Chapter 4: Pioneers of Modern Teaching.ppt

AGA INSTITUTE
Foundations of Education
Year 401, Semester 1
Lecturer: MR. VATH VARY
Chapter 4:
Pioneers of Modern
Teaching
• Email: varyvath@gmail.com
• Tel: 885 17 471 117

Introduction
schools
curriculums
Methods of
instruction
child depravity theory:
insisted that children
are born with a
tendency to evil and
that this inclination to
misbehavior could be
exorcised by
authoritarian teachers.
naturalistic theory:
argues that
children are
naturally good and
that nature
provides the cues
for their education.
examines how the leading educational
pioneers constructed their philosophies
and theories of education

Focus Questions of Chapter 4
 Who qualifies as an educational pioneer? Can this pioneer
contribute to my ideas about teaching and learning and to
the construction of my philosophy of education?
 How did the pioneers develop their ideas about education?
Can I use their ideas in constructing my own philosophy of
education?
 How did they redefine knowledge, education, schooling,
teaching, and learning and the purposes of education?
Have their ideas caused me to redefine my ideas about
these areas?
 Which ideas or practices from the pioneers are present in
today’s teaching and learning? Are these ideas present in
pre-service teacher preparation and in classroom practice?
 How can I relate the pioneers to other mentors—teachers,
parents, and peers—who influenced my ideas about what
it means to be a teacher?
MR. VATH VARY

Jan
Komensky
Commenius
(Czech)
1592-1670–
17th century
 A bishop/pioneering peace/multicultural
educator lived during post-reformation–
religious wars between Catholics and Protestants;
Self-imposed exile
 Philosophy: constructed pansophism to
cultivate universal understanding and
peace among people, hoping to end
religious intolerance
 Rejected child depravity,
 but respected children’s needs and
development (skill, subject, lessons ...)
 and emphasize children’s readiness
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Principles of Teaching and Learning
(1) use objects or pictures to illustrate
concepts;
(2) apply lessons to students’ practical lives;
(3) present lessons directly and simply;
(4) emphasize general principles before
details;
(5) emphasize that all creatures and objects
are part of a whole universe;
(6) present lessons in sequence, stressing
one thing at a time;
(7) do not leave a specific subject until
students understand it completely.
Commenius
(Czech)
1592-
1670–17th
century
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Jan Komensky (Commenius) 1592-1670
Purpose of Education:
Relate education to
children’s natural
growth and
development;
contribute to peace
and understanding
Curriculum:
Vernacular
language, 3Rs,
religion,
history, Latin;
universal
knowledge
Methods of
Instruction:
Based on
readiness and
stages of human
growth; gradual,
cumulative,
orderly; use of
objects
Role of the Teacher:
A permissive
facilitator of learning;
bases instruction on
child’s stages of
development
Significance:
Developed a
more humane
view of the
child; devised
an educational
method
incorporating
sensation
Influence on
Today’s
Schools:
Schools
organized
according to
children’s stages
of development
MR. VATH VARY

Jean-
Jacques
Rousseau
(Swiss-French
Theorist)
(1712-1778–
18th century)
 lived during the 18th-century Age of
Reason, before the American and French
Revolutions.
Attacked child depravity and book-
dominated education.
Believed that the instincts and needs of
children are naturally good.
Educational philosophy was conveyed
through his novel, Emile–the story of a boy’s
education from infancy to adulthood.
 Educating children with five stages of human development
infancy, childhood, boyhood, adolescence, and youth.
 Each stage set its own conditions for readiness to learn
and led to the next stage:
MR. VATH VARY

Jean-
Jacques
Rousseau
(1712-1778)
 Infancy (aged birth to 5)
 begin to construct initial impression of reality; learn directly by
using his senses to examine the objects in the environment.
 Childhood (aged 5 to 12)
 Construct own personal self-identity with actions producing either
painful or pleasurable consequences; continue to use his senses to
learn more about the world. Calling the eyes, ears, hands, and feet
the first teachers. Refrain from introducing books
 Boyhood (aged 12 to 15)
 Learn natural sciences, geography, a manual trade, carpentry, to
connect mental and physical work.
 Adolescence (aged 15 to 18)
 learn about the broader world of society, government, economics,
and business. Visits to museums, theaters, art galleries, and
libraries cultivate his aesthetic tastes.
 Youth (aged 18 to 20)
 Expand his horizons by visiting Paris and the major European
countries.
MR. VATH VARY

Jean-
Jacques
Rousseau
(1712-
1778)
Education and Schooling
 Rousseau’s key ideas in formulating his
philosophy of education:
(1) childhood is the natural foundation for
future human development;
(2) children’s natural interests and
instincts will lead to a more thorough
exploration of the environment;
(3) human beings, in their life cycles, go
through necessary stages of
development;
(4) adult coercion has a negative impact
on children’s development.
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Jean-Jacques Rousseau (1712-1778)
Purpose of
Education:
Create a learning
environment that
allows the child’s
innate, natural
goodness to
flourish
Curriculum:
Nature; the
environment
(from child’s
interest and
need)
Methods of
Instruction:
Reliance on
sensation;
experience
with nature
Role of the
Teacher:
Tutor; Assists
nature, rather
than imposing
social
conventions on
the child
Significance:
Led a Romantic revolt
against the doctrine of
child depravity; a
forerunner of child-
centered progressivism
& constructivism–children
should learn from their direct
interaction with the environment
Influence on
Today’s
Schools:
Permissive
schooling based
on child freedom;
homeschooling

Johann
Heinrich
Pestalozzi
(Swiss educator)
(1746-1827)
Early 19th century
 Lived during the Industrial Revolution in
Europe and America
 Pestalozzi with Rousseau`:
believed that people are naturally good
but spoiled by a corrupt society.
 developed schools, loving families:
 emphasized the relationship between families
and schools
 nurtured children’s holistic nature
 Philosophy: group-based instruction through senses
by which children learn in an unhurried manner and
in a caring environment.
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Johann
Heinrich
Pestalozzi
(1746-1827)
 Principles of Teaching and Learning:
 General method: created a permissive and emotionally
healthy homelike learning environment that had to be in
place before more specific instruction occurred
 Special method–object lesson: stressed direct sensory
learning.
 In Special method, children
 studied the common objects in their environment—plants,
rocks, artifacts, and other objects
 determine the form of an object, draw, trace, count, and
name them
 learned the form, number, and name or sound related to
objects.
 Then moved gradually from these object lessons to
exercises in drawing, writing, counting, adding, subtracting,
multiplying, dividing, and reading.
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Johann
Heinrich
Pestalozzi
(1746-1827)
Pestalozzi’s Instructional
strategies:
Teachers should
 (1) begin with concrete objects before introducing
abstract concepts;
 (2) begin with the learner’s immediate environment
before dealing with what is distant and remote;
 (3) begin with easy and simple exercises before
introducing complex ones;
 (4) and always proceed gradually an cumulatively.
 Education and Schooling
 based learning on natural principles and stressed the
importance of human emotions with group-based instruction.
 Slow, precise learning in a loving environment
MR. VATH VARY

Pestalozzi Teaches Students at His
Institute at Burgdorf, Switzerland
©2014 Cengage Learning.
All Rights Reserved.
MR. VATH VARY

Johann Heinrich Pestalozzi
(1746-1827)
Purpose of Education:
Develop the human
being’s moral, mental,
and physical powers
harmoniously; use sense
perception in forming
clear ideas
Curriculum:
Object
lessons;
form,
number,
sound
Methods of
Instruction:
Reliance on
sensation; object
lessons; simple to
complex; near to
far; concrete to
abstract; group-
based instruction
Acts as a loving
facilitator of learning
by creating a homelike
school environment;
skilled in using the
special method
Significance:
Devised on
educational
method that
changed
instruction in
elementary
school
Influence on
Today’s
Schools:
Schooling
based on
emotional
security and
object learning
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Johann
Friedrich
Herbart (German
professor of philosophy
and psychology)
(1776-1841)
Mid-19th century
 developed an educational method that systematized
instruction and encouraged the moral development of
students.
Principles of Teaching and Learning:
 Interest Development:
 Interest: a person’s ability to bring and retain an idea in
consciousness.
 Ideas related to each other formed a network: apperceptive mass:
a large mass or network of ideas generated a great number of
interests.
 Teachers introduced students to an increasing number of ideas
and to help them construct relationships between ideas.
 Moral development
 emphasized the humanistic studies: history and literature –as rich
sources of moral values, dominated by Greek and Latin languages.
By studying the lives of great men and women, students could
discover how people made their moral decisions
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Johann
Friedrich
Herbart
(1776-1841)
Education and schooling
• Systematized teaching into a precise sequence of
five steps.
• Preparation:
• prepare students for the information that is
going to be taught
• Presentation:
• clearly present the new concept
• Association:
• new concept is compared and contrasted
to previous knowledge
• Generalization:
• principles are formed that combine new
and previous learning
• Application:
• exams and exercises to assess mastery
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Johann Friedrich Herbart
(1776-1841)
Purpose of
Education:
Develop
many-sided
interests and
moral
character
Curriculum:
Academic and
humanistic
studies: history
and literature
Methods of
Instruction:
Systematic
organization of
instruction:
preparation,
presentation,
association,
generalization,
application
Role of the
Teacher:
A well-prepared
professional who
follows the
prescribed
sequence in
teaching
Significance:
Devised an education
method that stressed
sequential
organization of
instruction and moral
character
development
Influence on Today’s
Schools:
Teacher preparation
based on a prescribed
method and entry of
history and literature into
curriculum as a moral
core
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Friedrich
Froebel
(German
pioneering early
childhood
educator or
nationalist)
(1782-1852)
19th century
 Founded the kindergarten–children’s garden
 His educational philosophy was eclectic– Idealism &
nationalism
Kindergarten:
 a prepared, permissive environment in which children
could externalize their interior spirituality through
self-activity.
 Use as follows:
 games, play, songs, stories, and crafts
 gifts objects: spheres, cubes and cylinders
 Occupations: clay, sand, cardboard, and sticks
 could be manipulated and shaped into castles, cities,
and mountains (construction activities)
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Friedrich Froebel
(1782-1852)
Purpose of
Education:
Develop the
latent spiritual
essence of the
child in a
prepared
environment
Curriculum:
Songs, stories,
games, gifts,
occupations
Methods of
Instruction:
Self-
activity;
play;
imitation
Facilitates children’s
growth (readiness
and needs)
;avoids introducing
academic subjects
Significance:
Created the
kindergarten, a
special early
childhood learning
environment; grows
into international
movement.
Influence on
Today’s
Schools:
Preschools
designed to
liberate the
child’s
creativity
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Herbert
Spencer
(English Social
Theorist)
(1820-1903)
19th century
 Spencer’s ideas about education were
influenced by Charles Darwin’s theory of
evolution:
 the fittest individuals of each generation survived
because of their skill, intelligence, and adaptability,
 while the unfit individuals who were lazy, stupid,
or weak would slowly disappear.
 School: competition within the classroom and
between schools
 Opposed public schools because he feared
they would lead to mediocrity
 Competition would improve the human race and
bring about gradual but inevitable progress
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Herbert
Spencer
(1820-1903)
 Defined Nature as the law of the jungle and the survival of the
the fittest.
 Utilitarian Education – focuses on survival skills finding in
Science and Technology–preparing students to be efficient
producers in a competitive industrialized society
 Spencer’s five types of activities in the curriculum:
 (1) self-preservation activities, which are basic to all other
activities;
 2) occupational or professional activities, which make a
person economically self-supporting;
 (3) child-rearing activities;
 (4) social and political participation activities;
 and (5) leisure and recreation activities.
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Herbert Spencer
(1820-1903)
Purpose of
Education:
Enable human
beings to live
effectively,
economically,
and scientifically
Curriculum:
Practical,
utilitarian,
and
scientific
subjects
Methods of
Instruction:
Reliance on
sensation and
the scientific
method;
activities
Role of the
Teacher:
Organizes
instruction in
basic activities
Significance:
A leading
curriculum
theorist who
stressed scientific
knowledge
Influence on
Today’s
Schools:
Schooling that
stresses scientific
knowledge and
competitive values
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John
Dewey
(American
philosopher)
(1859-1952)
Early–
twentieth-
century
 Pioneer of an Experimentalist philosophy of
education: its three elements:
 Progressive social reform,
 Darwin’s theory of evolution,
 and Einstein’s theory of relativity
 Director of the University of Chicago
Laboratory School, where he developed
pragmatism
 Uses scientific method as part of problem solving.
 Children as socially active human beings eager to
explore and gain control over their environment
 Children learn how to think reflectively and to direct
their experiences in ways that lead to personal and
social growth.
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John
Dewey
(1859-
1952)
Scientific Method:
1) The learner, involved in a “genuine
experience,” encounters a problem that truly
interests him or her.
2) Within this experience, the learner locates and
defines the problem.
3) The learner acquires the information needed to
solve the problem by reading, research,
discussion, and other means.
4) The learner constructs possible, tentative
solutions that may solve the problem.
5) The learner chooses a possible solution and
tests it to see if it solves the problem. In this
way, the learner constructs and validates his or
her own knowledge.
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John
Dewey
(1859-
1952)
 Supported cooperative group activity for improving social
intelligence.
 School and society are closely connected
 Education as instrument of social progress, Dewey said:
 (i) the educational process has no end beyond itself; it is its own
end;
 (ii) the educational process is one of continual reorganizing,
reconstructing, transforming.”
Three levels of curriculum:
 organized into constructive, experimental, and creative
activities and processes:
 project–when children explore their environment and put their
ideas into concrete form; development of senses and physical
coordination
 space and time–history and geography–opportunities for children to
make and do things based on their interests
 Science–biology, chemistry, and social studies–as resources in
problem solving–encouraging students to formulate, examine, and
test their ideas by acting on them
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John Dewey
(1859-1952)
Purpose of
Education:
Contribute to the
individual’s
personal, social,
and intellectual
growth
Curriculum:
Making and
doing; history
and
geography;
science;
problems
Methods of
Instruction:
Problem
solving
according
to the
scientific
method
Role of the
Teacher:
Creates a
learning
environment
based on
learners’ shared
experiences
Significance:
Developed the pragmatic
experimentalist philosophy
of education; expanded
progressivism focusing on
child’s need and interests;
Hands-on or process-
oriented approach, and
Collaborative learning
Influence on
Today’s
Schools:
Schooling that
emphasizes
problem solving
and activities in a
context of
community
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Jane
Addams
(American)
(1860-1935)
First half of
twentieth
century
 a leader in social work; a supporter of the peace
movement and women’s rights;
 a pioneer of modern multicultural, international, and
women’s education.
 developed socialized education,
 influenced by progressivism and pragmatism
 based her educational theory on her efforts to
improve the living and working conditions of
immigrants in Chicago and to mobilize women to
work for social and educational reforms.
 OPPOSED GENDER/IMMIGRANT RESTRICTION:
 She wanted women to define their own lives, to
choose their own careers, and to participate fully in
politics, society, and education.
 immigrants learned how to obtain jobs, pay rent, find
health care, and educate their children
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Jane
Addams
(1860-1935)
Addams
saw the effects of urbanization,
industrialization, and technology on
society.
recognized that education needed to
assume broader social purposes.
 Promoted multicultural education–believing
that cultural diversity could coexist with and
contribute to America’s broad common
culture and build connections with societies
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Jane Addams
(1860-1935)
Purpose of
Education:
Assimilate
immigrants into
American
society while
preserving their
ethnic cultural
heritages
Curriculum:
Wide range of practical
skills for life in urban
centers; connects
between child’s
immediate
environment and
society; consists of the
history, customs, songs,
crafts, and stories of
various ethnic and racial
groups along with arts
and sciences and problem
solving
Methods of
Instruction: Begin
with learner’s
neighborhood,
culture, and
social realities and
social realities and
connections
Role of the
Teacher:
Engages in a
mutual learning
experience with
students; a social
worker to
promote social
well-being
Significance:
Developed a
progressive
theory of urban
and
multicultural
education
Influence on
Today’s
Schools:
Respect for cultural
diversity and
pluralism in a
shared American
cultural context; as
multi-functional
agencies to
promote a sense of
community;
teaching has a
social justice
mission

Maria
Montessori
(Italian educator)
(1870-1952)
Late nineteenth-
and early twentieth
century
 a graduate of the University of Rome and the
first woman in Italy to earn a doctor of
medicine degree
 Italian educator, physician and pioneering
women’s educator
 developed an internationally popular
approach to early childhood education
 Recognizing children’s early experiences that
have an important influence on their later lives.
 Fashioned a “specially prepared environment”
that featured methods, materials, and
activities based on her observations of
children.
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Maria
Montessori
(1870-1952)
 3 major activities of Montessori’s curriculum:
 Practical activities:
 Set the table, serve a meal, wash dishes, type and
button clothing, and practice basic manners and
social etiquette
 Repetitive exercises developed Sensory activities
and muscular coordination:
learned the alphabet by tracing movable
sandpaper letters;
learned to write and then learned to read.;
used colored rods of various sizes and cups to
learn counting and measuring
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Maria
Montessori
(1870-
1952)
 The Montessori school designed preplanned
teaching (didactic) devices and materials to
develop children’s practical, sensory, and
formal skills.
Examples included lacing and buttoning
frames, weights, and packets to be
identified by their sound or smell.
children use the Montessori apparatus in
a prescribed way to acquire the desired
skill mastery, sensory experience, or
intellectual outcome.
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Children in Montessori Schools Use Didactic
Materials in an Environment Prepared to
Encourage Learning

Maria
Montessori
(1870-
1952)
Influence on today’s educational practices:
 Emphasis on the formative power of early
childhood education over a person’s lifelong
adult development:
(1) concept of sensitive periods
When children are ready to work with materials that
are especially useful in sensory, motor, and cognitive
learning
(2) belief that children are capable of
sustained self-directed work in learning a
particular skill
(3) Emphasis on school as part of the
community and importance of parent
involvement and support
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Maria Montessori (1870-1952)
Purpose of
Education:
Assist children’s
sensory,
muscular, and
intellectual
development in a
prepared
environment
Curriculum:
Motor and
sensory
skills;
preplanned
materials
Methods of
Instruction:
Spontaneous
learning;
activities;
practical,
sensory, and
formal skills;
exercises for
practical life.
Acts as a facilitator or
director of learning by
using didactic
materials in a
prepared environment
Significance:
Developed a
widely used
method and
philosophy of
early childhood
education
Influence on
Today’s
Schools: Early
childhood
schooling that is
intellectually
and
developmentall
y stimulating
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Jean
Piaget:
(Swiss
psychologist)
(1896-1980)
Twentieth-
century
 Pioneer of children’s cognitive, moral, and
language development.
 used clinical observation to discover how
children construct and act on their ideas.
 Children construct their concepts of reality
through active exploration of their environment
 intelligence develops through a series of stages
that connect with children’s mental structures
and operations at particular ages.
 Each stage determines children’s readiness for
new and higher-order learning experiences
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Jean
Piaget
(1896-
1980)
Stage-Learning Theory of Cognitive Development
 Sensorimotor, aged from birth-2:
 Learn by actively exploring surrounding environment, using their
senses—their mouths, eyes and hands and mostly nonverbal;
construct basic concepts of space, time, and causality at the visual,
auditory, tactile, and motor levels
 Preoperational , aged 2-7:
 Combine exploration with speech ; understand concepts of space,
time, and cause-and-effect relationships beyond the immediate
situation. Reconstruct concepts by grouping and naming objects; use
signs and symbols to represent their ideas and experiences
 Concrete-Operational, aged 7–11: (elementary school)
 Begin and use thinking mathematically and logically; good at
recognizing and using size, length, and weight in an abstract, complex
level; deal with clock and calendar time, map and geographical space,
and experimental cause and effect.
 Formal-Operational, aged 11- adulthood:
 Learn complex processes and use multivariate thinking; understand
and interpret space, historical time, and multiple cause-and-effect
relationships; use scientific method to explain reality

Jean
Piaget
(1896-
1980)
 Emphasized Environment as children’s
setting for learning directly or informally
 Interacting with the environment, children
actively create meaning by constructing
and reconstructing ideas about reality
CONSTRUCTIVISM
(background knowledge + new knowledge
= a newer better idea)
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Jean Piaget (1896-1980)
Purpose of
Education:
Organize education
in terms of children’s
patterns of growth
and development
Curriculum:
Concrete
and formal
operations
Methods of
Instruction:
Individualized
programs;
exploration
and
experimentati
on with
concrete
materials
Organizes instruction according
to stages of cognitive
development:
1. Encourage children to
explore and experiment.
2. Individualize instruction so
that children can learn at their
own level of readiness.
3. Design the classroom as a
learning center stocked with
concrete materials that children
can touch, manipulate, and use.
Significance:
Formulated
a theory of
cognitive
development;
generated
revolutionary
changes
in early
childhood and
elementary
education,
Influence on
Today’s
Schools: Schooling
organized around
cognitive
developmental
stages

Paulo Freire
(Brazilian)
(1921-1997)
Late twentieth
century
 A genuine educational reformer and pioneer
 Freire worked on a LITERACY campaign for
impoverished, illiterate peasants in Brazil.
 Freire defined literacy more than learning to read and
write, but to raise people’s consciousness about
conditions of their lives, especially those that exploited
and marginalized them
 and made them critically aware of the social, political,
and economic conditions and contradictions that affect
their lives.
 Freire developed: philosophy/theory of liberation
pedagogy
 designed to empower people to resist and
overcome oppression
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Paulo Freire
(1921-1997)
Principles of Teaching and
Learning
 Real learning takes place as teachers
and students engage in an open and
ongoing dialogue
 Students must study their own life
stories and the collective histories of
their racial, ethnic, language, economic,
and social groups, identifying those
conditions and persons who limit their
freedom for self-definition.
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Paulo
Freire
(1921-1997)
 curriculum/instruction: either
indoctrinate students or empowers
them to engage in self-liberation
Opposes “teacher talk” and
Teacher-talking–student-listening as
Banking Method
 Teachers: need to develop a critical
consciousness of the real power
relationships in the schools and of
the conditions that affect their
students.
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Paulo Freire (1921-1997)
Purpose of
Education:
Raise
consciousness
about
exploitative
conditions
Curriculum:
Literary
circles and
critical
dialogue
Methods of
Instruction:
Use of
personal and
group
autobiographi
es
Role of the
Teacher:
Stimulates
awareness of
real conditions
of life
Significance:
Formulated a theory and
praxis of critical
consciousness; shifted a
concept of transmitting
information to discovering
one’s identity and meaning
in a world that needs to be
made more equitable,
humane, and just
Influence on
Today’s
Schools:
Influenced critical
theory and
liberation
pedagogy

Chapter 4: Pioneers of Modern Teaching.ppt

Chapter 4: Pioneers of Modern Teaching.ppt

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