Johann heinrich pestalozzi

This presentation is on Pestalozzi

1. JOHANN HEINRICH PESTALOZZI (1746–1827 )

2. Johann Heinrich Pestalozzi was a writer, political and social reformer, and educator. Born and educated in Zurich, Switzerland January 12, 1746 Inspired by Jean-Jacques Rousseau’s idea of “ going back to nature” Known as the Father of Modern Education . In 1780 he wrote a series of reflections The Evening Hours of a Hermit outlining his educational theory that educations begins at home. In 1781 he produced his masterpiece Leonard and Gertrude. Due to his deep sense of human suffering he continued to educate and help orphan children. In 1805 he opened his private school in Yverdon a French-speaking district of Switzerland , and steadily worked on this project for 20 years. This school gained international reputation. In 1826 the school was closed and Pestalozzi retired and died in 1827.

3. Pestalozzi’s Influence On Modern Education Besides teaching children with his unique methods, Pestalozzi also taught education leaders of his day, including Friedrich Froebel , the founder of the kindergarten movement. Additionally, his methods and writings influenced later educational leaders and philosophers, such as Johann Friedrich Herbart, John Dewey, Maria Montessori, and Jean Piaget and became the foundation of elementary education today .

4. Pestalozzi’s Childhood Johann Heinrich Pestalozzi's early life played a significant role in his later development and interests . The roots of Pestalozzi's belief in the 'original goodness of man and of his dedication to the poor' resulted from the unfailing love and attention given by his mother. The intense love and devotion by his mother and faithful servant resulted in a sheltered environment and limited opportunity to interact with other children or develop practical skills. Young Pestalozzi's awkward behavior and eccentricities in social situations further ostracized him among his young peers . These early social difficulties impacted Pestalozzi's philosophy of education and resulted in his emphasis on practical training and socialization of the child.

5. Pestalozzi's work "Children should learn through activity and through things (hands-on tools). They should be free to pursue their own interests and draw their own conclusions . T he three elements of head, heart and hands is what is most important to children receiving a great education . His writings continually emphasized the importance of the mother in a child's life and the impact the mother-child relationship had on the child's development . Pestalozzi defined education as "the natural, progressive , harmonious development of all the powers and faculties of the human being"

6. Object Of Education Pestalozzi felt that the object of education was “not a perfection in the accomplishments of the school, but fitness for life; not the acquirement of habits of blind obedience and of prescribed diligence, but a preparation for interdependent action .” Not to impart knowledge but to unfold the natural faculties latent or hidden in every individual. He suggested two purposes of education: Development of the individual. Improvement of the society. He saw education as central to the improvement of social conditions

7. Method of Education Centred on the child not curriculum. Teacher should not teach through words but allow children to discover the answers themselves. No use of books but direct method. He advocated an inductive method, in which the child first learns to observe, to correct its own mistakes, and to analyze and describe the object of inquiry. The child starts with simple objects and simple observation, and builds toward more complex and abstract things. Only after that can the child start to use books. In order to allow children to obtain more experience from nature, Pestalozzi expanded the elementary school curriculum to include geography, natural science, fine art, and music.

8. Major Components of Pestalozzi's 'Method Morf, one of Pestalozzi's most capable disciples, summarized the instructional methods: 1 . Emphasis on observation or sense perception ("intuition"). 2. Language always being rooted in observation of an object. 3. Judgment or criticism being inappropriate when students are learning. 4. Teaching "should begin with the simplest elements and proceed gradually according to the development of the child...in psychologically connected order." 5. Enough time should be directed to the lesson to allow mastery.

9. 6. Teaching is not an exercise in dogmatism, but in development. 7. Teachers must respect students. 8. "The chief end of elementary teaching is not to impart knowledge and talent to the learner, but to develop and increase the powers of his intelligence." 9. Knowledge and power are related; skill results from learning information. Love should regulate the relation between teacher and student, "especially as to discipline." 11. The higher aims of education should regulate instruction.

10. Discipline in the classroom Pestalozzi maintained that the classroom should be like a family. The atmosphere must be loving and caring, like in a good Christian family, where the family members are cooperative, loving, and kind to one another. He developed the idea of the “family classroom” from the way his mother raised him and his sister. Family is thus , for Pestalozzi, an essential component of education . He believed that "without love, neither the physical nor the intellectual powers will develop naturally"

11. Pestaslozzi’s view on Education I wish to wrest education from the outworn order of doddering old teaching hacks as well as from the new-fangled order of cheap, artificial teaching tricks, and entrust it to the eternal powers of nature herself, to the light which God has kindled and kept alive in the hearts of fathers and mothers, to the interests of parents who desire their children grow up in favor with God and with men. (Pestalozzi quoted in Silber 1965: 134)

12. Conclusion In one of his final writings, Swan's Song, Pestalozzi wrote a concise conclusion of his method: “Life itself educates .”