GREAT PEDAGOGUES

Johann Friedrich Herbat

• The study of individual differences, psychometrics, evolutionary psychology and interest in learning and literacy.

• The interest says Herbart is the cardinal concept of instruction. "It is not a means of learning, but rather the end of it; an education worthy of the name is one that promotes rich and deep interests rather than specific knowledge".

William James

• Representative of pragmatism in philosophy and individualism in education.

• For him, education is above all a function of an individual nature: it is based on biological resources and the formation of behavioral habits.

• Its purpose is tolerance, respect for individuality and the formation of democratic consciousness.

Edward Lee Thorndike 

• He emphasizes his experiences on learning, which, in the attempt to unite psychology and education, carrying the enunciation of the law of effect: as the behavior that is followed by reward or success.

• In the center of interest has come to focus today on the processes of teaching and learning, collecting the contributions of the great paradigms of psychology in terms of theories of learning, including those that include theories of instrumental knowledge.

John Dewey

• He proposed a psychology of education as a discipline, between behavioral sciences and educational practice, taking experience as a starting point.

• Dewey began by opposing the Herbartian conception of "education by instruction" his theory of "education by action"

• Education for him is both a social function and an individual function, on the one hand it is the sum total of processes by which a community transmits its powers and ends in order to ensure its own existence and development.

Emilio Mira y López 

• He focused his research on the subject of guidance and through them contributed a great deal to the development of educational psychology.

• MIRA and LOPEZ decided to use special education.

Iván Petróvich Pávlov

• Learning has an answer through a stimulus.

• Developed the theory of the stimulus answer.

Sigmund Freud

• The contributions of FREUD are perfectly valid in the school environment, since they provide explanations for certain behaviors of the pupil and the educator.

Friedrich Froebel

• He developed a theory to educate young children based on activity and action, created educational toys to keep intelligence active through play.

• Named pedagogue of romanticism.

Paulo Reglus Neves Freire

• Proposes liberating education, in which the educator must give precedence to the dialogue with the student.

• For Freire the starting point of his pedagogy is the action and reflection from the point of view of the oppressed and this starting point allows defining his pedagogy aimed at humanization.

• Thus both become subjects of the process in which they grow together and in which "the arguments of authority" no longer apply.

• For Freire the liberating pedagogy the educator is not the one who transmits the reality, but it is the learner who discovers it for himself.

Adolphe Ferriere

• He has perhaps been the most enthusiastic advocate and disseminator of the active school and of new education in Europe.

• Starting from the "élan vital" of Bergson, he considers that the vital spiritual impulse is the root of life, the source of all activity, and that the purpose of education is to conserve and increase this impulse of life that is directed to the supreme end.

Alfred Adler

• To Adler a great contribution to the pedagogy is due to the significance that it gives to the psychic life of the early childhood.

• The pedagogy of Adler is especially interesting for the education of difficult children or children problems.

Alfred Binet

• He is the creator of tests for the measurement of intelligence in children, which have served as the basis for his better study and education in modern times.

• Binet has made in his work modern ideas about children, acute observations on their psychology and education, which should be based on observation and experience, thus understanding the systematic study of the child.

• He was a skilled researcher who contributed greatly to our understanding of how to assess cognitive faculties and the experimental analysis of cognitive functioning and growth.

Berthold Otto

• He represents the German naturalistic pedagogy, also accentuating the value of children's individuality and freedom in education.

• Its two essential ideas are "global teaching" and "child language" education.

• The instruction must be done, not by separate subjects, but on global issues, determined by the teacher and his students.

• The language of children should be studied and classified according to their age.

Ovide Decroly

• The pedagogical proposal decrolyana proposes a true education through action.

• It is based on the individual and collective activity of children, but it accentuates their idea of ​​the globalization of the psychic life.

• Finally, it is important to point out the importance it gives to the environment, both inside and outside the school, also breaking the rigid arrangement of furniture and accentuating the need for a natural environment.

Maria Tecla Artemisia Montessori

• She bases his method on giving the child freedom with responsibility in an environment prepared with the guidance of a specially trained person.

• Each child brings with himself an internal guide, from his birth, to channel his development as a natural process.

• The Dra. Montessori argued that no human being can be educated by another person.

• Therefore, the goal of early childhood education should not be to fill the child with previously selected academic data, but to cultivate their natural desire to learn.

Lev Vygotsky

• Vygotsky does not deny the importance of associative learning, but he considers it clearly insufficient.

• Knowledge is not an object that is passed from one to another, but is something that is built through operations and cognitive skills that are induced in social interaction.

• Vygotsky points out that the intellectual development of the individual cannot be understood as independent of the social environment in which the person is immersed.

Jean Piaget

• Education should be based on the child's psychology and its active manifestations, characteristics of childhood.

• Piaget postulates a new conception of intelligence, which directly influences the pedagogical currents of the moment.

• He is also one of the most enthusiastic advocates of new education and active school.

Edouard Claparéde

• He represents as few the psychological tendency in pedagogy.

• He owes the creation, with Bovet, of the well-known "J. J. Rousseau Institute", now converted into a Faculty of the University of Geneva and the work Psychology of the Child and Experimental Pedagogy (1905), among many other works.

• On the other hand Claparéde is the author of the idea of ​​"functional pedagogy" understood by this one based on the needs and interests of the child.

• He is one of the most ardent defenders of the "active school", based on the idea that the activity is always aroused by a need.

Granville Stanley Hall

• The psychology of development won and lost ground with Hall.

• Mental tests, the study of children and preschool education were especially influenced by Hall himself or by people who at one time were his disciples.

James Mark Baldwin

• Every genetic change gives way to a real advance, to a progress of a part of a part of nature towards a higher mode of reality.

• The motor and cognitive development of children, social interactionism and personality development, and ontogeny (formation and individual development of an organism) and phylogeny (development and general evolution of a species) of functions and behavior.

William Thierry Preyer

• But it is because of his two works on development - on behavioral embryology and on the early development of children - that is why he is recognized today.

• Preyer perfected a method of child study that is still being used today.

• For Preyer, the "mind of the newborn child does not look like a tabula rasa but a blackboard already written before birth".

Emile Durkheim

• Who held that education is a social fact, outside man as an individual and coactive.

• Durkheim only sees in the educational phenomenon its social function and from that perspective education always appears as a social phenomenon, and as a consequence, the educational process is transformed into a process of methodical adaptation to society.

• Pedagogy, however, is the reflection applied, as methodically as possible, to the things of education with a view to regulating its development.

Percy Nunn

• For him, education must be limited to ensuring to each one the conditions under which individuality can be developed more fully.
• The school is for him a select environment where the creative energies of youth can act towards individuality in its best conditions.

Hugo Gaudig

• It is the highest exponent of the pedagogy of personality, which constitutes for him the overcoming of individuality.

• The school is not a mere place of teaching, but a center of life, in which the formed personality develops, which is in intimate relation with that of the child to be formed.

• The school must also be related to the social and cultural spheres.

Ellen Key

• Although she was not a pedagogue, her ideas about the child and her education exhibited in the work El siglo del niño in 1900.

• Demands that he be granted the greatest freedom in education, following the laws of nature, and observing the child's personal development.

Wilhelm August Lay

• He is another outstanding cultivator of experimental pedagogy.

• For him this pedagogy is characterized by the use of exact methods of scientific research, especially observation, statistics and experimentation.

• Their ideas are based on the study of the actions and reactions of the environment on the learner, understood as the biological, natural, as the social and cultural.

William Heart Kilpatrick

• For him education is directed to life to make life better.

• Education remakes life, and remakes it not only, occasionally, but deliberately, in a continuous way.

• Education is especially interested in developing personalities so that when they are older they become more and more appropriately self-directed.

Célestin Freinet

• The school advocated by Freinet is for the people, for the working class, with popular interests, with internal democracy and a democratic and participatory culture, without external impositions, without the domestication of the capitalist school, without notes of obedience.

• Creator of the pedagogical method that bears his name.

 Georg Kerschensteiner

• He is especially known as the creator of the "school of work".

• Author, among other works, of the problem of public education, concept of the school of work, civic education.

Andrés Manjón

• When he passed before one of the caves in the Sacred Mountain, he heard some children recite the Hail Mary, which led him to start his pedagogic Andrés Manjón al work with those children, accompanying at first the teacher who taught them.

• Throughout his life, some 400 schools opened around the world. He also founded the "Seminar of Teachers" to train future leaders of Ave-Maria schools: "there is no school without a teacher".

Carolina y Rosa Agazzi

• They were the founders of a kindergarten for poor children near Brescia in which they tried to give a familiar and emotional atmosphere to early childhood education.

• The method derived from educational praxis is called the method of the Agazzi or Mompiano Sisters, in honor of the city where they developed it.