementary truths, but on the direct observation and reflection of the child under the guidance of a teacher. According to the Russian teacher K. D. Ushinsky, “the idea of developmental education is the great discovery of Pestalozzi.”
I. G. Pestalozzi made a special contribution to the methods of primary education of children - teaching their native language, writing, counting, drawing, gymnastics, as well as to the methods of moral education of a healthy personality. It cannot be said, of course, that these methods in their pure form can be used today, but they are of undoubted interest, if not for the specific set of exercises proposed by Pestalozzi, then for the very principles that he laid as the basis for the original nature-based training.
K. D. Ushinsky believed that the “Pestalozzi method” is a discovery that gives its author the right to be considered the first national teacher. I. G. Pestalozzi developed general basics primary education and private methods of primary education. His ideas were developed by the world's largest teachers: F. V. A. Disterweg, F. Frebel, K. D. Ushinsky, A. A. Khovansky.
Biography
Johann Heinrich Pestalozzi was born on January 12, 1746 into a poor family of a surgeon (according to other sources, an eye doctor). He lost his father early and was raised by his mother. In 1751, he entered a German elementary school, where boys studied reading, writing, basic arithmetic, memorizing prayers, texts from the Bible and the catechism. At school he was considered an incompetent student and was the subject of ridicule by his comrades. By his own admission, Pestalozzi studied very unevenly: usually capturing the essence of the material quickly and correctly, he at the same time did not succeed where intense attention was required; He especially struggled with spelling.
Having completed elementary education, Pestalozzi in 1754 entered the secondary Latin school, and in 1763 - the higher Zurich school Collegium Carolinum, which prepared both for a spiritual career and for occupying various government positions, which required a humanitarian education.
Entering university, Pestalozzi saw himself as a theologian. At this time, such famous Zurich scientists as Jacob Bodmer and Johann Breitinger taught at the Collegium Carolinum. had a great influence on the worldview of the young Pestalozzi. Studying at the Collegium Carolinum gave Pestalozzi a thorough classical education, but by 1765 he decided to abandon his ecclesiastical career and left this educational institution.
During his student years, Pestalozzi took an active part in the bourgeois-democratic movement that arose in the 50-60s of the 18th century among the advanced Swiss intelligentsia. Reading Rousseau's Emile had a particular influence on Pestalozzi. Possessing a remarkable gentle character, sensitive and responsive to people’s grief, Pestalozzi emotionally perceived the world around him.
After leaving the Collegium Carolinum in 1765, Pestalozzi, as some of his biographers believe, independently prepared to become a lawyer, however, the need to quickly create a secure financial position for himself (this need was dictated by the fact that Pestalozzi chose his bride - Anna Schultges - from a rich and eminent merchant family) forced him in the fall of 1767 to take up farming on the Kirschfeld estate. In the autumn of 1769, the wedding of Johann Heinrich Pestalozzi and Anna Schultges took place.
PRIVATE EDUCATIONAL INSTITUTION
HIGHER PROFESSIONAL EDUCATION
"ACADEMY OF SOCIAL EDUCATION"
Faculty of Pedagogy and Psychology
Test
By discipline"History of Education and Pedagogical Thought"
On the topic of:
«
Pedagogical views and ideas of I. Pestalozzi"
Prepared by:
Student of group 4231/03
Konovalova Yu.V.
Checked:
Ph.D. Sakhieva R.G.
Zelenodolsk 2010
Content
INTRODUCTION………………………………………………………… ……............2
1. PEDAGOGICAL IDEAS AND VIEWS OF I.G. PESTALOZZI.............3
2. PURPOSE AND ESSENCE OF EDUCATION. THEORY OF ELEMENTARY EDUCATION ………… ……………………....................... ............. ................. .5
2.1. Physical and labor education…………………………… ....8
2.2. Moral education.............................................................. .. ..............9
2.3. Mental education……………………………………………………10 3. CREATION OF PRIVATE METHODS OF PRIMARY TRAINING……...13
CONCLUSION…………………………………………………………….15
LIST OF REFERENCES……………………………………...17
Introduction
One of the first teachers of the late 18th - early 19th centuries, who with his ideas and practical experience had a huge influence on the subsequent development of world pedagogical thought, was the Swiss I.G. Pestalozzi, the founder of an influential movement in pedagogy known as Pestalozzianism.
In the history of world pedagogy, Johann Heinrich Pestalozzi (1746-1827) is known as one of the great and noble devotees of the education of the humiliated and insulted. His fame as a “people’s preacher”, “father of orphans”, and creator of a truly people’s school has rightly been strengthened.
I.G. Pestalozzi was born in Zurich into the family of a doctor and was left without a father at an early age. His mother and his devoted servant, a simple peasant woman, had a great influence on his upbringing. Pestalozzi became closely acquainted with the plight of the peasants and, from an early age, was imbued with deep sympathy for the people.
He received the usual education for that time. First he graduated from primary school at German, then - a traditional Latin school and an advanced school that prepared for higher education - a humanities college, something like a senior gymnasium, after which he studied at a higher school - Collegium Carolinum, where Protestant theologians and preachers were trained, leaving the last theological course. The main reason for this was Pestalozzi’s passion for educational and revolutionary ideas that came from France, primarily the ideas of J.-J. Rousseau, concern for the fate of the common people living in poverty and ignorance.
1. Pedagogical ideas and views of I.G. Pestalozzi
Pestalozzi's worldview was democratic in nature, but historically limited. Pestalozzi dreamed of the revival of his people, but naively believed in the possibility of changing the lives of workers through their education and upbringing. He did not understand that the social and legal inequality of people in his contemporary society was the result of existing social relations; he saw the source of people's disasters not in economic conditions, but in the lack of education.
Arguing that upbringing and education should be the property of all people, Pestalozzi considered schools one of the most important levers for the social transformation of society. The resolution of pressing social problems and fundamental social transformations will be accomplished, in his opinion, only when all of his truly human powers are awakened and strengthened in each person. This can only be done through the process of education.
The most important means of educating and developing a person, according to Pestalozzi, is work, which develops not only physical strength, but also the mind, and also forms morality. A person who works develops a conviction about the enormous importance of work in the life of society; it is the most important force that binds people into a strong social union.
Pestalozzi developed the idea of self-development of the forces inherent in every person, the idea that every human ability is characterized by the desire to emerge from a state of lifelessness and become a developed force. “The eye,” said Pestalozzi, “wants to look, the ear to hear, the leg to walk, and the hand to grab. But the heart also wants to believe and love. The mind wants to think." This human desire for physical and spiritual activity is invested in him, as Pestalozzi believed, from birth by the creator himself, and education should help him realize it.
The center of all education is the formation of human morality; “active love for people” is what should lead a person forward morally. This “active love for people” is also determined by “natural religion.” Pestalozzi had a negative attitude towards the official religion and its ministers.
Cognition, Pestalozzi argued, begins with sensory perception and ascends through the processing of ideas to ideas that exist in the human mind as formative forces, but for their identification and revitalization they need material supplied by sensations.
Pestalozzi's worldview is generally idealistic, but it was progressive in nature, as it was imbued with humanism, democratic aspirations and contained some materialist statements and dialectical positions.
A significant difference between I.G. Pestalozzi from most of his predecessors was that his pedagogical ideas he derived them from practice and tried to test their effectiveness in the activities of the educational institutions he himself opened. The first of these was a school for poor children, which he opened on his small estate Neuhof (1774-1780), then for one year he headed an orphanage in the town of Stantz (1798-1799), and finally he headed educational institutions in Burgdof (1800-1804) and Yverdon (1805-1825). The last two were boarding schools, where public school teachers were also trained. These educational institutions have gained international recognition. Many famous scientists and teachers from various European countries came to get acquainted with the experience of these schools.
Pedagogical ideas, observations and conclusions from his pedagogical work in Neuhof and Stantz I.G. Pestalozzi outlined in such widely known works as “Lingard and Gertrude” (1781-1787), “Letter to a Friend about Staying in Stanza” (1799), “How Gertrude Teaches Her Children” (1801), “Swan Song” (1826 ). As a result of reflecting on his work, he came to the conclusion that children’s desire for activity and the development of their natural powers require the maximum simplification of teaching techniques and methods in primary school.
This is how he came up with the idea of elementary (element-by-element) primary education as a tool for developing the personality of students.
2. The purpose and essence of education. Theory of elementary education
1) the powers of knowledge, consisting of a predisposition to external and internal contemplation;
2) the powers of skill, growing from the inclinations for the all-round development of the body;
3) the powers of the soul, growing from the inclinations to love, be ashamed and control oneself. A set of educational means that allows one to help a student in his natural desire for self-development was presented by the ideas of I.G. Pestalozzi about “elementary education”, which he generally referred to as “method”. The elementary education method is a specific system of exercises to develop the child’s abilities. Pestalozzi developed a system of exercises based on the following theoretical ideas:
1) a child from birth has inclinations, potential internal forces, which are characterized by a desire for development;
2) the multilateral and varied activities of children in the learning process are the basis for the development and improvement of internal forces, their holistic development;
3) the child’s activity in cognitive activity - necessary condition assimilation of knowledge, more perfect knowledge of the surrounding world.
Pestalozzi's theory of elementary education includes physical, labor, moral, and mental education. All these aspects of education are proposed to be carried out in interaction to ensure the harmonious development of a person.
2.1. Physical and labor education
Pestalozzi considered the goal of a child’s physical education to be the development and strengthening of all his physical strengths and capabilities, and the basis of children’s physical education is the child’s natural desire for movement, which makes him play, be restless, grab onto everything, and always act. Pestalozzi considered physical education to be the first type of reasonable influence of adults on the development of children. The mother, who is feeding the child and organizing his care, should already be involved in his physical development at this time. Children should be exercised and developed by performing the simplest movements that the child makes in Everyday life when he walks, eats, drinks, lifts anything. A system of such consistently performed exercises will not only develop the child physically, but also prepare him for work and develop his work skills. Great place in physical education Pestalozzi devoted military exercises, games, and drill exercises. At the Iferten Institute, all these military activities were closely combined with sports games, hiking trips and excursions around Switzerland. Physical education took place in close connection with moral and labor education. As mentioned above, the attempt to combine learning with productive work was one of the important provisions in the pedagogical practice and theory of Pestalozzi. At school, children, in his opinion (the novel Lingard and Gertrude), spend the whole day at spinning and weaving looms; There is a plot of land at the school, and each child cultivates his own beds and cares for the animals. Children learn how to process flax and wool, get acquainted with the best farms in the village, as well as handicraft workshops. During work, as well as in free hours, the teacher conducts classes with children, teaches them literacy, numeracy, and other vital knowledge. Pestalozzi emphasized the importance of labor education for the formation of a person. He pointed out that “work teaches you to despise words divorced from deeds”, helps to develop such qualities as accuracy, truthfulness, and contributes to the creation of correct relationships between children and adults and the children themselves. Properly organized physical work for children contributes to the development of their minds and moral strength. Pestalozzi envisioned creating a special “alphabet of skills” that would contain physical exercises in the field of the simplest types of labor activity: hitting, carrying, throwing, pushing, waving, wrestling, etc. Having mastered such an alphabet, the child could comprehensively develop his physical strength and at the same time, master the basic labor skills necessary for any special, professional activity. Pestalozzi sought to prepare the children of workers for the work ahead of them “in industry”, at industrial enterprises.2.2. Moral education
Pestalozzi believed that the main task of education is to form a harmoniously developed person who should take a useful part in the life of society in the future. Morality is developed in a child through constant practice in deeds that benefit others. The simplest element of moral education is, according to Pestalozzi, the child’s love for his mother, which arises from the satisfaction of the everyday needs of the child’s body. The foundations of a child’s moral behavior are laid in the family. His love for his mother gradually spreads to other family members. “Father’s house,” exclaims Pestalozzi, “you are a school of morals.” Further developmentetc.................
One of the founders of didactics of primary education, the Swiss teacher Johann Heinrich Pestalozzi (1746–1827), who completed two courses at the Carolinum Collegium, conducted active educational activities and organized a number of orphanages for children from the poorest environments, where orphans lived and studied. I.G. Pestalozzi was the author of works that reflected his pedagogical ideas: “Lingard and Gertrude”, “How Gertrude teaches her children”, “Letter to a friend about being in Stanza”, “Swan Song”.
Developing the idea of the relationship between upbringing, learning and development, the teacher proceeded from the recognition of the decisive role of upbringing in the development of a child’s personality from the moment of his birth. The essence of developmental and educational training was expressed by I.G. Pestalozzi in his theory of “elementary education,” which was intended for the primary stage of education. Elementary education implies an organization of learning in which the simplest elements are highlighted in the objects of cognition and activity, which allows one to constantly move from simple to increasingly complex, bringing children’s knowledge to possible perfection. The teacher identifies the following simple elements of cognitive activity: number (the simplest element of a number is one), shape (the simplest element of a form is a line), names of objects indicated using words (the simplest element of a word is sound).
Purpose of training I.G. Pestalozzi defines it as stimulating children’s minds to active activity, developing their cognitive abilities, developing their ability to think logically and briefly express in words the essence of learned concepts. Thus, the method of “elementary education” is a certain system of exercises to develop the child’s abilities. Pestalozzi developed this technique based on the following ideas:
1) a child from birth has inclinations, internal potential forces, which are characterized by a desire for development;
2) the multilateral and varied activities of children in the learning process are the basis for the development and improvement of internal forces and their mental development;
3) the child’s activity in cognitive activity is a necessary condition for the acquisition of knowledge and a more perfect knowledge of the world. Such developmental and educational training should facilitate the transition of children from chaotic and vague impressions to clear concepts.
Developing the idea of developmental education and elementary education, the teacher became one of the founders of formal education: he considered the subjects studied more as a means of developing abilities than as a means of acquiring knowledge.
Pestalozzi's theory of elementary education includes physical, labor, moral, and mental education. All these aspects of education are proposed to be carried out in interaction to ensure the harmonious development of a person.
At school, children, in his opinion (the novel Lingard and Gertrude), spend the whole day at spinning and weaving looms; There is a plot of land at the school, and each child cultivates his own beds and cares for the animals. Children learn how to process flax and wool, get acquainted with the best farms in the village, as well as handicraft workshops. During work, as well as in free hours, the teacher conducts classes with children, teaches them literacy, numeracy, and other vital knowledge. Pestalozzi emphasized the importance of labor education for the formation of a person. He sought to “warm the hearts and develop the minds of children.”
Pestalozzi attached broad educational significance to children's work. He pointed out that “work teaches you to despise words divorced from deeds”, helps to develop such qualities as accuracy, truthfulness, and contributes to the creation of correct relationships between children and adults and the children themselves.
Properly organized physical work for children contributes to the development of their minds and moral strength.
Pestalozzi envisioned creating a special “alphabet of skills” that would contain physical exercises in the field of the simplest types of labor activity: hitting, carrying, throwing, pushing, waving, wrestling, etc. Having mastered such an alphabet, the child could comprehensively develop his physical strength and at the same time, master the basic labor skills necessary for any special, professional activity. Pestalozzi sought to prepare the children of workers for the work ahead of them “in industry”, at industrial enterprises.
Moral education. Pestalozzi believed that the main task of education is to form a harmoniously developed person who should take a useful part in the life of society in the future. Morality is developed in a child through constant practice in deeds that benefit others. The simplest element of moral education is, according to Pestalozzi, the child’s love for his mother, which arises from the satisfaction of the everyday needs of the child’s body.
The foundations of a child’s moral behavior are laid in the family. His love for his mother gradually spreads to other family members. “Father’s house,” exclaims Pestalozzi, “you are a school of morals.”
Further development of the child's moral strength should be carried out in school, in which the teacher's relationship with children is built on the basis of his fatherly love for them.
At school, the range of social relationships of the child greatly expands, and the teacher’s task is to organize them on the basis of the student’s active love for everyone with whom he must enter into close relationships. His social connections, ever expanding, should lead to the fact that he recognizes himself as part of society and extends his love to all humanity.
Pestalozzi preferred “a living feeling of each virtue to talking about it.” He insisted that the moral behavior of children is formed not through moral teaching, but through the development of their moral feelings and the creation of moral inclinations. He also considered it important to train children in moral actions, which require self-control and endurance from them, and form their will.
Pestalozzi's moral education is closely connected with religious education. Criticizing ritual religion, Pestalozzi speaks of natural religion, which he understands as the development of high moral feelings in people.
Pestalozzi's attitude towards morality and religion is evidence of his idealistic worldview and social bourgeois limitations. Calling educators to love and humanity, he does not think about instilling in children a protest against social injustice, against the champions of evil, the oppressors of the people.
Mental education. Pestalozzi's teaching on mental education is rich and meaningful. Based on his basic idea about the harmonious development of man, he closely connects mental education with moral education and puts forward the requirement of educational training.
Pestalozzi's views on mental education are also determined by his epistemological concept, which, as already indicated, is based on the assertion that the process of cognition begins with sensory perceptions, which are then processed by consciousness with the help of a priori ideas.
Pestalozzi believes that all learning should be based on observation and experience and rise to conclusions and generalizations. As a result of observations, the child receives visual, auditory and other sensations that awaken in him thought and the need to speak.
In a person, Pestalozzi believed, ideas about the external world are initially unclear and indistinct; they need to be ordered and clarified, brought to clear concepts, made from “chaotic ones - definite, from definite ones - clear, and from clear ones - obvious.” Education, firstly, contributes to the student’s accumulation of knowledge based on his sensory experience, and secondly, develops his mental abilities. It is necessary to “intensively increase the powers of the mind, and not just extensively enrich oneself with ideas.”
Pestalozzi devoted 18 years to summing up his experience and literary work. In 1781, he completed and published his famous pedagogical novel Lingard and Gertrude. This novel was a great success, since in it the author wanted to show exactly how the life of the peasants should be rebuilt on new principles. This novel depicts the life of a village in Switzerland at a time when the centuries-old foundations of the feudal system began to collapse there and manufacturing production was already widespread. Under these conditions, the Swiss peasantry experienced an acute process of impoverishment of working farms. Pestalozzi shows in his novel 3 main groups of the peasantry: wealthy households; medium-sized and bankrupt farms.
The main character of the novel is a reasonable peasant woman, Gertrude, a teacher, a pastor and a landowner with their joint efforts to ensure that the peasants improve their financial situation, establish patriarchal relationships and lead a pious lifestyle. Gertrude set an example of maintaining a rational farming system and combined the education of her children with their work. The teacher taught at school according to the model of Gertrude. Thus, in the novel “Lingard and Gertrude” Pestalozzi outlined ways to help the peasants and at the same time showed that every mother should be able to teach children,
The novel was a great success. It has been translated into other languages. The novel clearly expresses the idealization of the landowner. But the main content of the novel reflected the aspirations of not only Pestalozzi. Dreams of a possible improvement in the lives of workers worried the minds of all the advanced bourgeois intelligentsia of that time.
The Legislative Assembly of the French Republic in 1792 awarded Pestalozzi the title of “French citizen” for his novel “Lingard and Gertrude” and for his outstanding teaching work.
