Johann Heinrich Pestalozzi
Johann Heinrich Pestalozzi was born in Zurich, Switzerland, on January 12, 1746. During his childhood, he suffered many hardships. Four of his six siblings died at an early age, and his father died when Pestalozzi was only five years old, leaving his mother to raise her three remaining children in poverty. Poor living conditions, combined with the trauma of losing her children and husband, caused his mother to devote her life to raising her children in a socially isolated, over-protective environment in which she indulged them with love and attention.
Although Pestalozzi received much attention from his mother, his overall lack of proper socialization outside his isolated environment led to awkward and inappropriate peer interaction. As a result, his peers ultimately rejected him because of his non-conformity, and he developed greater difficulties in attaining the practical skills necessary for proper socialization.
During his childhood, Pestalozzi was strongly influenced by his grandfather, Andreas Pestalozzi. The elder Pestalozzi was a minister in a small Swiss village who often spoke to the younger Pestalozzi about the poor living conditions of the Swiss lower class. He inspired in him the idea that there must be an abolition of social privileges for the wealthy. He felt that an education should be provided to all children, regardless of their social class.
Never forgetting his grandfather’s ideals, Pestalozzi studied law under the tutelage of Johann Jakob Bodmer. Bodmer and his students formed a group called “Patrioten,” in which they studied the thoughts of ancient and modern philosophers. They also discussed the social conditions in Europe at the time and how they negatively affec...
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...kes, describe his observations, analyze objects, and satisfy his natural curiosity. 5) Discipline should be performed in a loving manner. Judgment or criticism is inappropriate when a child is learning.
It wasn’t until Pestalozzi’s later years, and even more so after his death, that educators, social reformers, philosophers, politicians, and religious leaders began to understand and appreciate his work and ideas.
Bibliography
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Reese, William J., The Origins of Progressive Education; History of Education Quarterly, Volume 41, No. 1 (Spring 2001)
of water to the west of the Outer Banks of North Carolina for the Pacific
The beginning of individualism’s gradual evolution was first manifested in the Renaissance Era. The Renaissance was a ripe time ready for change. The weakening role of the Catholic Church led to an increase in power for the masses. Corruption plagued Church officials and many sought theological respite elsewhere. The reemphasis of ancient Greek and Roman texts proffered alternatives for many to satisfy their religious needs. This helped contribute to the abolishment of the Church’s imposition of its absolute truth and its claim to ultimate authority. As the church lost power, so did the political units. The bonds between church and state began to erode. Feudalism declined, hence giving rise to new political opportunity. The noble class no longer held a monopoly on the valued positions in society. Rather, one was able to pursue wealth and fame through various endeavors ranging from artist to soldier.
Foucault, M. (1977). Discipline and punish: The birth of the prison (A. Sheridan, Trans.). New York: Vintage. (Original work published 1975)
Foner, Eric. "The Progressive Era." In Give me liberty!: an American history. Seagull Fourth ed. New York: W.W. Norton & Company, 2014. 709-710; 715.
Schugurensky, D. (March 2003). History of Education – Selected Moments of the 20th Century. Retrieved March 20, 2004 from
Giovanni Bellini was born in Venice, Italy around 1430. He was the son of Jacopo Bellini, an esteemed painter at the time, and probably began his career along side his brother as an assistant in his father’s workshop. Though his artwork was influenced by many of his friends and relatives, Giovanni possessed certain qualities in his compositions which set him apart from the others. He blended the styles of both his father and brother-in-law, Andrea Mantegna, with his own subtle appreciation of color and light, the high regard he held for the detail of natural landscape, along with the very direct human empathy he placed in his painting. These components of Bellini’s personal style became foundational to the character of all Venetian Renaissance Art. Bellini later developed a sensuous coloristic manner in his work which became yet another characteristic he contributed to the Venetian Renaissance Art.
Hayes, William. "The Progressive Education Movement." The Progressive Education Movement: Is It Still a Factor in Today's Schools? N.p., Nov. 2006. Web. 12 Mar. 2014. .
The opposition to school reform and the Progressive School movement is E.D. Hirsch. Hirsch believed more in the traditional learning based system. According to Hirsch political Liberals should oppose progressive educational ideas because the...
Mann, H. (1841). Fourth annual report of the Board of Education Together with the Secretary
Arthur Bestor had the ideal that progressive education was teaching students skills that did not need to be taught in school. He wrote educational wastelands, which talked about how schools need to return to basic academic
Bartlett, S and Burton, B (2007) Introduction to education studies. 2nd ed. London: SAGE Publications Ltd.
When discipline is used correctly it can help guide somebody develop socially acceptable patterns of behavior. Discipline also teaches people about their mistakes, how to problem solve, and deal with their emotions in a correct way. Punishment is when the person who gives out the discipline, feels like the one being discipline has given a negative response to the discipline. Punishment c...
This book, Dare The School Build a New Social Order by George Counts, is an examination of teachers, the Progressive Education Movement, democracy and his idea on how to reform the American economy. The book is divided into 5 different sections. The first section is all about the Progressive Education Movement. Through this, George Counts points out many downsides and weaknesses of this ideal. He also talks about how he wants teachers to lead society instead of following it. In the second section, he examines 10 widespread fallacies. These fallacies were that man is born free, that children are born free, they live in a separate world of their own, education remains unchanged, education should have no bias, the object of education is to produce professors, school is an all-powerful educational agency, ignorance rather than knowledge is the way of wisdom, and education is made to prepare an individual for social change.
Dewey, John, and Reginald D. Archambault. John Dewey on education; selected writings.. New York: Modern Library, 1964. Print.