Johann Heinrich Pestalozzi (1746 – 1827). Pestalozzi is not a philosopher, he is a philosophizing teacher, in the field of pedagogy and philosophy he follows Kant. In my youth I read Emil. Pestalozzi organized a school for orphans, but the school was so well organized that all educated secular people we went to this shelter “on an excursion”; visited the Pestalozzi shelter and Nicholas I. Pestalozzi began writing novels about his pedagogical activity => « Lingard and Gertrude, a book for the people" (1781), "How Gertrude teaches her children" , "A swan song" .

Comenius builds a pedagogical system in line with common system knowledge (pansophia). Pestalozzi's pedagogical system focused only on education and training. Pestalozzi's main ideas:

1. The goal of education is true humanity.

2. The principle of conformity with nature: the course of nature = methodological basis education.

An ideal person(the one who embodied the principle of true humanity) must have: 1) a developed mind; 2) elevated feelings (good manners); 3) developed ability to act.

Possessing only one of these features may not. recognized as an ideal person. Upbringing - “the dressing of each individual link in the great chain through which one humanity is formed”. In understanding the purpose of education, Pestalozzi repeats Kant; the goal of education is the creation of true humanity, i.e. human improvement. It is impossible to educate a person in isolation, => all of humanity must be improved. => A person must perceive all the best that exists in humanity, because... he is his son + a person must give the best of himself to humanity, which is the father of the individual person.

Important discovery Pestalozzi: " The best educational environment is a family atmosphere "(came to this from my practice of raising orphans in an orphanage). “Lingard and Gertrude” is a story about how a simple, intelligent and respected peasant woman in her village, skillfully raising her children, convinced her fellow villagers to open a school in the village. From vague and ardent dreams, Pestalozzi moves on to the harsh prose of life: “it is possible to plug the hole from which the people’s misfortunes flow” only when the level of education of the people rises. But since the people have neither the means nor the strength to arrange large quantity schools, then education, according to Pestalozzi, should be transferred to mothers. To facilitate this task, mothers must be provided with special guidance, which was written by Pestalozzi. The feeling of family is a natural feeling (parents always love their children) => under the influence of parental love, the child develops an elevated, respectful attitude towards the world. When a child grows up without love, he perceives reality distorted; the child becomes mentally callous, insensitive, and becomes like an animal. Thus, the influence of family and nepotism is a condition of any upbringing. Pestalozzi is against the early separation of a child from his family and his early placement in an educational institution.

General principle, defining the method of education - “the principle of harmony with nature” (natural conformity): all people by nature have an urge for initiative and self-development. Comenius's nature is external environment, a necessity for human existence. For Pestalozzi, nature is the internal psychophysiological forces of a person, which are characterized by an impulse for self-development. Pestalozzi called, following Rousseau, to return in education to “high and simple conformity with nature.” However, he placed different emphasis on the relationship between biological and social factors education, putting forward the thesis “life shapes.” Education was viewed as a diverse social process, and it was argued that “circumstances shape a person, but a person also shapes circumstances. A person has the power to bend them in various ways according to his will. By doing this, he himself takes part in the formation of himself and in the influence of circumstances acting on him". Characteristics of the principle of nature-conformity education:

1. Spontaneity: Education must come from a person's own strength.

2. The method of education must demonstrate the general law of self-development of the human spirit according to the laws of human nature.

3. Contemplation is not sensory comprehension, but the discovery of an idea originally inherent in a person (this is the activity of the mind, which creates and shapes the world). Man must make his own efforts to discover his true nature and develop it.

4. Balance of power. The principle of harmonious development human strength(mind, feelings and activity must be equally developed).

5. The public. Education is possible only in a group, in a team.

Children need to be accustomed to practical work in parallel with the formation of virtues + develop the qualities needed in the age of capitalism: accuracy, prudence, accuracy, decency. The ideal teacher is Gertrude. An example of her teaching: she teaches girls to embroider + at the same time tells them the history of embroidery, chemistry (needed for the production of threads) + geography (a story about the plants from which the threads are made), etc. Labor is a personality-developing source of education (Gertrude’s children seem to be day laborers , but their souls will not earn money). Independence of the soul from work is achieved through growth in work. Kunstbildung. Practical skills you will need in life. And other qualities - accuracy, decency, prudence, frugality. We need to teach children how to work, and while working, warm the children’s hearts and develop their minds. The main thing is not know-it-all, but an inner core, which is why he pays such attention to self-education. As a result, Pestalozzi emphasizes both the importance of the child’s education by the teacher, and the child’s self-education and self-development.

The principle of active visibility= intuition = internal activity of the student’s thinking in the process of learning the subject. The goal is mastery of the method, the ability to generate new knowledge. The teacher’s task is to give the student a “thread” and give his thoughts a certain direction. "How Gertrude Teaches Her Children". The basis of education should be human nature. In the mental life of a person, Pestalozzi notices five “physical-mechanical” laws: the law of gradualness and consistency, the law of connectivity, the law of joint sensations, the law of causality and the law of mental originality. These laws must be applied to education and training - and they are satisfied only by clarity, since in the mental life of a person concepts develop from sensations and ideas. If they have no idea about this lining, then they are empty and useless. Visibility is achieved by the participation of all external senses in the acquisition and assimilation of knowledge. The assimilation of knowledge reveals a threefold ability in a person: the ability to obtain an image that corresponds to a sensation, the ability to isolate it from a whole mass of images, and the ability to give it a certain symbol. Therefore, the basis of all assimilation, and therefore of learning, must be considered form, number and word.

By implementing his pedagogical theory, Pestalozzi developed elemental education method. The essence of the method was to awaken the inclinations of abilities that, in his opinion, are inherent in every child. Pestalozzi divided pedagogical process to the simplest elements. He defined number, form, language as the primary elements of mental education; the child’s relationship with his mother, a sense of harmony, orderliness, beauty - as elements of moral education; a series of interconnected simple body movements, the ability to hit, throw, etc. - as elements of physical and labor education, etc. Pestalozzi proposed making these elements the fundamental basis for the versatile development of the individual.

Elements are a kind of “bricks” from which, according to Pestalozzi, education is made up. The number of "bricks" is gradually increasing. Thus, with moral education, the circle of children's love gradually expands: parents, brothers and sisters, teacher, schoolmates, etc. Speaking about elemental moral education, Pestalozzi wrote: “ All elementary moral education generally rests on three foundations: to develop, with the help of pure feelings, a good moral state; exercise morality on fair and good deeds, overcoming oneself and making efforts; and finally, to form moral views through reflection and comparison of the legal and moral conditions in which the child finds himself..."

Gymnastic exercises to develop joints during natural movements (walking, running, lifting weights, etc.) were proposed as “building blocks” of elemental physical and labor education.

The elemental education method is a specific system for developing abilities and exercises. The method assumed a view of the everyday as something unknown and curious, i.e. it was planned to encourage children's ability to be surprised by the world and learn about it. The method assumed the independence of the students. Students, first together with the teacher, and then themselves, must develop their physical strengths and abilities.

(01/12/1746, Zurich, - 02/17/1827, Brui), Swiss teacher, one of the founders of didactics, primary education. Born into a doctor's family. He completed two courses at the Carolinum Collegium. In the 50-60s. 18th century took Active participation in the movement of the Swiss intelligentsia. He headed the "Institution for the Poor in Neuhof" (1774-1780), an orphanage in Stanz (1798-1799), institutes in Burgdorf (1800-1804) and Yverdon (1805-1825). The author of numerous pedagogical works, of which the main ones are the world-famous “novels” “Lingard and Gertrude” (1781-1787), “How Gertrude teaches her children” (1801), as well as “Letter to a friend about his stay in Stanza” (1799 ) and the treatise "Swan Song" (1826).

In Pestalozzi's worldview, the ideas of French enlighteners, mainly J. J. Rousseau, were combined with the theories of German philosophers G. Leibniz, I. Kant, I. G. Fichte and others.

From a young age, Pestalozzi was imbued with a desire to alleviate the plight of peasant children deprived of basic conditions for full physical, mental and moral development. Pestalozzi assigned the main role in the implementation of his social plans to education. He believed that education should give children from the people good training for work and at the same time develop their physical and spiritual strength, which in the future will help them get rid of want. Education must be nature-appropriate, that is, built in accordance with the natural course of development of human nature itself, begin in infancy (“The hour of a child’s birth is the first hour of his education”), develop the spiritual and physical forces inherent in human nature in accordance with the child’s inherent desire for comprehensive activities. This development is carried out through consistent exercises, first in the family, then at school in a certain system and sequence.

Pointing out the differences in the development of a child’s mental, physical and moral abilities, Pestalozzi emphasized the importance of their connection and close interaction in learning, which moves from simple to more complex, in order to ultimately ensure the harmonious development of a person.

K. D. Ushinsky called Pestalozzi’s idea of ​​developmental education “the great discovery of Pestalozzi” (Collected works, vol. 3, 1948, p. 95). Pestalozzi considered the main goal of education to be to excite children's minds to active activity, to develop their cognitive abilities, to develop in them the ability to think logically and briefly express in words the essence of learned concepts. He developed a system of exercises arranged in a certain sequence and aimed at setting in motion the inherent natural forces of man's desire for activity; however, Pestalozzi to some extent subordinated to the task of student development another, no less important task of teaching - equipping students with knowledge (Developmental education). Criticizing the school of his time for verbalism and rote learning, which dulled the spiritual powers of children, Pestalozzi sought to psychologize education, to build it in accordance with the “natural path of knowledge” of a child. The teacher considered the sensory perception of objects and phenomena of the surrounding world to be the starting point of this path. Therefore, Pestalozzi attached great importance to visualization in teaching as a means of developing children’s powers of observation and the ability to compare objects, identifying their common and features and the relationships between them. Pestalozzi significantly expanded the previous interpretations of visibility, pointing out the possibility of its use in the interests of developing logical thinking. To facilitate and streamline the child’s observations, the teacher identified the simplest elements that are common to all subjects and therefore should serve as the starting point for all learning: number, form and word (the simplest element of number is one, form is a straight line, words are sound).

Pestalozzi's requirements for the organization of teaching the native language revealed its social and pedagogical significance. The teacher believed that speech should be developed systematically and consistently, starting with sounds and their combinations in syllables, through the development of various speech forms, while simultaneously enriching and deepening the child’s ideas about the world around him.

Pestalozzi also expanded the content of primary education, including information from geography and natural history, drawing, singing, and gymnastics.

The Swiss teacher suggested that learning to count should begin not with memorizing arithmetic rules, but with combinations of individual objects and, on this basis, forming ideas about the properties of numbers.

He divided the study of form into teaching children measurement (geometry), drawing and writing. He came up with the idea of ​​​​introducing elements of geometry in elementary school. Pestalozzi sought to simplify the primary teaching methodology so much that the teacher could also use it successfully primary school, and any peasant mother. Starting from the simplest elements, he sought to lead the child step by step towards knowledge of the whole subject. The path of learning he proposed contains great didactic possibilities, but Pestalozzi’s attempt to give it a universal character is unlawful. In learning, the reverse path can also take place: from the whole to its elements.

Pestalozzi considered the child’s ability to move to be the starting element of physical development. The beginning of physical education, according to Pestalozzi, begins in the family, when the mother gradually teaches the child to stand, take the first steps and walk. He used joint exercises as the basis for “natural home gymnastics,” on the basis of which Pestalozzi proposed building a system of school “elementary gymnastics.” The teacher considered elementary labor training as an integral part of his method. He expressed the idea of ​​​​creating an “alphabet of skills”, the mastery of which would help a child develop his physical strength and master the work skills he needs in life.

Pestalozzi criticized the contemporary professional training of young people, which boiled down to their mastery of “one-sided routine skills.” He put forward the demand for a special "elementary education for industry" to help young people master the basic techniques and general work culture. For this purpose, “special gymnastics preparing for industry” was recommended, which should be built on the basis of school “elementary gymnastics.” “Education for industry” was considered by him as “a means of humanizing industry.” The works of the Swiss educator contain a number of statements that have not lost their significance about young people mastering the “internal essence of industrial production” and those “external techniques that are necessary for successful participation in it.” These statements reflect wide application in practice manual labor. But they undoubtedly represent a movement towards the idea of ​​a labor school.

Elementary moral education, Pestalozzi believed, more than other aspects of education, has the ability to contribute to the general goal of education. The main objectives of this education are: the development of high moral feelings in children, the development in them of appropriate moral skills through direct participation in good and useful deeds, and, finally, the formation of moral consciousness and beliefs in the younger generation. The instinctively arose love of a baby for his mother is later recognized by the child and transferred first to his father, sisters, brothers, then to the teacher and all of humanity. The teacher sought to build educational institutions according to the type of family, on the basis of the teacher’s sincere love for children and a careful approach to them. The ideas of pedagogical activism and the psychologization of learning formulated by Pestalozzi had a profound influence on the development of didactics and pedagogy. In 1792, the Legislative Assembly of the French Republic awarded Pestalozzi the title of "citizen of the French Republic."

Lit.: Pinkevich A.P., Medynsky E.H., I.G. Pestalozzi. His life, teaching and influence on Russian. pedagogy, M., 1927; Pinkevich A.P., I.G. Pestalozzi, M., 1933; Rotenberg V. A., Ped. activities of I. G. Pestalozzi, SP, 1952, No. 3; Clarin V.M., Theory of elementary education, "Master", 1993, No. 2.

V. A. Rotenberg, V. M. Clarin.

Johann Heinrich Pestalozzi

Pestalozzi Johann Heinrich (1746/1827) - Swiss educator. He laid the foundation for the theory of primary education, in which he linked pedagogy with psychology, and teaching with upbringing and development. He proposed a number of new ideas in the theory of combining training and productive work. He owns the following works: “Lingard and Gertrude” (1781/1887), “How Gertrude teaches her children” (1801), “Swan Song” (1826), etc.

Guryeva T.N. New literary dictionary / T.N. Guryev. – Rostov n/d, Phoenix, 2009, p. 217.

Johann Heinrich Pestalozzi (1746-1827) - the largest Swiss democratic teacher, theorist of the public school, who had a huge influence on the development of pedagogical theory and school practice in many countries of the world.

Influenced by the ideas of Rousseau, he devoted his life to finding ways to improve the situation of the people. He placed his main hopes on the properly organized upbringing and education of children, on the unity of mental, moral and physical education in combination with preparation for work and participation in it. Pestalozzi, a humanist teacher, was true to his democratic ideals. He degenerated his pedagogical theory from the main goal of education, which he saw in the development of all the natural abilities of the child, taking into account his individual characteristics and age. At the same time, education should mold the child into not just a harmoniously developed individual, but a hard worker - a member of the human community.

Developing the problems of didactics, Pestalozzi put forward the fruitful idea of ​​elementary education, according to which children, in the process of learning and upbringing, should acquire the basic elements of knowledge, morality, and working methods. It can be said that Pestalozzi thereby made an attempt to pose and solve one of the most important didactic problems - the problem of selecting the content of education, which should gradually become more complex, corresponding to the stages of individual and age-related development of children.

Pestalozzi's great merit lies in the development of the principle of visual teaching, in the desire to connect sensory perception with the development of thinking. Pestalozzi considered the most important task of education to be the development of logical thinking, cognitive abilities, the ability to logically and consistently express one’s thoughts and formulate concepts. Education, according to Pestalozzi, must necessarily act in a developmental manner and encourage children to be creative.

Based on his ideas of developmental education and elementary education, Pestalozzi initiated the scientific development of primary education methods native language, arithmetic, geometry, geography.

Biographical information quoted from the publication: Reader on the history of foreign pedagogy. Comp. A.I. Piskunov. 2nd ed. reworked M., 1981, p. 275.

Other biographical materials:

Kodzhaspirova G. M., Kodzhaspirov A. Yu. Swiss democratic teacher ( Kodzhaspirova G. M., Kodzhaspirov A. Yu. Pedagogical dictionary: For students higher and Wednesday ped. textbook establishments. - M.: Publishing center "Academy", 2001).

Essays:

Samtliche Werke.hrsg. von A. Buchenau, e. Spranger, n. Stettbacher, e. Dejung, Bd 1-17 - A, 18-21, 23, 25, V. - Lpz. - Zurich, 1927-73;

Samtliche Briefe, hrsg. von Pestalozzianum und von der Zentralbibliothek in Zurich, Bd 1-13, Zurich, 1946-71; in Russian lane - Selected pedagogical works. Ed. n. f. Shchabaeva. [Prep. text, introductory article and approx. V. A. Rotenberg], vol. 1-3, M., 1961 - 65.

Ausgewählte Werke, hrsg. v. O. Boldeman, Bd. 1–3. V., 1962–64;

Literature:

Krupskaya N.K., Pestalozzi, Pedagogical Works, vol. 1, M., 1957;

Krupskaya N.K., To the chapter on Pestalozzi, ibid., vol. 4, M., 1959;

Pinkevich A. P., Medynsky E. N., I. G. Pestalozzi. His life, teaching and influence on Russian pedagogy, M., 1927;

Pinkevich A.P., I.G. Pestalozzi, M., 1933;

Rotenberg V. A., Pedagogical activity of I. G. Pestalozzi, "Soviet pedagogy", 1952, No. 3;

Rotenberg V.A., Pestalozzi on combining training with labor and preparation for activity in industry, ibid., 1962, No. 7.

Zilberfarb I. I., Outstanding Helvetian democrat Pestalozzi, in the collection: From history social movements and international relations, M., 1957.

Johann Heinrich Pestalozzi(January 12, 1746, Zurich - February 17, 1827, Brugg) - Swiss educator, one of the largest humanist educators late XVIII — early XIX century, making a significant contribution to the development of pedagogical theory and practice. In the history of world pedagogy, Pestalozzi is known as one of the great noble champions of educating the humiliated and insulted. His fame as a “people's preacher”, “father of orphans”, and the creator of a truly people's school has rightly been strengthened.

Influenced by the work Rousseau“Emile, or on education,” Pestalozzi outlines the first contours of his pedagogical system: conformity with nature, development of the senses (primarily verbal lessons), strict adherence to the system in the development of each child of all his strengths and abilities; disciplining a child based on his love and trust in the teacher.

In 1774, he opened his first orphanage for orphans, street children and the poorest children on his Neuhof estate, calling it an “institution for the poor.” In 1780, I. Pestalozzi's school went bankrupt and was closed.

In a short time he writes six stories - and destroys everything, because they seem to him impossibly weak. Only the seventh, moralizing book for the people " Lingard and Gertrude", which preaches important ideas of public education, he takes to the publisher. This pedagogical treatise brought Pestalozzi world fame. It explained in great detail how to organize schools for the peasants themselves for their children, gave a realistic picture of the life of a Swiss village, and expressed faith in the pedagogical (Enlightenment) way of reorganizing society.

Heinrich Pestalozzi, in his essay “Lingard and Gertrude,” developed ideas about the humane nature of education, a friendly attitude towards children, instilling in them empathy and compassion for people as the basis for their moral development. In his practical pedagogical activities, Pestalozzi tried to combine the teaching and upbringing of children with the organization of their feasible labor, and used the educational role of the children's community, which later received the name of the educational team, for the moral formation of his pupils.

Pestalozzi's pedagogical principles are:

1. All learning should be based on observation and experience and only then rise to conclusions and generalizations.

2. The learning process should be built through a consistent transition from part to whole.

3. The basis of learning is visibility. Without the use of visualization, it is impossible to achieve correct ideas, development of thinking and speech.

4. It is necessary to fight against verbalism, “the verbal rationality of education, capable of creating only empty talkers.”

5. Education should contribute to the accumulation of knowledge and at the same time develop mental abilities and human thinking.

He creates a new theoretical and pedagogical work of a methodological nature, “How Gertrude Teaches Her Children.” During this period, the scientist created a number of pedagogical essays: “The purpose and plan of an educational institution for the poor”, “About public education and industry”, etc.

In an effort to create scientific pedagogy, I. Pestalozzi developed it theoretical basis: its object, subject, scientific method, methods of correct search and reliable proof of knowledge in the field pedagogical research. Particularly important and relevant at the present time for the fate of pedagogical science was the idea of ​​I. Pestalozzi - the experimental study of children and their upbringing. Pestalozzi at one time proved the need for experimental work in school for the development of scientific pedagogy.

Pestalozzi based his scientific pedagogy on a holistic knowledge of man, “the eternal laws of human nature.” He viewed education itself as a complex social process, organically integrated into people’s lives. His unflagging attention to social development personality laid the foundations social pedagogy. The central idea of ​​this science (and as an important pedagogical discipline) was the idea of ​​I. Pestalozzi that “circumstances shape a person, but a person also shapes circumstances. Man has within himself the power to bend them in various ways according to his will. By doing this, he himself takes part in the formation of himself and in the influence of the circumstances acting on him.

Education, according to I. Pestalozzi: It is necessary to start from infancy: “The hour of a child’s birth is the first hour of his education.” The main concepts of his pedagogy are aimed at providing something very simple, really feasible in the most unfavorable social conditions (inexpensive, not too long) and at the same time providing such a volume of knowledge, skills and abilities that the rich and powerful of this world do not so often have:

Firstly, to develop children mentally, i.e. to form the inclination and ability for independent judgment and creativity;

Secondly - to educate morally - to form active kindness and the ability to love, self-esteem - the inclination and ability for self-help and self-defense from predators of any kind;

Thirdly, the desire to constantly and systematically work on developing one’s horizons, the ability to highlight values ​​in the world;

Fourth, develop physically, the ability to maintain physical strength and health;

Fifthly, labor education, development of a work culture, skills and abilities of rational work.

Education should be natural, i.e. be built in accordance with the natural course of development of human nature itself. In man, nature has endowed three kinds of powers: mental, physical and moral (in his words, “the powers of the mind, the heart and the hand”). These three forces tend to strive for development, which means that this desire must be supported and developed, and developed in the closest connection with each other, for “the eye wants to see, the ear wants to hear, the leg wants to walk, the hand wants to grab, and also the heart - to believe and love, but the mind wants to think.”

The requirement for the harmonious development of “all the forces and abilities of human nature” underlies the theory of elementary education he developed, according to which the educator, carrying out the nature-appropriate development of the child’s personality, must begin its formation from the initial foundations, from the simplest elements and gradually, moving from one step to another , lead it from simple to more complex.

He sought to raise the scientific and educational level of public schools. IN syllabus He introduced the skills of reading and writing, counting and measuring, drawing, gymnastics, singing, as well as some knowledge from the fields of geography, history, and natural science to the public primary school.

Pestalozzi's greatest contribution in didactics is his idea of ​​developmental education, which K. Ushinsky called “the great discovery of I. Pestalozzi.” Pestalozzi considered the main goal of education to be to excite children's minds to active activity, to develop their cognitive abilities, to develop in them the ability to think logically and briefly express in words the essence of learned concepts. For this purpose, he developed a system of exercises, arranged in a certain sequence and aimed at setting in motion the inherent natural forces of man's desire for activity.

The starting point in the development of thinking abilities, according to Pestalozzi, is contemplation. This is not a passive sensory perception of external things and phenomena, but their active perception in the course of action with them. This is knowledge of the essence of things and at the same time their personal assessment. This is a creative perception of the world with the development of one’s own attitude to what is perceived. Therefore, Pestalozzi criticized the contemporary school of verbalism, rote learning, which dulled the spiritual powers of children.

Mental elementary education and should do everything possible to ensure that children move away from “disorderly and vague impressions of outside world to definite perceptions, then from them to clear ideas, and finally to clear concepts.” Pestalozzi considered one of the most important means of developing a child’s mental powers to be the development of the ability to speak, which should be based on a connection with life and rely on the expanding child’s sensory experience. Pestalozzi closely associated teaching the native language with familiarizing children with the objects themselves. He pointed out that the child’s speech must be developed systematically, following a certain sequence. He managed to create a language teaching system in which the child begins mastering sounds and their combinations in syllables, and then masters the forms of speech, its various structures, at the same time expanding the range of his ideas and concepts about the world around him, and developing his thinking.

To organize and facilitate the child’s observations, Pestalozzi considered it necessary to isolate the simplest elements that express the basic properties common to all objects. These were the initial simplest elements of learning that he thought of: number, shape and word. Pestalozzi considered the simplest element of number to be one; shapes - straight line; words are sound. He also developed a method for initially teaching children speech, counting and measurement.

Along with elementary mental education, Pestalozzi also formed moral education. The main goal of this education is to develop high moral qualities through the development of feelings, the development of appropriate moral skills through direct participation in good and useful deeds and, finally, the formation of moral consciousness and beliefs in the younger generation.

Pestalozzi considered it necessary to begin elementary moral education in the family from the first days of a child’s life. Pestalozzi assigned a large role to training children in moral actions, requiring endurance on their part, and sometimes the ability to overcome their desires in the name of achieving a moral goal.

Pestalozzi's step forward in comparison with Rousseau, lies in recognizing the activity of the educator, who not only creates an environment conducive to the independence of the student, but systematically and consistently educates and trains him, based on knowledge inside the child's personality and individual characteristics his psyche. Developing this important idea, in a number of his works, the great teacher insists that teachers master methods of psychological observation of children.

Pestalozzi considered the main factors of upbringing to be work, simplicity, exemplary order, discipline, family and a good mother. Unlike Rousseau, he contrasts the natural man public person, citizen.

Education process- the process is not only contradictory, but also holistic. In the novel “Lingard and Gertrude” he wrote: “Educating a person is nothing more than polishing individual links of one common circuit, connecting all humanity together; The mistake of education and leadership lies in the fact that individual links are taken out, they are made wise of them, as if they exist on their own, and do not form only part of one common chain...” As we see, Pestalozzi is thinking here educational process as a single chain, the links of which cannot be isolated or separated from each other. The mistakes of upbringing consist in the fact that these links are taken out, “they are tricked on,” i.e. They think about their improvement, improvement in an isolated form, put them in order only from the outside and forget about their internal unity, organic connection.

The most important task of education in a public school is to prepare children for work in accordance with new economic and social conditions. “Work itself is the most reliable foundation of any good education.”

The most correct criterion for simple, healthy upbringing is the participation of children in household work, participation in which develops the child’s diligence and accustoms him to doing household chores. Pestalozzi believed that the success of upbringing in a family is ensured by establishing the correct relationship between family members, who should be distinguished by “warmth, compassion and sublime humanity.” Pestalozzi identifies the principle of fatherly love as one of the most important principles of education

Father's education is native soil, the most favorable. It is rare that a teacher can cope with raising a child like his own father. This is why schools have such little success. But the mother also plays an equally important role in raising a child. She is a central figure in the field of family education. “Every act of a mother in relation to her child..., in each case, simultaneously covers in general all three aspects of upbringing - physical, mental and moral improvement.”

Proper upbringing of children, according to Pestalozzi, should be based on constant study of them through observation of their actions, deeds, and thoughts. He argued that “the study of children requires the use of a wide variety of methods in education, because there is not and cannot be a single universal method of education suitable for all cases in any situation. I am so convinced of the necessity of adapting education in each individual case to the needs arising from the given individual situation that if I had the opportunity to exercise a variety of practical influences, I would probably use the most bizarre and varied methods of education.

In order to know a person well, in order to form an accurate and clear idea of ​​him, it is necessary to observe how he behaves at such moments and in such situations when his inclinations sharply manifest themselves in a clear connection with his entire nature. That is why he advised teachers to carefully observe children, write down those answers, register those traits that characterize certain features of their character.

In the work of his school, every morning before classes, conversations were held about the upcoming day, work, responsibilities, and in the evenings an accurate and thorough report of the day was made, for which Pestalozzi developed special schemes. He carefully studied the materials of his assistants. For example, in a letter to Peterson (dated March 21, 1783), he gives a very subtle and deep analysis of the behavior of children, their individual personality traits (obedience, excitability, hot temper, stubbornness, liveliness of character, lies, hypocrisy, gluttony, attitude towards servants, diligence in study and work, etc.). Evaluating Peterson’s notes, Pestalozzi writes to him the following: “Such figurative expressions and your verbatim transmission of the children’s own statements allow me to get to know the children better than thousands of exams and tests in all subjects of their school studies, and I am sincerely grateful to you for reporting these exact details.” .

The current significance of I. Pestalozzi is determined, first of all, by the fact that he was one of the brightest representatives of social pedagogy. He approached school as a social institution that is closely connected with politics, economics, culture, and the moral and everyday life of the people. He built a school that was supposed to promote the economic and cultural well-being of the people.

Understanding how and Rousseau, the essence of education, Pestalozzi, speaking about conformity to nature, reveals this principle not in the spirit of a general analogy with natural phenomena (Comenius), and not in the spirit of the “mystical” peculiar self-discovery of the child’s natural abilities (Rousseau), but in the spirit of psychologization of the process of education and training, recognizing the need to manage these processes. His definition of teaching as "the art of promoting nature's tendency towards its own development" is full of deep philosophical and pedagogical meaning.

Based on Pestalozzi's learning theory lies a certain concept on the relationship between development, education and training; he believed that the development of mental powers and abilities occurs in the conditions of specific activity. In his desire to psychologize the learning process, he takes a significant step forward with the development of his “method” - the theory of elementary education. Recognition of the child’s observation as the starting point of learning, sensory perception of objects as the basis for the mental development of the ability to observe, speak, and think; the child’s perception and cognition of spatial, numerical, linguistic relations - these are the main links of Pestalozzi’s “method”, which in one form or another live in the treasury of modern didactics and school practice.

It is also very important that personality education according to Pestalozzi, associated with labor training, moral training and polytechnic training, serves to instill a culture of work and life. The very culture that teachers talked about Soviet period(Krupskaya N.K., Lunacharsky A.V., Makarenko A.S.) as one of the most important prerequisites for the socio-economic transformation of society.

Specific methodological side progressive and deep pedagogical concept of I.G. Pestalozzi, developed by such teachers and psychologists as D.B. Elkonin, A.A. Zankov, V.V. Davydov, V.A. Sukhomlinsky and others, is successfully used in solving the most complex and pressing problems of modern practice of upbringing, education and training.

§ 2. Pedagogical ideas of Johann Heinrich Pestalozzi

Comprehensive harmonious development is the goal of the school; it involves ensuring the unity of mental, moral and physical development and preparation for work. Pestalozzi identifies and characterizes the components of education:
1. Intellectual elementary education, the purpose of which is the comprehensive development of mental inclinations, independent judgment and mastery of intellectual work skills.
2. Elementary physical education is the comprehensive development of a person’s physical inclinations, which is necessary for “physical independence” and mastery of “physical skills.”
3. Elementary moral education, the purpose of which is the comprehensive development of moral inclinations necessary to “ensure the independence of moral judgments and instill certain moral skills.” It presupposes the ability and desire to do good.
Only the unity of all parts of education ensures the harmonious development of a person’s natural inclinations; one-sided mental or physical development only brings harm. Thus, a person can appear to the world as a beacon of science and at the same time do evil, have “unbridled power of intellect” combined with heartlessness, a thirst for wealth and a desire for violence.
Likewise, all human claims to high morality, if its source is not love for people, faith, nobility, do not represent true morality, but turn out to be only hypocrisy. More people are scarier Those who have an “animal will to violence”, who achieve everything in the world in the name of their own greedy interests, are “moral predators”. They generate a mass of “moral donkeys”, incapable of any action, limited by impotent benevolence.
The harmonious development of all natural human forces presupposes education in balance, in harmony with oneself.
The idea of ​​conformity with nature in Pestalozzi’s understanding is the development of “the strengths and inclinations of the human heart, the human mind and human skills.” Human nature itself determines the natural course of development. Indeed, what captures a person is natural, acting “together on the heart, mind and hand.”
Each of these natural forces develops through the exercise of the “external senses”, body organs, and acts of thinking. The need for exercise is inherent in the person himself. “The eye wants to look, the ear wants to hear, the leg wants to walk, and the hand wants to grab. But also the heart - to believe and love. The mind wants to think,” writes Pestalozzi in “Swan Song.” But if you do not manage these natural needs, leaving them to themselves, then development will proceed extremely slowly. It is necessary for the teacher to skillfully guide the development of children's inclinations and abilities.
At the same time, “it is not the educator who invests new strengths and abilities in a person and breathes life into him,” the educator only makes sure that the negative influence does not disrupt the natural course of development, and supports the efforts of the child, which he himself shows for his own development. The moral, mental and practical powers of a man "must be cultivated within him." Thus, faith is strengthened through one’s own conviction, and not through thinking about it, love is based on actions filled with love, and not on lofty words about it, thought - on one’s own thinking, and not on the assimilation of other people’s thoughts. The beginning of the development of each side of the personality is the individual’s spontaneous desire for activity. The school and the teacher are faced with the task of providing children with appropriate tools and materials for their activities.
Pestalozzi's teaching methods stem from his understanding of education as the sequential development of a child through appropriate exercises, selected to ensure harmony in the manifestation of his natural inclinations. Pestalozzi identified the simplest elements, which he considered the basis - these are number, shape, word, and elementary education should teach the child to count, measure, and speak. Through increasingly complex exercises, the child’s natural inclinations are developed. Exercises should be associated with studying objects, and not with observing objects. Hence the necessity. subject lesson, but not for the sake of developing observation, but for the sake of mental education in general. The child learns and develops through sensory perception and his own experience of activity, “receiving impressions and being enriched by experience.” His experience must find clear expression in words.
While learning, the child masters the concept of form through measurements, through counting - numbers, through the development of speech - words. The content of elementary education is reading, writing, arithmetic with the beginnings of geometry, measurement, drawing, singing, in addition, some knowledge of geography and natural science. This extensive program was first implemented in school practice. A feature of learning was a gradual ascent from simple to complex, thanks to the decomposition of the subject being studied into its simplest elements. The old method, which began with teaching rules, principles, general definitions. Its place was taken by observations of objects and exercises. The purpose of teaching was the development of students, not their dogmatic memorization of the material. Pestalozzi was at the origins of the idea of ​​developmental education. “The main purpose of primary education is not to endow the student with knowledge, but to develop and increase his mental powers,” says Pestalozzi,
The relationship that is established between the teacher and students is important for the school. At their core, they must have the teacher’s love for children. Pestalozzi himself was an example of such love; his students and followers called him father. The school should have a homely, family atmosphere.
One of the important tasks of Pestalozzi’s pedagogy is labor education. While spending the whole day at school, children can engage in spinning and weaving; on a piece of land, everyone can cultivate their own beds and care for animals. They learn the processing of flax and wool, get acquainted with the best farms in the village and craft workshops. Such work will promote physical development and prepare for upcoming activities.
Pestalozzi's pedagogical ideas found support and further development in Western European pedagogy, and the experience of implementing them in the institutions headed by him contributed to the spread of the school practice of the famous teacher. Since the Pestalozzi Institute in Burgdorf and Yverdon was visited by teachers, students and many people interested in education, the teacher’s ideas began to spread widely and be implemented in the practice of schools in other countries. A direction in pedagogy emerged associated with the name of Pestalozzi.
Main dates of life and activity
1746 - Johann Heinrich Pestalozzi was born in Zurich.
1769-774 - experiment in Neuhof to conduct a model economy.
1775-780 - creation and operation of the "Institution for the Poor" in Neuhof.
1789 - work in an orphanage in the city of Stanza.
1800-1826 - leadership of Burgdorf and Yverdon educational institutions.
1827 - Johann Heinrich Pestalozzi died.
Main works
1781-1787 - "Lingard and Gertrude."
1801 - "How Gertrude teaches her children."
1826 - "Swan Song".