A student's history of educationGraves, Frank Pierrepont
History
A student's history of education
Graves, Frank Pierrepont
Education -- History
[Sidenote: Development from within and the child were emphasized by
Froebel;]
[Sidenote: development from without and methods, by Herbart.]
For there were two very definite aspects to Pestalozzi’s positions,
which may at first seem opposed to each other, but are not necessarily
contradictory. On the one hand, Pestalozzi seems to have held that
education should be a natural development from within; on the other,
that it must consist in the derivation of ideas from experience with
the outside world. The former point of view, which is apparent in
his educational aim and definition of education (see p. 285), would
logically argue that every characteristic is implicit in the child
at birth in the exact form to which it is afterward to be developed,
and that the teacher can at best only assist the child’s nature in the
efforts for its own unfolding. This attitude Pestalozzi apparently
borrowed from the psychology implied in Rousseau’s naturalism. The
other conception, that of education as sense perception, which is
evident in Pestalozzi’s observational methods (see p. 286), depends
upon the theory that immediate and direct impressions from the outside
are the absolute basis of all knowledge, and holds that the contents
of the mind must be entirely built up by the teacher. Some such naïve
interpretation has been common since speculation began, especially
among teachers, and had been formulated before Pestalozzi’s day by
Locke, Hume, and others. In the main, Froebel took the first of these
Pestalozzian viewpoints and rarely admitted the other, but the latter
phase was developed by Herbart to the almost total disregard of the
former. Hence we find that the one educator lays emphasis upon the
child’s development and activities, and the other concerns himself
with method and the work of the teacher. The original contributions of
both reformers to educational practice, however, were large, and are
deserving of extended description.
[Sidenote: Interest in philosophy, Greek, and mathematics.]
[Sidenote: Development of his pedagogy through tutorial experience.]
Public-domain text, read in full here on John Shaqi.
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