Some of them did not go to school. If they did, the school education was often useless for their needs. He wanted to provide them with an education which would make them independent and able to improve their own lives.
He believed that this would help create individuals who are capable of knowing what is right and what is wrong and of acting according to this knowledge. Thus the well being of every individual could be improved and each individual could become a responsible citizen. He believed that empowering and ennobling every individual in this way was the only way to improve society and bring peace and security to the world.
His aim was for a complete theory of education that would lead to a practical way of bringing happiness to humankind. Pestalozzi saw teaching as a subject worth studying in its own right and he is therefore known as the father of pedagogy the method and practice of teaching, especially as an academic subject or theoretical concept.
He caused education to become a separate branch of knowledge, alongside politics and other recognised areas of knowledge. In the process he discovered the importance of an experimental method of teaching, a concept he expanded in How Father Pestalozzi Instructed His Three and a Half Year Old Son published in By then the marginal farm was not able to support them, so Pestalozzi and Anna established an agricultural and handicraft school at their home, the Neuhof.
They started with 20 children, who worked happily alongside their son. Through support from the Bern Council of Commerce and the Bern Agricultural Society they were able to add students until they had 50 children. Pestalozzi created a group method of teaching school subjects in order to accommodate the children, and the farm school thrived until parents wanted their now trained children back.
Consequently, the Pestalozzis were bankrupt by In between he wrote essays for a newspaper, two children's books, and the popular novel, Leonard and Gertrude After the French Revolution, Pestalozzi turned down the now Helvetian Republic invitation to organize education for the new Switzerland.
Instead he accepted the charge of war orphans in Stans, where he established for a few months an emotionally safe residential school. They willed, they had power, they persevered, they succeeded, and they were happy.
They wrote,. Through engagement in activities, students were to learn useful vocations that complemented their other studies.
Pestalozzi's method rested on two major premises: 1 children need an emotionally secure environment as the setting for successful learning; and 2 instruction should follow the generalized process of human conceptualization that begins with sensation.
Emphasizing sensory learning, the special method used the Anschauung principle, a process that involved forming clear concepts from sense impressions. Pestalozzi designed object lessons in which children, guided by teachers, examined the form shape , number quantity and weight of objects, and named them after direct experience with them. Object teaching was the most popular and widely adopted element of Pestalozzianism.
Pestalozzi developed two related phases of instruction: the general and special methods. The general method in which teachers were to create an emotionally secure school environment was a necessary condition for implementing the special method. Emphasizing sensory learning, the special method, using the Anschauung principle, involved forming clear concepts from sense impressions. Pestalozzi designed an elaborate series of graded object lessons, by which children examined minerals, plants, and animals and human-made artifacts found in their environment.
Following a sequence, instruction moved from the simple to the complex, the easy to the difficult, and the concrete to the abstract. Pestalozzi's object lessons and emphasis on sense experience encouraged the entry of natural science and geography, two hitherto neglected areas, into the elementary school curriculum. On guided field trips, children explored the surrounding countryside, observing the local natural environment, topography, and economy. A further consequence of Pestalozzi's work was the movement to redirect instruction from the traditional recitation in which each child recited a previously assigned lesson to simultaneous group-centered instruction.
In Pestalozzi relocated his institute to Yverdon, where he worked until He died on February 17, and was buried at Neuhof, site of his first school. Pestalozzianism was carried throughout Europe and America by individuals he had trained as teachers and by visitors who were impressed with his method. After Gottlieb Fichte promoted Pestalozzianism in his Addresses to the German Nation in , Prussia incorporated selected elements of Pestalozzi's method in its educational reform of and dispatched teachers to study with him.
William Maclure, a philanthropist and natural scientist, began Pestalozzianism's introduction to the United States in , when he subsidized Neef's school near Philadelphia. Barnard — , a common school leader and U. Commissioner of Education, endorsed Pestalozzian education in Pestalozzi and Pestalozzianism Sheldon — incorporated the Pestalozzian object lesson in the teacher education program at the Oswego normal school in New York.
In a report of the National Teachers' Association endorsed object teaching. Certain Pestalozzian elements could be found among American progressive educators of the late nineteenth and early twentieth centuries who, like Pestalozzi, opposed traditional schools' formalism and verbalism and emphasized children's interests and needs. Such educational emphases as the child-centered school, child permissiveness, and hands-on process learning had their origins with Pestalozzi.
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