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Summary Important persons - History of Education
- Établissement
- Katholieke Universiteit Leuven (KU Leuven)
This is a list of important persons with page numbers corresponding to the literature.
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Par: rafieisara • 1 année de cela
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IMPORTANT PERSONS - HISTORY OFEDUCATION
Name What did he/she do? Page Reader
summary
A.S. Neill Wrote a book about a transition from overt authority to anonymous authority p.53 TEKST 19
(°1883) Summerhill
Abbé de l’Epée Charity for the poor p.18 + 28 TEKST 11
(°1712) Education for the deaf p.269 –
Sign method 270 +
272
Bernstein Criticizes the knowledge society/knowledge economy (= a process of p.5
educationalization) we seem to forget that education is about more than only
preparing student for the labour market. It’s also about transferring parts of
culture. The cultural dimension of education is neglected and overlooked.
Célestin Communism as inspiration p.44
Freinet (°1896) Focus on educational press and cooperation
Criticized progressive education as conceived by Montessori heavily
Desiderius Humanistic author p.11-12 TEKST 3
Erasmus Re-interpreted the importance of education
(°1466) Man = not born a man but that man must be formed p.304
Is a religious author and wants to create good Christians
o Erasmus’ approach: if you want to prevent the religious wars from p.300
continuing, you can’t lose time you immediately have to start
educating children otherwise children will think it is normal and will
participate in the wars
We have to present different examples, ideal behaviors and
morals to young children
In order to change society we have to start very early with
educating new born individuals education becomes
connected to society
His main goal of education: to make someone a useful Christian for society
TEKST 4 p.21
Child = born as negative
Needs education to become civilized
TEKST 3 p. 297 + 304 + 331
Learning language quick young
No education ≠ human
Against monitorial education
Frank Simon Developer of educationalization in the 80’s and 90’s p.2
Belgian historian of education
, Name What did he/she do? Page Reader
summary
Heinrich One of the most important representatives of the Romantic tradition in p.32
Pestalozzi thinking about parenting and education
(°1827) His influence on pedagogical practice and pedagogical theory can still be felt
today
Wrote a book: “Leonard and Gertrude” in which he described an education p.36
that could be the solution when facing social and economic developments
o Education that does both:
Enabling participation in the progress and development
Guaranteeing the moral stability of the children and
adolescents
New book: How Gertrude teaches her children p.37
o This book became the ‘sacred’ document for all those participating in
the process called the educationalization of the world
o It promised broad public education based on the human nature and
(Christian) morality
o Introduced a new method:
Focus on the individual has by nature three kinds of
faculties that possess their target definition in themselves:
situated in the heart, mind and body
Because they are to weak to develop themselves they need
education education = helping nature to fulfill its nature-
given targets natural education
All together they strive for a harmony among each other
is achieved if the heart is the primus inter pares of the 3
faculties
After the Congress of Vienna where Europe was re-structured need for a
new school system: Pestalozzi introduced this
He represented and reinforced the educationalization of the modern world
allowing the modern nation-states both to implement their aspirations & to
solve their social problems
Immanuel The Enlightenment p.15
Kant (°1724) Identified the reasons why there was a lack of thinking by yourself + what are
the conditions that need to happen in order to overcome that
o ‘dare to know’
o Knowledge is virtue: you come to knowledge by educating yourself
o Tradition vs. ‘real knowledge’
o Emancipation and social change: freeing the individual from religious
doctrine and other forms of authority
o Citizenship
Itard (°1774) L’enfant sauvage p.18 TEKST 6
Believes the opposite of Pinel p.53
He believed that the boy is capable of learning, but his senses need to be
triggered and developed. He will have the capacity to grow out to be a man TEKST 9
like everybody else
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