Thinkers in Education

1
Thinkers in Education (09)
2
MARIA MONTESSORI (1870-1952)

• Maria Montessoris name is famous all over the
  world as an originator of a new system of pre
  primary education for young children. (Montessori
  method)
• She believed that children should be free to find
  out things for themselves and to develop through
  individual activity.

3
The Montessori method

• It is a child centered alternative educational
  system developed by Maria Montessori.
• The Montessori method is based on the fact that
  children learn directly from their environment
  relatively little from listening to a teacher
  talking to a class.
• The Montessori method provide a stimulating child
  oriented environment in which children can
  explore, touch and learn without fear.

4
Prepared Environment

• The adult environment is not suitable for
  children, their should be an environment
  specially prepared for them.
• Six Principles of the Montessori Prepared
  Environment
• Freedom
• Structure and Order
• Beauty
• Nature and Reality
• Social Environment
• Intellectual Environment
• Areas of Curriculum
• Practical Life, Sensorial, Language, Mathematics,
  and Cultural subjects

5
Freedom in the Montessori Environment

• Freedom of Choice
• Fundamental to the Montessori approach
• Choice allows children to discover their needs,
  interests and abilities.
• Freedom of Time
• Allows children to work with the same material
  for as long as they like
• Freedom to Repeat
• The three-hour work cycle gives students the
  opportunity to work with materials and achieve
  success through practice. .

6

• Freedom to Communicate
• Montessori encourages communication in the
  classroom. Children learn to discuss activities,
  solve problems and develop their social skills.
• Freedom to Make Mistakes
• Encourages children to discover the outcome of
  the activity by themselves.
• Each material is designed with a visual control
  of error.
• This guides the child to understand the outcome
  of the activity through hands-on learning
  experiences.

7
Froebels Kindergarten System

• Friedrich Froebel (1782-1852) The German
  educator, psychologist and best known founder of
  the kindergarten system.
• Froebels first kindergarten was started in 1837
  in Blakenburg, Germany.
• WORKS OF FROBEL
• Froebel is author of many books.
• 1)Autobiography
• 2)Education of Development
• 3)The Education of Man
• 4)Mother play
• 5)Pedagogies of Kindergarten

8
PHILOSOPHICAL VIEWS OF FROBEL

• Law of Unity
• Froebel was a spiritual idealist. For him all
  things of the world have originated from God.
• All the objects, though appear different, are
  essentially the same.
• This law of Unity is operating in the whole
  Universe.
• Law of Development
• The second characteristic of his philosophy is
  the Law of Development.
• According to him this Law of Development is
  applicable of both, the spiritual as well as the
  physical world in the same way.

9
FROEBEL'S EDUCATIONAL PRINCIPALS

• The Aim of Education Enable the child to realize
  the Unity Principles
• The Method of Education Self- activity
• The Method of Play The play way Education to
  Children
• Principle of Freedom Free and Natural
  Development Of Children
• Principle of Social Atmosphere Should be
  developed through self-activity in a social
  atmosphere
• Purpose of Education Unfold the innate powers of
  children to order to them to attain spiritual
  union with God.

10
CURRICULUM ACCORDING TO FROEBEL

• Should give importance to
• Religious instruction
• Nature study
• Arithmetic
• Language
• Arts
• Handicrafts
• METHOD OF TEACHING ACCORDING TO FROEBEL
• 1. Principles of Self- Activity
• 2. Principle of hearing by Play
• 3. Principle of Sociability
• 4. Principle of Freedom

11

• THE ESSENTIAL CHARACTERISTICS OF KINDERGARTEN
• The kindergarten is like a miniature, society,
  where the children discover their individualities
  in relation to others.
• The social aspect of development is given
  emphasis in these schools.
• There will be an atmosphere of freedom and lot of
  scope for self- expression in the form of songs,
  movements and construction.
• MERITS OF FROEBEL'S KINDERGARTEN
• Froebel laid emphasis on pre-school or necessary
  education.
• Froebel stressed the necessity of the study of
  child's nature, his instincts and impulses.

12
PERMANENT CONTRIBUTIONS TO EDUCATION

• Inner self- activity directs the development.
• Early education should be organized around play.
• CONCLUSION
• Froebel was the first educational evolutionist.
• Education to him was the process by which the
  race and the individual evolves to higher and
  higher levels.

13
Helen Parkhurst (Dalton-plan)

• It is an educational concept created by Helen
  Parkhurst (1887-1973)
• Was introduced in 1914 in New York City.
• Name School in Dalton, Massachusets, the USA.
• The idea was to give pupils the freedom and
  opportunity.
• To develop initiative and self-reliance
• Based on individual clearing
• How does it work
• Is it a method of education by which pupils work
  at their own pace
• Students are encouraged to help each other with
  their work
• Students receive individual help from the teacher
  when necessary
• Students draw up timetables and are responsible
  for finishing the work

14

• Two Principles of the Dalton Plan
• 1. Principle of Freedom
• Fosters independence and creativity
• This fosters the ability to think and act by
  oneself
• Heightens interest and concern
• 2. Principle of Cooperation
• Enables children to master social skills and
  collaboration through exchanges with a variety of
  people
• Instills optimal attitudes from a social
  standpoint.
• Nourishes the quality of consideration.
• Fosters collectivity and cooperativeness.

15
Paula Freire (1921-1997) Critical Pedagogy

• FREIRES PHILOSOPHY
• Frieres philosophy which he prefers to be known
  as Scientific Revolutionary Humanism.
• Leaders who work for the people are not leaders,
  but who work with the people as their servants
• Philosophy involving techniques of adult and non
  formal education, though the message is
  applicable to any form of education.
• The following are the important constructs of
  Frieres Educational views
• Education is a cultural tool for liberation from
  oppression.
• Education is a tools for the learners to be
  creators of their own reality

16

• Knowledge is not a set commodity that is passed
  from the teachers to the students
• Learning begins with action, a process where
  knowledge is presented to learner
• Teachers should know that students have life
  experiences that is key in shaping their
  education and learning.
• Education is a phenomenon in which educator and
  educatee educate each other through the act of
  education.
• Education is a critical understanding of reality.
• The method of education must starts from the
  situation and reality of people.
• Educational practice is not an extension but a
  communication
• Communication involves mutual dialogue whereas
  extension involves transplanting knowledge

17
FREIRES CONTRIBUTIONS TO EDUCATION

• Freire viewed education as a deep political
  project towards the transformation of society.
• His work has exercised considerable influence
  among progressive educators all over the world,
  especially in critical pedagogy and social
  constructivism.
• Education should promote love
• Freires pedagogy allowed intellectuals to make
  useful contribution to the peoples who struggle
  for social change.
• Freire proposed dialogue and horizontal
  relationship between teachers and learners, and
  Encouraged Active Learning
• Liberating Education, that involves a process of
  humanizing people who have been oppressed.

18

• CRITICAL PEDAGOGY
• Critical pedagogy is an educational approach for
  developing critical consciousness or critical
  awareness in the learner.
• Critical consciousness is ability to Critically
  perceive the causes of social, political and
  economic oppression and to take Action Against
  the Oppressive elements of society.
• Critical pedagogy enables student to question and
  Challenge Domination
• Critical pedagogy takes as a central concern the
  issue of power in the teaching and learning
  context.

19
(No Transcript)