The document describes the naturalistic pedagogical model. It originated in the 19th century from new conceptions in European biological sciences. The model values freedom and individuality and focuses on the student's spontaneous development through experiences. It considers self-evaluation to be the only possible form of evaluation. Key aspects include viewing education as a natural process not imposed from outside, and creating an environment that facilitates a child's natural development.

1. RAQUEL PALMA
ESCUELA DE IDIOMA
PLURILINGUE
MODEL PEDAGOGIC NATURALISTIC

2. MEMBERS:
Chiriboga Alondra
Palma Raquel
Reyes Juan Carlos
Sáenz Mónica
MODEL PEDAGOGIC NATURALISTIC

3. MODEL PEDAGOGIC NATURALISTIC

4. MODELPEDAGOGIC
NATURALISTIC
is based in the fellow's internal
potentialities
respects and values the student's
spontaneous development through
her vital experiences and her desire
of learning
has two fundamental values that
are freedom and individuality
puts special attention in the person
considers that the only possible
evaluation is the autoevaluation

5. ORIGINS
• This model originates to half of the
XIX century a new conception she
appears in Europe focused to the
biological sciences. This period is also
characterized by the theoretical
investigation on the childhood from
different disciplines.

6. In France this model
Called himself
Positivism
And Naturalism, their
representatives were
Augusto Comté,
Renán, Claude
Bernand, Tainne,
Littré and Him Dantec;

7. in Germany it was
denominated
Materialism,
represented by
Feuerbach, Strauss and
Vogt;

8. In England called himself Evolutionism, being their main
characters
J. Stuart Mill, Darwin and H. Spencer;

9. And in Italy:
Lombroso,
Sergi and Ardigo appear.

10. Features Naturalismo

11. 1.- Absolutization
of nature as
supreme principle:
for everything real
naturalism is
natural and all
natural things are
real.

12. 2.- Nature is
conceived as the
totality of physical
reality, excluding any
other possible
realities.

13. 3.- Denial of
nature-spirit
duality.

14. 4.- Naturalism has
been generally linked
to a materialist
conception of reality,
and that difference of
objective idealism
and idealism of
freedom.

15. 5.- Another
feature, nature is
conceived as a set
of processes
regulated by strict
laws and
mechanical
quantities: mass,
energy, density,
inertia, etc.

16. 6.- Naturalism
denies the natural-
supernatural duality.

17. 7.- The naturalism is a
man to be fully
settled in himself and
that in itself comes
into its own.

18. NATURAL LEARNING
PROCCESS

19. EDUCATION IS A NATURAL
PROCCESS, IS A DEVELOPMENT
THAT COMES INTO BEINS AND IT
IS NOT AN IMPOSITION.

20. NATURALIST
PEDAGOGICAL MODEL

21. THE APPROACH STEMS
FROM THE NATURALISTICS
CONCEPTIONS OF
GHILDREN
DEVELOPMENT, THE
PRINCIPLES ARE THE
SOURCE AND PURPOSE OF
TEACHER TRAINING.

22. 5. THE NATURALISM IS
AN ANSWER TO THE
QUESTION OF THE
POSITION OCCUPIED BY
MEN IN THE WORLD.

23. THE NEW PEDAGOGY

24. RESEARCH OF THE
NATURE OF THE CHILD,

25. CREATE AN
ENVIORONMENT THAT
FACILITATES THAT
DEVELOMPMENT

26. RESEARCH TO PROMOTE
TEACHER´S
EXPERIMENTAL
ATTITUDE IN PRACTICE

27. ROUSSEAU
NATURAL
PEDAGOGY

28. TYPES OF EDUCATION
POSITIVE EDUCATION:
Create
NEGATIVE EDUCATION:
Improve

29. STAGES OF EDUCATION
NATURE: Develop inner
of our skills
MEN: They teach how
to use what nature
has given to us

30. PHASES OF EDUCATION1-5: Physical development
5-10: senses development
throught the experiences
10-15: intelectual life
development
15-20: moral and religion

31. POSITIVE AND
NEGATIVE ELEMENTSPositive:
 Focus on
personality of
children
 Educational
activism

32. Negative:
 Reject to the
culture
 Contradiction
between human
goodness and
evilness

33. END