Реферат “J.H. Pestaloazi”

INTRODUCTION

Actuality of theme. Johann Henry Pestalozzi (1746-1827) was a Swiss educational reformer who is widely considered one of the founding parents of modern education. He believed that education was the key to social reform and advocated a more humanistic approach to teaching, which took into account the individual needs of each student.

Pestalozzi ideas have greatly influenced his experience, growing in poverty and his work with orphans and abandoned children. He believed that all children, regardless of their social status or abilities, have the potential to learn and that it was the responsibility of teachers to create an environment that raised this potential. Pestalozzi approach to education focused on the development of the whole child, including their physical, emotional and intellectual well -being. He emphasized the importance of practical training and the use of specific objects and experience of real life to teach abstract concepts.

Pestalozzi also believed that education should be accessible to all, including girls and children from lower social classes, and he created several schools and educational institutions throughout his life to put his ideas into practice. Pestalozzi ideas have a deep impact on modern education and continue to influence teaching methods around the world. His emphasis on students’ learning, experienced education and development of the whole child remains the basic principles of education today.

 MAIN PART

1. Life and activity of Pestalozzi

Pestalozzi was born in Zurich, a doctor of a doctor. Having lost his father early, he was brought up by his mother and a family devoured by a maid from the peasants. He received his education in his hometown in elementary, then in Latin high school and finally in a higher educational institution of the humanitarian direction. The advanced student youth, to whom Pestalozzi belonged, organized a circle of patriots who were influenced by the ideas of French enlighteners, and especially Rousseau. The members of the mug were dealing with officials who abused the authorities and oppressed the people, they sought to conduct bourgeois-democratic reforms in Switzerland. The Zurich authorities were briefly arrested by several active members of the mug, including Pestalozzi [1].

Leaving the prison, Pestalozzi, without completing his education, settled in the village, in the estate of Neugoff, to organize exemplary agriculture, which could clearly show the peasants how to improve their position. But this utopian plan, of course, ended, and Pestalozzi began to look for new ways to use their forces in favor of the people. In 1774, he organized a “poor institution” in Neugofe, in which he gathered several dozen poor children of different ages, including preschool. Pestalozzi taught their reading, letter and account. The children worked on an agricultural farm, in spinning and weaving workshops. Pestalozzi selflessly gave in work in the shelter, and later he wrote: “I lived for years in a circle of more than fifty poor children: I shared my bread with them in poverty; I lived like a beggar in order to teach beggars to live humanly. “

To organize “institutions for the poor”, Pestalozzi suggested that as a result of the joining of training with work in children, physical and mental forces would be stolen and later they will be able to create the necessary life conditions. The desire of Pestalozzi to improve life through the upbringing and education of children, without fluctuating the foundations of existing system and private property rights, was, of course, utopian, but the very idea of creating educational institutions in which children’s education would be combined with their work in agriculture and industry, was Very important and promising [1].

The upbringing of children in a neuugophic shelter has, however, significant disadvantages. The combination of training with productive work was purely mechanical in nature: the children were split and at the same time monitored that the teacher wrote on the board. In such an organization of classes, they could not gain deep knowledge. In addition, Pestalozzi mistakenly thought that his institution for the poor would be able to exist on the basis of self -pay, that is, the sale in the markets of child labor. But in the conditions of market element and competition, this would only be possible if the children worked with extraordinary stress of all physical strength. Pestalozzi was also a fundamental opponent of the exploitation of child labor, so this idea was also irrelevant.

After Pestalozzi exhausted his personal means on the content of the shelter, he was forced to close it in 1780. In the following years, Pestalozzi wrote a social novel “Lygard and Gertrude”, where in a literary form he expressed his cherished dreams about eradicating folk misfortunes through properly delivered upbringing. The novel, whose ideas were in harmony with the moods of advanced people, made the writer’s name very popular. In 1792, Pestalozzi among 18 prominent foreigners was recognized as worthy of the legislative assembly of the revolutionary France of the honorary title of French citizen as a person who served as a will.