The Educational Ideas of PestalozziW.B. Clive University Tutorial Press, 1905 - 222 σελίδες |
Άλλες εκδόσεις - Προβολή όλων
Συχνά εμφανιζόμενοι όροι και φράσεις
157 Drury Lane action activity amongst arithmetic B.Sc Bonnal boys Burgdorf called Certificate Edition child circumstances clear Comenius course definite doctrines drawing educa elementary school endeavour Ephemerides exercise experience expressed feeling Gertrude Teaches give Glüphi Guimp hand heart Herbart human nature ideas influence Institute instruction interest J. A. GREEN knowledge Krusi Lenzburg Address Leonard and Gertrude lessons letters live London County Council mental method mind moral education Morf mother Neuhof never Niederer Niederer's objects observation organisation Pestalozzi Pestalozzi's view Pestalozzian principles Philanthropinists physical point of view poor practical Preliminary Certificate Examination problem province of Prussia pupils reading realise recognise reforms regard relation Report to Parents respect Schmid schoolmaster sense sensory social spirit Stanz steps Swansong Switzerland taught teachers Teaches her Children things thought tion truth University of Leeds W. B. Clive whilst whole Wiget words writing Yverdun Zürich
Δημοφιλή αποσπάσματα
Σελίδα 144 - I am convinced, that such a notion, where it is entertained and acted upon by a teacher, will for ever preclude solidity of knowledge, and from a want of sufficient exertions on the part of the pupils, will lead to that very result which I wish to avoid by my principle of a constant employment of the thinking powers. A child must very early in life be taught a lesson, which frequently comes too late, and is then a most painful one, — that exertion is indispensable for the attainment of knowledge.
Σελίδα 181 - I had around me neither family, friends, nor servants; I had only them. I was with them when they were in health, by their side when they were ill. I slept in their midst. I was the last to go to bed, the first to rise in the morning. When we were in bed, I used to pray with them and talk to them till they went to sleep.
Σελίδα 143 - ... keep alive. There are scarcely any circumstances in which a want of application in children does not proceed from a want of interest; and there are perhaps none under which a want of interest does not originate in the mode of treating adopted by the teacher.
Σελίδα 68 - Oh! if men would only comprehend that the aim of all instruction is, and can be, nothing but the development of human nature, by the harmonious cultivation of its powers and talents and the promotion of manliness of life. Oh, if they would only ask themselves, at every step in their methods of education and instruction, —
Σελίδα 38 - He was the first to rise and the last to go to bed, and even in bed he would continue to teach his children. He had no school materials. Nature and the children's daily needs were the only "tools
Σελίδα 182 - Cleanse first that which is within, that the outside may be clean also"; and if ever the truth of this precept was made manifest, it was made manifest then.
Σελίδα 159 - People imagine, indeed, that experiments in education are unnecessary, and that we can judge from our reason whether anything is good or not. This is a great mistake, and experience teaches us that the results of an experiment are often entirely different from what we expected. Thus we see that, since we must be guided by experiments, no one generation can set forth a complete scheme of education.
Σελίδα 143 - There is a most remarkable reciprocal action between the interest which the teacher takes and that which he communicates to his pupils. If he is not with his whole mind present at the subject; if he does not care whether it is understood or not, whether his manner is liked or not, he will never fail of alienating the affections of his pupils, and of rendering them indifferent to what he says. But real interest taken in the task of instruction — kind words, and 203 kinder feelings — the very expression...
Σελίδα 143 - ... want of interest does not originate in the mode of teaching adopted by the teacher. I would go so far as to lay it down as a rule, that whenever children are inattentive and apparently take no interest in a lesson, the teacher should always first look to himself for the reason.