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Unit 5. The first theories of Pedagogical Modernity - Coggle Diagram
Unit 5. The first theories of Pedagogical Modernity
Rousseau
However recommended
children's character maturation practices through very severe physical exercises and not memorization.
Pestalozzi
He accepted that education was done by natural development, according to the
knowledge of psychology.
Froebel
The learner as a being moldable by means of external impressions, both
they came to see him as an active being, subject to a continuous process of development.
Herbard
He said that the human psyche influenced later learning.
The Experimentalism
.It proceeds to imitate science, following the method
empirical, based on trial and error.
Scientificism of Dewey.
human being as an active organism that is taking shape in
contact with their environment
the importance of education as the main means of social reform and insertion
of the school in the social context.
coherence was necessary between the logical aspects of the matter and the
interests of the child.
Life is first and foremost "action" and thought "the instrument used by
men to overcome practical problems
The freedom and initiative of the child must be attended to, because activity is a characteristic
fundamental of man
It rejects an imposed axiological system, and defends a morality learned through observation and
participation in a social context
The New School: principles and methodological contributions
It began with World War I (late 19th century and early 20th century), thinking of education as an instrument of peace, to train in solidarity and cooperation.
María Montessori
Her method is empirical and experimental, based on reality.
Decroly: Characteristics of global teaching methods:
School program developed with significant thematic nuclei for the student of its
real environment.
The thematic units are studied divided into subjects.
Each method adopts a working procedure that is used for the study of any
theme and is reiterated each time.