Child-centred education: 1
Notes from a run inward progress.
Insight into the truthful value of the kid tin last traced dorsum to Christ, though it has to last said it remained mainly implicit during almost of the succeeding centuries, too earlier the eighteenth century childhood was oftentimes considered only a phase of weakness too immaturity to last got through equally speedily equally possible. We'll come upward dorsum to the kid afterward inward this series. The modern menstruum saw a transformation of educational theory too practice. In the wake of Jean-Jacques Rousseau (d. 1778) too the Romantics, almost developments reverberate a greater honour for the nature too natural evolution of the child. Rousseau himself – non a swell educator, but a considerable influence through his novel Emile – believed inward the natural goodness too value of the child,
wanted teaching to last adapted to each novel developmental stage, too placed swell emphasis on the importance of the child’s activeness or active interest inward the process. We tin draw his influence through several of the best-known educationalists of the succeeding centuries – though nosotros tin too run into on all sides the bad fruits of an educational approach that centred itself so exclusively on the kid that the tradition of Western civilisation began to founder too last lost. Let us examine some illustration figures, too what tin last learned from them.
wanted teaching to last adapted to each novel developmental stage, too placed swell emphasis on the importance of the child’s activeness or active interest inward the process. We tin draw his influence through several of the best-known educationalists of the succeeding centuries – though nosotros tin too run into on all sides the bad fruits of an educational approach that centred itself so exclusively on the kid that the tradition of Western civilisation began to founder too last lost. Let us examine some illustration figures, too what tin last learned from them.
A century after Rousseau, Friedrich Froebel (d. 1852) is best known for the kindergarten, which was conceived equally the centre of an interactive educational procedure based around the activeness of the immature child. For Froebel (influenced past times his experiences amongst the remarkable Swiss pedagogue Johann Heinrich Pestalozzi, who believed that children accept an innate wishing to learn), the “game” is the typical shape of life inward childhood, and play is the fundamental to education, capable of laying enterprise foundations for the adult personality. (“Play is the highest facial expression of human evolution inward childhood, for it lone is the gratis facial expression of what is inward a child's soul.”) Children inward the kindergarten would typically acquire through song, dance, gardening too the role of geometrical too other patterned blocks too toys – known equally the Froebel “Gifts”. These correspond the basic edifice blocks of the universe too the symmetry of the child’s ain soul.
Whereas Rousseau was a freethinker too Froebel from a Lutheran background, Don Bosco (d. 1888) was an Oratorian priest too became a Catholic saint. His approach was akin to theirs inward some ways, too yet too rather different. Loving children really much, he was to a greater extent than concerned than Rousseau amongst their fragility too moral danger, too his educational philosophy was intended to attain “good Christians too honest citizens” – skillful citizens on globe inward lodge to acquire skillful citizens inward heaven. Nature too grace are non opposed, but interpenetrate for the sake of a terminal finish that could last called the supernatural fulfillment of the natural. Education must thence serve the supernatural dignity too destiny of the child, allowing it to flower inward the social dimension.
Whereas Rousseau was a freethinker too Froebel from a Lutheran background, Don Bosco (d. 1888) was an Oratorian priest too became a Catholic saint. His approach was akin to theirs inward some ways, too yet too rather different. Loving children really much, he was to a greater extent than concerned than Rousseau amongst their fragility too moral danger, too his educational philosophy was intended to attain “good Christians too honest citizens” – skillful citizens on globe inward lodge to acquire skillful citizens inward heaven. Nature too grace are non opposed, but interpenetrate for the sake of a terminal finish that could last called the supernatural fulfillment of the natural. Education must thence serve the supernatural dignity too destiny of the child, allowing it to flower inward the social dimension.
Bosco rejected the repressive or preventive approach to teaching inward favour of an approach based on friendship, appealing straight to the pump too to the innate wishing for God (“reason, organized religious belief too loving-kindness” was i formulation, “cheerfulness, study, too piety” another). His pedagogy made role of music, theatre, comedy, walks too excursions – all inward the tradition of St Philip Neri, the Oratory’s founder. Though this approach is withal “child-centred”, it places a swell responsibleness on the somebody of the educator, since the immature somebody is non expected to flourish naturally inward this populace without a human relationship that offers personal attending too genuine love. But inward this context, if such a human relationship tin last established, grace is able to current too the evolution of reasonableness, imagination, empathy too conscience is much to a greater extent than secure. It is a variety of partnership.
Coming: Waldorf Schools, Montessori, Giussani.
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