Pestalozzi method
•Download as PPSX, PDF•
6 likes•8,723 views
The document discusses the history of several important scientific and technological developments from the 17th to early 19th centuries. It describes the invention of the telescope by Hans Lippershey and others in the 1600s, and Isaac Newton's later improvements, including developing the first reflecting telescope. The earliest microscopes are also mentioned. It then discusses Thomas Newcomen's steam engine in 1712, James Watt's later improvements to it, and the development of the first steam locomotive in 1804. The document also summarizes some of Jean-Jacques Rousseau's political works and his novel Emile, as well as the educational philosophies of Johann Heinrich Pestalozzi.
Report
Share
Report
Share
Recommended
LECTURE NO 3ROUSSEAU
Jean-Jacques Rousseau was an 18th century French philosopher whose political philosophy influenced the French Revolution. He argued that private property led to inequality in society. Rousseau believed that in the state of nature, humans are naturally good, but civilization corrupts human morality.
Rousseau developed influential ideas on education. He advocated for education that follows the natural development of the child, allowing children to learn through experience rather than direct instruction. His novel Emile laid out a developmental stage approach to education, emphasizing physical and sensory development in early childhood followed by moral development in adolescence. Rousseau's ideas influenced the development of early childhood education.
Friedrich Fröbel was influenced by
Johann heinrich pestalozzi
Johann Heinrich Pestalozzi (1746-1827) was a Swiss pedagogue who pioneered an educational philosophy emphasizing the individual child's needs and concrete, object-based learning. After opening schools for poor children in Zurich, he directed schools applying these principles in Burgdorf and Yverdon. Pestalozzi believed education could drive social reform and advocated an educational approach focused on understanding each child and their experiences.
Jean jacques rousseau
Jean-Jacques Rousseau was an 18th century French political philosopher, educationist, and essayist. He was born in Geneva in 1712 and had little formal education. Rousseau believed that mankind is naturally good but corrupted by society. He advocated for education that follows natural human development and allows children to remain uncorrupted. Rousseau's most influential work was Emile, published in 1762, which outlined the ideal education of the title character Emile and his female counterpart Sophie through following their natural development.
Jean jacques rousseau ikram presentation
Jean-Jacques Rousseau was an 18th century philosopher, writer and composer born in Geneva, Switzerland in 1712. He believed that people are naturally good but become corrupted by society. He advocated for direct democracy and for education that cultivates natural tendencies. His works influenced the French Revolution and modern political thought, promoting concepts like popular sovereignty, consent of the governed, and the social contract.
Jean jacques rousseau
Jean Jacques Rousseau was a French philosopher born in 1712 in Geneva, Switzerland. He was the son of Isaac Rousseau and Suzanne Bernard. Rousseau published several influential works on politics, education and morality. He believed that education should be rooted in a child's moral nature and that the tutor's role is to manipulate experiences, not rely on books or curriculum. Rousseau saw humans as having qualities of self-love, compassion, and vanity, and that education should teach people to live through trial and error experiences.
Report froebel and herbart
Friedrich Wilhelm August Fröbel was a German pedagogue and educator who established the modern concept of kindergarten in the early 1800s. He believed that children learn best through self-directed play and interaction with the natural world. Fröbel introduced educational play materials and established the first kindergarten in 1840 in Germany. His ideas emphasized the importance of early childhood education and influenced early childhood programs around the world.
Western educationist “JEAN-JACQUES ROUSSEAU”
Jean-Jacques Rousseau was an 18th century philosopher whose works heavily influenced educational thought. He believed that humans are naturally good but corrupted by society. His major work Emile outlines an educational philosophy focused on allowing children to develop according to their nature through experience rather than books. It describes educating a boy away from the corrupting influences of society in nature. The tutor only intervenes to prevent bad habits and ensure the child's natural development. Girls are educated differently to prepare them for their role as wives and mothers. Rousseau argued education should develop character and teach useful skills rather than prepare students for a particular profession. His ideas emphasized experience, activity and respecting each child's unique needs and pace of development
The pioneers of early intervention
This document provides biographies of several pioneers in early childhood education, arranged alphabetically. It discusses the contributions of major figures such as Johann Amos Comenius, considered the father of modern education; John Dewey, who advocated for democracy in education; John Locke, an influential Enlightenment thinker; and Jean Piaget, known for his theories of child development. The biographies describe how each figure helped establish principles of early education that are still used today.
Recommended
LECTURE NO 3ROUSSEAU
Jean-Jacques Rousseau was an 18th century French philosopher whose political philosophy influenced the French Revolution. He argued that private property led to inequality in society. Rousseau believed that in the state of nature, humans are naturally good, but civilization corrupts human morality.
Rousseau developed influential ideas on education. He advocated for education that follows the natural development of the child, allowing children to learn through experience rather than direct instruction. His novel Emile laid out a developmental stage approach to education, emphasizing physical and sensory development in early childhood followed by moral development in adolescence. Rousseau's ideas influenced the development of early childhood education.
Friedrich Fröbel was influenced by
Johann heinrich pestalozzi
Johann Heinrich Pestalozzi (1746-1827) was a Swiss pedagogue who pioneered an educational philosophy emphasizing the individual child's needs and concrete, object-based learning. After opening schools for poor children in Zurich, he directed schools applying these principles in Burgdorf and Yverdon. Pestalozzi believed education could drive social reform and advocated an educational approach focused on understanding each child and their experiences.
Jean jacques rousseau
Jean-Jacques Rousseau was an 18th century French political philosopher, educationist, and essayist. He was born in Geneva in 1712 and had little formal education. Rousseau believed that mankind is naturally good but corrupted by society. He advocated for education that follows natural human development and allows children to remain uncorrupted. Rousseau's most influential work was Emile, published in 1762, which outlined the ideal education of the title character Emile and his female counterpart Sophie through following their natural development.
Jean jacques rousseau ikram presentation
Jean-Jacques Rousseau was an 18th century philosopher, writer and composer born in Geneva, Switzerland in 1712. He believed that people are naturally good but become corrupted by society. He advocated for direct democracy and for education that cultivates natural tendencies. His works influenced the French Revolution and modern political thought, promoting concepts like popular sovereignty, consent of the governed, and the social contract.
Jean jacques rousseau
Jean Jacques Rousseau was a French philosopher born in 1712 in Geneva, Switzerland. He was the son of Isaac Rousseau and Suzanne Bernard. Rousseau published several influential works on politics, education and morality. He believed that education should be rooted in a child's moral nature and that the tutor's role is to manipulate experiences, not rely on books or curriculum. Rousseau saw humans as having qualities of self-love, compassion, and vanity, and that education should teach people to live through trial and error experiences.
Report froebel and herbart
Friedrich Wilhelm August Fröbel was a German pedagogue and educator who established the modern concept of kindergarten in the early 1800s. He believed that children learn best through self-directed play and interaction with the natural world. Fröbel introduced educational play materials and established the first kindergarten in 1840 in Germany. His ideas emphasized the importance of early childhood education and influenced early childhood programs around the world.
Western educationist “JEAN-JACQUES ROUSSEAU”
Jean-Jacques Rousseau was an 18th century philosopher whose works heavily influenced educational thought. He believed that humans are naturally good but corrupted by society. His major work Emile outlines an educational philosophy focused on allowing children to develop according to their nature through experience rather than books. It describes educating a boy away from the corrupting influences of society in nature. The tutor only intervenes to prevent bad habits and ensure the child's natural development. Girls are educated differently to prepare them for their role as wives and mothers. Rousseau argued education should develop character and teach useful skills rather than prepare students for a particular profession. His ideas emphasized experience, activity and respecting each child's unique needs and pace of development
The pioneers of early intervention
This document provides biographies of several pioneers in early childhood education, arranged alphabetically. It discusses the contributions of major figures such as Johann Amos Comenius, considered the father of modern education; John Dewey, who advocated for democracy in education; John Locke, an influential Enlightenment thinker; and Jean Piaget, known for his theories of child development. The biographies describe how each figure helped establish principles of early education that are still used today.
Hume Berkeley
This document discusses David Hume's views on reason and morality. It provides context on Hume as an empiricist philosopher who was skeptical that reason alone can motivate moral behavior or establish knowledge. Hume believed morality comes from sentiment and feeling, not just intellect. The document also discusses Hume's friendship and later falling out with Jean-Jacques Rousseau, and provides quotes from both philosophers.
Scientific Revolution and The Enlightenment
The Scientific Revolution began a new way of thinking that was secular, rational, based on reason, and believed in progress through study of the natural world. Key figures included Copernicus, who proposed a sun-centered solar system; Kepler, who proved Copernicus right through mathematics; Galileo, who used a telescope to make observations that supported Copernicus; and Isaac Newton, who formulated mathematical laws of motion and gravity. This new scientific thinking challenged the authority of the Catholic Church and led to advances in many fields through empirical study.
Mathematics and science 17th and 18th Century
The document discusses mathematics and science in the 17th and 18th centuries. Major advances were made in numerical calculation, symbolic algebra, analytic geometry, and calculus, expanding the fields of mathematics. Many important mathematicians and scientists are mentioned from this era, including Galileo, Kepler, Newton, Hooke, Boyle, Fermat, and others. Their contributions ranged from laws of planetary motion and gravity to calculus, microscopy, and discoveries about gases and cells that advanced both mathematics and science.
Descartes to Darwin Psychology History.pptx
This document provides biographical information about several important figures in the development of modern philosophy and psychology, including René Descartes, Isaac Newton, John Locke, George Berkeley, David Hume, and James and John Stuart Mill. It discusses their major ideas and contributions, such as Descartes' mind-body dualism, Newton's laws of motion, Locke's empiricism and tabula rasa concept, Berkeley's view that objects only exist if perceived, and Hume's skepticism about causality and the self.
The enlightenment(1)
This document profiles several prominent philosophers, scientists, and rulers from history. It summarizes their key contributions and discoveries. Galileo discovered the telescope and proved the heliocentric model of the solar system. Johannes Kepler discovered the elliptical orbits of planets and how their speed is related to distance from the sun. Isaac Newton discovered gravity and invented calculus. Rene Descartes introduced algebraic symbols and analytical geometry. Enlightened despots like Frederick the Great and Catherine the Great reformed laws and education in Prussia and Russia while benevolent despots like Maria Theresa reformed taxation. Philosophers like John Locke, Jean-Jacques Rousseau, and Voltaire advocated for individual rights, social contracts, and challenged
Rene Descartes Essay
How Did Rene Descartes Contribute To Psychology
Essay about Rene Descartes
Essay on René Descartes
Rene Descartes Essay
Rene Descartes Essay
Rene Descartes Analysis
Essay about Biography f Rene Descartes
Rene Descartes Reflection
Certainty Of Rene Descartes
The scientific revolution
The document discusses key figures of the Scientific Revolution from the 15th to 17th centuries who helped transition Europe from doctrinal passivity to an emphasis on scientific inquiry and experimentation. It describes the contributions of Copernicus, Kepler, Galileo, Descartes, Newton, Bacon, Harvey, and Einstein. Their works challenged prior assumptions, established new methodologies like the scientific method, and laid the foundations for modern science in fields like astronomy, physics, mathematics, and medicine.
Rene Levesque
Rene Levesque won the 1976 provincial election in Quebec as the leader of the separatist Parti Quebecois. The PQ passed Bill 101, making French the sole official language of Quebec. It required government employees and businesses to use French in signage and communications. The law strengthened French language and culture, which many Quebecois supported as birth rates had declined and English influence grown. However, it also increased tensions between French and English-speaking communities.
Lecture6April15.pptxJohann Wolfgang von Goethe, 1749.docx
Lecture6April15.pptx
Johann Wolfgang von Goethe, 1749-1832
1
Living nature exhibits fundamental organic types: archetypes, Urtypen, Haupttypen,…
Organisms as if produced by the ideal they embodied
Metamorphosis of organisms: development out of a basic kind of structure (parts of plants from leaves, skulls from vertebrae)
Organic conception of Nature opposed to the mechanical ideal: Naturphilosophie against Newtonianism
Art and Science: “All art should become science, and all science should become art”
Nature as Resource for the creation of the self
2
Alexander von Humboldt und Aimé Bonpland in der Urwaldhütte, 1850
3
Cosmos, A Sketch of a Physical Description of the Universe (1845-62)
Overview of all past and present knowledge of the earth and the heavens
Universe as law-bound, unified whole while respecting the freedom of each individual part
Chronometers, telescopes, quadrants, magnetic compasses, thermometers, barometers, electrometers…
Data from his voyages and from international networks
Widest audience possible (Language and images)
Aesthetics and Precision
Humboldt and Bonpland share a theodolite with an Ecuadoran, 1806
4
Humboldt (1850):
All formations are, therefore, common to every quarter of the globe and assume the like forms. Everywhere basalt rises in twin mountains and truncated cones… Thus, too, similar vegetable forms, as pines and oaks, alike crown the mountain declivities of Sweden and those of the most southern portion of Mexico”
“The azure of the sky, the effects of light and shade, the haze floating on the distant horizon, the forms of animals, the succulence of plants, the bright glossy surface of the leaves, the outlines of mountains, all combine to produce the elements on which depends the impression of any one region.” “Swiss scenery… Italian sky”
“”Observation of individual parts of trees or grass is by no means to be considered plant geography… rather, plant geography traces the connections and relations by which all plants are bound together.“
“Everywhere the mind is penetrated by the same sense of the grandeur and the vast expense of nature, revealing to the soul, by a mysterious inspiration, the existence of laws that regulate the forces of the universe.”
5
6
The Heart of the Andes, 1859
Frederic Edwin Church
8
"women felt faint. Both men and women succumb[ed] to the dizzying combination of terror and vertigo that they recognize[d] as the sublime. Many of them will later describe a sensation of becoming immersed in, or absorbed by, this painting, whose dimensions, presentation, and subject matter speak of the divine power of nature."
9
Mark Twain:
“You will never get tired of looking at the picture, but your reflections—your efforts to grasp an intelligible Something—you hardly know what—will grow so painful that you will have to go away from the thing, in order to obtain relief. You may find relief, but you cannot banish the picture—it remains with you still. It ...
The Birth of Modern Science Galileo andDescartes , a lectur.docx
The Birth of Modern Science: Galileo and
Descartes , a lecture by Ricardo Nirenberg. Fall
1996, the University at Albany, Project
Renaissance.
UNITY AND DIVERSITY
Last time I left you with a question whose answer I do not know. The question was: why do human
beings search for unity? Not only is the answer unknown, but the question itself risks being badly
misunderstood. What kind of unity am I talking about? The Renaissance, whose name this Project has proudly
donned, was also the time, as you must have read in Ortega's book, when Spain achieved political and religious
unity by expelling Jews and Muslims, people who had lived there in relative peace for many centuries. Hitler
too screamed: "Ein Volk! Ein Reich!" (One nation, one state), and killed the Jews and the Gypsies. We saw in
the Soviet Union, in Bosnia, in Rwanda, and in many other places the search for unity—ethnic, religious,
ideological—as the prelude to, and excuse for, massacre. So you may say, "Who wants unity? What we want is
diversity!" And indeed, if that's the unity I mean, you would be right. But that, of course, is not the unity I
mean. What I really mean by unity and oneness will be clarified only after we talk about the beginnings of
modern science and philosophy and about those two founding figures, Galileo and Descartes.
As a consequence of the horrors of this century, the word and the concept "unity" or "oneness," which
used to have a supreme value for both Western and Eastern thought, have become profoundly unfashionable
among Western intellectuals. But nothing is more interesting than to re-think unfashionable thoughts, to think
them through yet again. In our own country, the rejection of unity was taught by a professor at Harvard, the
influential philosopher William James (1842-1910). He ventured the idea that there exist worlds which are
totally disconnected, meaning that an event in one world cannot influence another world: no cause-effect
relation obtains between those separate worlds. He called this doctrine "pluralism," and gave, as unassailable
example of disconnected worlds, the dreams of two dreamers. He didn't mean it metaphorically, as when
politicians say, "the American dream," or as when Martin Luther King said, "I have a dream": those dreams are
understood to be shared. No, he meant the dreams of two different people who are sleeping. Whether or not two
such worlds are really disconnected, let us discuss Galileo and Descartes, who dealt with unity and
disconnection in their own, and extremely influential, ways.
GALILEO
Galileo Galilei was born in Pisa (modern Italy) in 1564; thus he was of the same generation as Kepler
(about whom we talked in the last lecture). At age eighteen Galileo had to quit his studies at the University of
Pisa because his family couldn't afford the tuition and the university wouldn't give him financial aid; at age
twenty-five, however, he was named professor of mathematics there. The generation of Galileo, to which
Kepler ...
The Enlightenment
The Enlightenment was an intellectual movement in 18th century Europe that promoted reason, science, and individualism over tradition. Key figures like Locke, Montesquieu, and Voltaire advocated using reason and science to critically examine religion, government, and society. Enlightenment thinkers believed that people could improve society using rational thought. Their ideas influenced governments and revolutions in both America and France.
Apeh ch. 17-sc.rev.teacher-sc.rev
The document summarizes the Scientific Revolution, which established modern science. It discusses key figures like Copernicus, Galileo, Kepler, and Newton, and how they challenged Aristotle's geocentric model and developed the heliocentric model and laws of motion and gravity. The Scientific Revolution established empiricism and the scientific method. It led to advances in fields like astronomy, physics, chemistry, anatomy, and more. The Royal Societies also supported the exchange of new scientific ideas. Overall, the Scientific Revolution transformed how people viewed the world and pursued knowledge.
Isaac Newton
Isaac Newton was born in 1643 in Woolsthorpe, England. He studied at Cambridge University where he made his famous discoveries, including his laws of motion and universal law of gravitation. Newton believed that the complexity and perfection of the universe required a Creator God. He published his seminal work "Mathematical Principles of Natural Philosophy" in 1687, establishing the foundations of classical mechanics. Newton made crucial contributions to the fields of mathematics, optics, and astronomy through both his scientific work and principles.
The italian reinassaince
The document provides an overview of the Renaissance period across multiple domains including art, literature, philosophy, science, technology, architecture, economy and religion. It began in Italy in the 15th century, driven by newfound interest in classical philosophy and secular thinking. Major city-states like Florence saw economic growth due to their merchant industries and export of high quality textiles. This wealth supported artists and thinkers of the time. Key figures that embodied the Renaissance spirit included Leonardo Da Vinci, Michelangelo, and Raphael. The period was characterized by a rebirth of intellectual thought and human-centered values.
The Age Of Enlightenment Essay
The Enlightenment was a period in the 18th century where new ideas focused on logic and reason spread across Europe. Thinkers like Locke and Montesquieu challenged absolute monarchy and inequality, and advocated for natural rights and separation of powers. Enlightenment ideals emphasized using science and philosophy to improve life through advances like vaccines.
Industrialization robotics
This document provides an overview of topics related to art, science and technology, including industrialization, robotics, kinetic art, and the use of robotics in contemporary art. It discusses key figures and developments such as Ford's assembly line techniques, Cartesian dualism, the origins of cybernetics and computing, early kinetic sculptures, experiments combining art and technology, and more recent artists using robotics and biorobotics in their work.
Renaissance museum walk
1. Leonardo da Vinci was an Italian polymath during the Renaissance who perfected techniques like sfumato, aerial perspective, and linear perspective. However, he often did not finish projects and few of his works remain.
2. Scientific Revolution thinkers like Copernicus, Galileo, Newton, and Leeuwenhoek used careful observation and experimentation to develop scientific theories that challenged accepted beliefs and expanded knowledge of the natural world.
3. Enlightenment philosophers such as Descartes, Locke, Montesquieu, and Rousseau influenced political and social thought by advocating rational thinking and limiting governmental power through concepts like separation of powers and popular sovereignty.
Ren museum walk
1. Leonardo da Vinci was an Italian polymath during the Renaissance who perfected techniques like sfumato, aerial perspective, and linear perspective. However, he often did not finish projects and few of his works remain.
2. The Scientific Revolution began in the 16th century led by figures like Copernicus, Galileo, and Newton. They used careful observation and experimentation rather than relying on ancient authorities, challenging ideas like the geocentric model of the universe.
3. Enlightenment philosophers like Descartes, Locke, Montesquieu, and Rousseau advanced ideas about rational thought and limiting governmental power, influencing concepts like separation of powers and social contracts between rulers and citizens.
Renaissance museum walk
1. Leonardo da Vinci was an Italian polymath during the Renaissance who perfected techniques like sfumato, aerial perspective, and linear perspective. However, he often did not finish projects and few of his works remain.
2. The Scientific Revolution began in the 16th century led by figures like Copernicus, Galileo, and Newton. They used careful observation and experimentation rather than relying on ancient authorities, challenging ideas like the geocentric model of the universe.
3. Enlightenment philosophers like Descartes, Locke, Montesquieu, and Rousseau advanced ideas about rational thought and limiting governmental power, influencing concepts like separation of powers and social contracts between rulers and citizens.
The Law of Nations
This document provides an introduction to Emer de Vattel's seminal work "The Law of Nations". It summarizes Vattel's life and background. Vattel was born in 1714 in Neuchâtel, Switzerland and studied natural law under Jean-Jacques Burlamaqui. He wrote several essays on natural law in the 1740s before being appointed as a minister to Bern in 1747. Over the next decade, he wrote his masterpiece "The Law of Nations", published in 1758, which established him as a leading authority on international law. He was later appointed as an adviser to the Elector of Saxony. The summary outlines Vattel's Swiss heritage and influence, and how his
More Related Content
Similar to Pestalozzi method
Hume Berkeley
This document discusses David Hume's views on reason and morality. It provides context on Hume as an empiricist philosopher who was skeptical that reason alone can motivate moral behavior or establish knowledge. Hume believed morality comes from sentiment and feeling, not just intellect. The document also discusses Hume's friendship and later falling out with Jean-Jacques Rousseau, and provides quotes from both philosophers.
Scientific Revolution and The Enlightenment
The Scientific Revolution began a new way of thinking that was secular, rational, based on reason, and believed in progress through study of the natural world. Key figures included Copernicus, who proposed a sun-centered solar system; Kepler, who proved Copernicus right through mathematics; Galileo, who used a telescope to make observations that supported Copernicus; and Isaac Newton, who formulated mathematical laws of motion and gravity. This new scientific thinking challenged the authority of the Catholic Church and led to advances in many fields through empirical study.
Mathematics and science 17th and 18th Century
The document discusses mathematics and science in the 17th and 18th centuries. Major advances were made in numerical calculation, symbolic algebra, analytic geometry, and calculus, expanding the fields of mathematics. Many important mathematicians and scientists are mentioned from this era, including Galileo, Kepler, Newton, Hooke, Boyle, Fermat, and others. Their contributions ranged from laws of planetary motion and gravity to calculus, microscopy, and discoveries about gases and cells that advanced both mathematics and science.
Descartes to Darwin Psychology History.pptx
This document provides biographical information about several important figures in the development of modern philosophy and psychology, including René Descartes, Isaac Newton, John Locke, George Berkeley, David Hume, and James and John Stuart Mill. It discusses their major ideas and contributions, such as Descartes' mind-body dualism, Newton's laws of motion, Locke's empiricism and tabula rasa concept, Berkeley's view that objects only exist if perceived, and Hume's skepticism about causality and the self.
The enlightenment(1)
This document profiles several prominent philosophers, scientists, and rulers from history. It summarizes their key contributions and discoveries. Galileo discovered the telescope and proved the heliocentric model of the solar system. Johannes Kepler discovered the elliptical orbits of planets and how their speed is related to distance from the sun. Isaac Newton discovered gravity and invented calculus. Rene Descartes introduced algebraic symbols and analytical geometry. Enlightened despots like Frederick the Great and Catherine the Great reformed laws and education in Prussia and Russia while benevolent despots like Maria Theresa reformed taxation. Philosophers like John Locke, Jean-Jacques Rousseau, and Voltaire advocated for individual rights, social contracts, and challenged
Rene Descartes Essay
How Did Rene Descartes Contribute To Psychology
Essay about Rene Descartes
Essay on René Descartes
Rene Descartes Essay
Rene Descartes Essay
Rene Descartes Analysis
Essay about Biography f Rene Descartes
Rene Descartes Reflection
Certainty Of Rene Descartes
The scientific revolution
The document discusses key figures of the Scientific Revolution from the 15th to 17th centuries who helped transition Europe from doctrinal passivity to an emphasis on scientific inquiry and experimentation. It describes the contributions of Copernicus, Kepler, Galileo, Descartes, Newton, Bacon, Harvey, and Einstein. Their works challenged prior assumptions, established new methodologies like the scientific method, and laid the foundations for modern science in fields like astronomy, physics, mathematics, and medicine.
Rene Levesque
Rene Levesque won the 1976 provincial election in Quebec as the leader of the separatist Parti Quebecois. The PQ passed Bill 101, making French the sole official language of Quebec. It required government employees and businesses to use French in signage and communications. The law strengthened French language and culture, which many Quebecois supported as birth rates had declined and English influence grown. However, it also increased tensions between French and English-speaking communities.
Lecture6April15.pptxJohann Wolfgang von Goethe, 1749.docx
Lecture6April15.pptx
Johann Wolfgang von Goethe, 1749-1832
1
Living nature exhibits fundamental organic types: archetypes, Urtypen, Haupttypen,…
Organisms as if produced by the ideal they embodied
Metamorphosis of organisms: development out of a basic kind of structure (parts of plants from leaves, skulls from vertebrae)
Organic conception of Nature opposed to the mechanical ideal: Naturphilosophie against Newtonianism
Art and Science: “All art should become science, and all science should become art”
Nature as Resource for the creation of the self
2
Alexander von Humboldt und Aimé Bonpland in der Urwaldhütte, 1850
3
Cosmos, A Sketch of a Physical Description of the Universe (1845-62)
Overview of all past and present knowledge of the earth and the heavens
Universe as law-bound, unified whole while respecting the freedom of each individual part
Chronometers, telescopes, quadrants, magnetic compasses, thermometers, barometers, electrometers…
Data from his voyages and from international networks
Widest audience possible (Language and images)
Aesthetics and Precision
Humboldt and Bonpland share a theodolite with an Ecuadoran, 1806
4
Humboldt (1850):
All formations are, therefore, common to every quarter of the globe and assume the like forms. Everywhere basalt rises in twin mountains and truncated cones… Thus, too, similar vegetable forms, as pines and oaks, alike crown the mountain declivities of Sweden and those of the most southern portion of Mexico”
“The azure of the sky, the effects of light and shade, the haze floating on the distant horizon, the forms of animals, the succulence of plants, the bright glossy surface of the leaves, the outlines of mountains, all combine to produce the elements on which depends the impression of any one region.” “Swiss scenery… Italian sky”
“”Observation of individual parts of trees or grass is by no means to be considered plant geography… rather, plant geography traces the connections and relations by which all plants are bound together.“
“Everywhere the mind is penetrated by the same sense of the grandeur and the vast expense of nature, revealing to the soul, by a mysterious inspiration, the existence of laws that regulate the forces of the universe.”
5
6
The Heart of the Andes, 1859
Frederic Edwin Church
8
"women felt faint. Both men and women succumb[ed] to the dizzying combination of terror and vertigo that they recognize[d] as the sublime. Many of them will later describe a sensation of becoming immersed in, or absorbed by, this painting, whose dimensions, presentation, and subject matter speak of the divine power of nature."
9
Mark Twain:
“You will never get tired of looking at the picture, but your reflections—your efforts to grasp an intelligible Something—you hardly know what—will grow so painful that you will have to go away from the thing, in order to obtain relief. You may find relief, but you cannot banish the picture—it remains with you still. It ...
The Birth of Modern Science Galileo andDescartes , a lectur.docx
The Birth of Modern Science: Galileo and
Descartes , a lecture by Ricardo Nirenberg. Fall
1996, the University at Albany, Project
Renaissance.
UNITY AND DIVERSITY
Last time I left you with a question whose answer I do not know. The question was: why do human
beings search for unity? Not only is the answer unknown, but the question itself risks being badly
misunderstood. What kind of unity am I talking about? The Renaissance, whose name this Project has proudly
donned, was also the time, as you must have read in Ortega's book, when Spain achieved political and religious
unity by expelling Jews and Muslims, people who had lived there in relative peace for many centuries. Hitler
too screamed: "Ein Volk! Ein Reich!" (One nation, one state), and killed the Jews and the Gypsies. We saw in
the Soviet Union, in Bosnia, in Rwanda, and in many other places the search for unity—ethnic, religious,
ideological—as the prelude to, and excuse for, massacre. So you may say, "Who wants unity? What we want is
diversity!" And indeed, if that's the unity I mean, you would be right. But that, of course, is not the unity I
mean. What I really mean by unity and oneness will be clarified only after we talk about the beginnings of
modern science and philosophy and about those two founding figures, Galileo and Descartes.
As a consequence of the horrors of this century, the word and the concept "unity" or "oneness," which
used to have a supreme value for both Western and Eastern thought, have become profoundly unfashionable
among Western intellectuals. But nothing is more interesting than to re-think unfashionable thoughts, to think
them through yet again. In our own country, the rejection of unity was taught by a professor at Harvard, the
influential philosopher William James (1842-1910). He ventured the idea that there exist worlds which are
totally disconnected, meaning that an event in one world cannot influence another world: no cause-effect
relation obtains between those separate worlds. He called this doctrine "pluralism," and gave, as unassailable
example of disconnected worlds, the dreams of two dreamers. He didn't mean it metaphorically, as when
politicians say, "the American dream," or as when Martin Luther King said, "I have a dream": those dreams are
understood to be shared. No, he meant the dreams of two different people who are sleeping. Whether or not two
such worlds are really disconnected, let us discuss Galileo and Descartes, who dealt with unity and
disconnection in their own, and extremely influential, ways.
GALILEO
Galileo Galilei was born in Pisa (modern Italy) in 1564; thus he was of the same generation as Kepler
(about whom we talked in the last lecture). At age eighteen Galileo had to quit his studies at the University of
Pisa because his family couldn't afford the tuition and the university wouldn't give him financial aid; at age
twenty-five, however, he was named professor of mathematics there. The generation of Galileo, to which
Kepler ...
The Enlightenment
The Enlightenment was an intellectual movement in 18th century Europe that promoted reason, science, and individualism over tradition. Key figures like Locke, Montesquieu, and Voltaire advocated using reason and science to critically examine religion, government, and society. Enlightenment thinkers believed that people could improve society using rational thought. Their ideas influenced governments and revolutions in both America and France.
Apeh ch. 17-sc.rev.teacher-sc.rev
The document summarizes the Scientific Revolution, which established modern science. It discusses key figures like Copernicus, Galileo, Kepler, and Newton, and how they challenged Aristotle's geocentric model and developed the heliocentric model and laws of motion and gravity. The Scientific Revolution established empiricism and the scientific method. It led to advances in fields like astronomy, physics, chemistry, anatomy, and more. The Royal Societies also supported the exchange of new scientific ideas. Overall, the Scientific Revolution transformed how people viewed the world and pursued knowledge.
Isaac Newton
Isaac Newton was born in 1643 in Woolsthorpe, England. He studied at Cambridge University where he made his famous discoveries, including his laws of motion and universal law of gravitation. Newton believed that the complexity and perfection of the universe required a Creator God. He published his seminal work "Mathematical Principles of Natural Philosophy" in 1687, establishing the foundations of classical mechanics. Newton made crucial contributions to the fields of mathematics, optics, and astronomy through both his scientific work and principles.
The italian reinassaince
The document provides an overview of the Renaissance period across multiple domains including art, literature, philosophy, science, technology, architecture, economy and religion. It began in Italy in the 15th century, driven by newfound interest in classical philosophy and secular thinking. Major city-states like Florence saw economic growth due to their merchant industries and export of high quality textiles. This wealth supported artists and thinkers of the time. Key figures that embodied the Renaissance spirit included Leonardo Da Vinci, Michelangelo, and Raphael. The period was characterized by a rebirth of intellectual thought and human-centered values.
The Age Of Enlightenment Essay
The Enlightenment was a period in the 18th century where new ideas focused on logic and reason spread across Europe. Thinkers like Locke and Montesquieu challenged absolute monarchy and inequality, and advocated for natural rights and separation of powers. Enlightenment ideals emphasized using science and philosophy to improve life through advances like vaccines.
Industrialization robotics
This document provides an overview of topics related to art, science and technology, including industrialization, robotics, kinetic art, and the use of robotics in contemporary art. It discusses key figures and developments such as Ford's assembly line techniques, Cartesian dualism, the origins of cybernetics and computing, early kinetic sculptures, experiments combining art and technology, and more recent artists using robotics and biorobotics in their work.
Renaissance museum walk
1. Leonardo da Vinci was an Italian polymath during the Renaissance who perfected techniques like sfumato, aerial perspective, and linear perspective. However, he often did not finish projects and few of his works remain.
2. Scientific Revolution thinkers like Copernicus, Galileo, Newton, and Leeuwenhoek used careful observation and experimentation to develop scientific theories that challenged accepted beliefs and expanded knowledge of the natural world.
3. Enlightenment philosophers such as Descartes, Locke, Montesquieu, and Rousseau influenced political and social thought by advocating rational thinking and limiting governmental power through concepts like separation of powers and popular sovereignty.
Ren museum walk
1. Leonardo da Vinci was an Italian polymath during the Renaissance who perfected techniques like sfumato, aerial perspective, and linear perspective. However, he often did not finish projects and few of his works remain.
2. The Scientific Revolution began in the 16th century led by figures like Copernicus, Galileo, and Newton. They used careful observation and experimentation rather than relying on ancient authorities, challenging ideas like the geocentric model of the universe.
3. Enlightenment philosophers like Descartes, Locke, Montesquieu, and Rousseau advanced ideas about rational thought and limiting governmental power, influencing concepts like separation of powers and social contracts between rulers and citizens.
Renaissance museum walk
1. Leonardo da Vinci was an Italian polymath during the Renaissance who perfected techniques like sfumato, aerial perspective, and linear perspective. However, he often did not finish projects and few of his works remain.
2. The Scientific Revolution began in the 16th century led by figures like Copernicus, Galileo, and Newton. They used careful observation and experimentation rather than relying on ancient authorities, challenging ideas like the geocentric model of the universe.
3. Enlightenment philosophers like Descartes, Locke, Montesquieu, and Rousseau advanced ideas about rational thought and limiting governmental power, influencing concepts like separation of powers and social contracts between rulers and citizens.
The Law of Nations
This document provides an introduction to Emer de Vattel's seminal work "The Law of Nations". It summarizes Vattel's life and background. Vattel was born in 1714 in Neuchâtel, Switzerland and studied natural law under Jean-Jacques Burlamaqui. He wrote several essays on natural law in the 1740s before being appointed as a minister to Bern in 1747. Over the next decade, he wrote his masterpiece "The Law of Nations", published in 1758, which established him as a leading authority on international law. He was later appointed as an adviser to the Elector of Saxony. The summary outlines Vattel's Swiss heritage and influence, and how his
Similar to Pestalozzi method (20)
Lecture6April15.pptxJohann Wolfgang von Goethe, 1749.docx
Lecture6April15.pptxJohann Wolfgang von Goethe, 1749.docx
The Birth of Modern Science Galileo andDescartes , a lectur.docx
The Birth of Modern Science Galileo andDescartes , a lectur.docx
Pestalozzi method
- 1. Education after middle age
- 2. Discovering the telescope Spectacle makers Hans Lippershey and Zacharias Janssen, in Middelburg, and Jacob Metius of Alkmaar in Netherlands by the year of 1608 build the first telescopes. Galileo greatly improved upon these designs after, but were refracting telescopes working as binocular do today
- 3. Improving the telescope reflecting telescopes. In 1668, Isaac Newton built the first practical reflecting telescope, with a mirror instead of lens as objective. With a mirror the reduction of spherical aberration was reduced and they presented chromatic aberration. The size of mirror could be increased with no problems.
- 4. Discovering the microscope Nobody knows who build the first optical microscope but may be two eyeglass makers, Hans Lippershey (who also developed an telescope) and Hans Janssen in Netherlands. It was by the year of 1590. Now the Man could see a world of little dimensions life
- 5. The practical steam Thomas Newcomen in 1712 invented the first practical device to harness the power of steam to produce mechanical work.
- 6. Improving the steam motor James watt improved the Newcomen motor with a separated chamber to condense the steam which let the motor with steam on both sites of the piston. The first Watt engines start to run by the year 1776. Watt also invented the throttle valve to control the power of the engine, and a centrifugal governor.
- 7. The steam locomotive Trevithick and William Murdoch brought high pressure to the Watt engine. The first locomotive was run by 1804. The world was changing.
- 8. Textile become mechanical Lewis Paul may have begun work on designing a spinning machine for cotton as early as 1729, but probably did not make practical progress until after 1732. In 1748, Lewis Paul and Daniel Bourn separately obtained patents for carding machines
- 9. jean-jacques Rousseau (1712 - 1778)
- 10. The Social Contract of Rousseau (1762) In this work Rousseau argued against the idea that monarchs were divinely empowered to legislate. “only the people, in the form of the sovereign, have that all powerful right”.
- 11. Jean-Jacques Rousseau’s political work In this work “A Discourse on the Sciences and Arts” Rousseau wrote that “the progression of the sciences and arts has caused the corruption of virtue and morality”. In another of his work “The Discourse on the Origin of Inequality” reinforces the idea that “that human beings are basically good by nature, but were corrupted by the complex historical events that resulted in present day civil society”
- 12. The book Émile Jean-Jacques Rousseau wrote a novel called Émile where he describes a system of education that would enable the natural man that Rousseau identifies in The Social Contract. Émile describes how an ideal citizen might be educated. The goal of education should be to cultivate our natural tendencies.
- 13. The book Émile (2) the pupil’s character should be developed to have a healthy sense of self-worth and morality. Learning important moral lessons from his infancy, thorough childhood, and into early adulthood. Education relies on the tutor’s constant supervision. The tutor must teach lessons about humility, chastity, and honesty. Education includes a component to regard women and sexuality.
- 14. The book Émile (3) Education includes the controversial discussion of natural religion (categorically opposed to orthodox Christian views, which claimed that Christianity is the one true religion).
- 15. johann heinrich pestalozzi (1746 - 1827)
- 16. The first years Johann Heinrich Pestalozzi was born on 12 January 1746 in Zürich, Switzerland. His father died when he was 4 years old. Therefore he passed for great difficulties, together with the mother and three brothers. This fact consolidate its personality with predominantly humanist component and let him be always worried about the destination of the poor ones
- 17. The first book In 1801 (two years after the French Revolution) he wrote a book “How Gertrude Teaches Her Children” in which he describes his ideas on education developed from the ones described by Rousseau.
- 18. Pestalozzi principles Pestalozzi employed the following principles in teaching: Begin with the concrete object before introducing abstract concepts Begin with the immediate environment before dealing with what is distant and remote begin with easy exercises or activities before introducing complex ones Always proceed gradually, cumulatively, and slowly
- 19. William H. Kilpatrick in his introduction to Heinrich Pestalozzi “To get rid of the 'verbosity' of meaningless words Pestalozzi developed his doctrine of Anschauung - direct concrete observation, often inadequately called 'sense perception' or 'object lessons'. No word was to be used for any purpose until adequate Anschauung had preceded. The thing or distinction must be felt or observed in the concrete. Pestalozzi's followers developed various sayings from this: from the known to the unknown, from the simple to the complex, from the concrete to the abstract”.
- 20. Some related data Jean-Jacques Rousseau (1712 - 1778) Johann Heinrich Pestalozzi (1746 - 1827) Napoleon Bonaparte (1769 - 1821) French Revolution 1789 William James (1842 -1910) Théodule Ribot (1839 – 1916) Sigmund Freud (1856 – 1939)
- 21. References http://www.iep.utm.edu/rousseau/#SH5b http://www.infed.org/thinkers/et-rous.htm http://en.wikipedia.org/wiki/Emile:_or,_On_Education http://en.wikipedia.org/wiki/James_Watt http://en.wikipedia.org/wiki/Lewis_Paul http://en.wikipedia.org/wiki/Johann_Heinrich_Pestalozzi http://en.wikipedia.org/wiki/Microscope http://en.wikipedia.org/wiki/Newcomen_steam_engine http://en.wikipedia.org/wiki/Richard_Trevithick http://en.wikipedia.org/wiki/Steam_locomotive http://en.wikipedia.org/wiki/Telescope http://en.wikipedia.org/wiki/The_Social_Contract http://www.nwlink.com/~donclark/hrd/history/pestalozzi.html http://www.pestalozziworld.com/pestalozzi/pestalozzi2.html William H. Kilpatrick in his introduction to Heinrich Pestalozzi (1951) The Education of Man - Aphorisms, New York: Philosophical Library