Pestalozzi with the orphans in Stans.

"Pedagogy is art to educate. The term indicates the methods and practices of teaching and education like all necessary qualities to transmit an unspecified knowledge.

Origin
The term of pedagogy drift of the Greek παιδαγωγία , of παιδός (/'paɪdɔs/) “the child” and ἄγω (/“a.gɔ/) “to lead, carry out, accompany, raise”. In antiquity, the pedagog was a slave who accompanied the child at the school, carried his business to him, but also made him recite its lessons and make its duties. Pedagogy is a word going up with 1495, according to the dictionary the Robert. The French Academy admits it since 1762.
At the beginning of the 20th century, the science of education indicated pedagogy. Today, the expression gets busy in the plural: the Sciences of education are studied while borrowing from several disciplines of the social sciences (Sociologie, Psychologie, Biologie, economy, Philosophie, etc).


History
Precursors
The humanism of the Renaissance sees being born some precursors from pedagogy. In France Rabelais proposes an ideal of the going beyond of oneself. It describes at the end of Gargantua a utopian abbey, the abbey of Thélème. Rabelais, monk of its state, knows the life monacale well, and in the description of this fictitious abbey it presents its idea of a humanistic abbey where beautiful young people people, from the two sexes, would come to study within an ideal framework of life. The stress is then laid on the moral aspect, rather than religious. The importance of physical education is reaffirmed.
To the same time, Ignace de Loyola gives to the order which it bases a vocation of teaching on the base of the new program of teaching, the Ratio Studiorum . The colleges which will be opened by the Jesuits in Italy, in France (college of Clermont in Paris, college of the Arrow, where Descartes will make its studies, college of Mauriac and Billom in Auvergne, etc.), then gradually in all Europe, will be the model of the secondary education of the colleges of the XIXe century.

For Czech Comenius, pedagogy must be useful and for all.

At the 17th century, Jean-Baptiste of the Room founds a laic order to teach free in the schools of village. It writes for the Masters a treaty of Civilité to the use of the children of the two sexes, and a program of studies, the Control of the Christian schools , which will be used as a basis for the organization of the Primary school education until the beginning of the XXe century.

At the 18th century, one returns against enfermement. One wants to train the young people in the contemporary world.


Theories of Rousseau
In 1762, Rousseau written Emile or education . The subject is “art to train the men” (foreword).
Rousseau states in this work its principle: “the child is born good and it is the company which corrupts it”. According to him, it is necessary that the child wants to learn and that it is informed of a manual trade, very rare thing at the noble ones of this time.

In Swiss, Johann Heinrich Pestalozzi takes as a starting point these theories to found its school. It wishes to help the child in the real life , but by differentiating it according to the social classes. For him, the family is the best educational medium.

The work is condemned by the Parliament, in particular because of the Profession of faith of the Savoyard vicar. This ideal teaching program offers an innovative vision of childhood


XIXe century
In Germany: Paul Natorp and Georg Kerschensteiner. Each individual must be formed with a given function. The community must develop solidarity, the Civics the respect of the authority, and the patriotic feeling.

XXe century
At the 20th century, the concept of pedagogy changes. Pedagogy becomes a practice, a whole of methods. The pedagogs endeavor to use elements of Psychologie, it is in particular the blossoming of the movement of the new education which regards education a total act of construction of the person and not as a simple retransmission of knowledge.
See also: new education


In Western Europe, one takes into account the child. In the USSR, it is social dimension.

With the the United States, with John Dewey, it is experimental Pragmatique, , voluntarist and socializing.

The Médecine comes to help pedagogy. Maria Montessori, in Rome, creates the method bearing its name to influence the sensorimotor psychology of the nursery schools.

In France, the inspector Roger Bearing, with a free work method by groups, seeks to establish a climate of trust and of reciprocal comprehension. Célestin Freinet is another important actor of the evolution of the French teaching practices, but engagement Libertaire of this work prevented an official recognition a long time to them.

Nowadays, the direction of pedagogy returns more to the way in which will train child that to the contents itself of this formation. They are sometimes the processes implemented in acquisition of knowledge, sometimes of the attitude and the action of the pedagog, by that which accompanies. It is starting from these designs that include themselves/understand and the various currents of pedagogies are classified. In this direction, it is of the techniques implemented in a formative action or about teaching. The technical word including the use here that the made pedagog of its first tool: itself.

From there, the principal ways which open with the development of a pedagogy are to distinguish the knowledge educated with a pupil from the knowledge built by a person. The educated knowledge is connected to the concept of teaching, whereas the built knowledge calls upon the autonomy of the child.

In this direction, pedagogy is not only the work of the teacher. It would be rather the whole of the means - consciously implemented or not - educative community - the Co-teachers. Thus, the family, the school, the recreational centres, the clubs, are as many spheres where the frequent child of the “pedagogs”. It is the debate which the team of the “Crossroads of education launched”, in Perpignan, in October 2003.


Various approaches
Socio-constructivism and motivation
The Socio-constructivisme rests on the idea according to which the acquisition of durable knowledge is supported by the taking into account of the social field in which it is located. This theory was developed by Lev Vygotski while resting on the constructivism of Piaget.
In another direction, however, one can say that Lev Vygotski, for example in Pensée and language (Chapters 2 & 4 in particular) proposes a criticism of the thought piagétienne. He seeks to show indeed that certain acquisitions (in an exemplary way: that of the language) result from the crossing of two lines of development. One corresponds well so that described the developpementalism of Piaget: an individual adapts to a change while putting up to this innovation (accommodation) with a manner which introduces differences into the cognitive diagrams which it was carrying (assimilation) before. The second, it, is of different nature: it consists, according to Lev Vygotski, of the positive influence that older or more tested individuals (elder, adult, monitors, etc) exert on the individual in the course of formation. This second way of the training consists in the effects of the pressures social and cultural, external and, for example, school, on the individual development.

The motivation with the acquisition of knowledge is geared down by the fact of having to manage social relations: conflict reports/ratios, for example, of which the resolution goes hand in hand with the resolution of the cognitive problem. Thus, the fact of having to confront the points of view between two people who start from designs a priori opposite supports the emergence of a negotiation process in the plan cognitive, but so relational, and at the conclusion of this process, the actors of the conflict adapt truly a jointly worked out solution. The social motivation appears, therefore like powerful stimulating cognitive motivation.


Training by problems
In the Training by problems (APP) (in English problem-based learning ), learning them, gathered by teams, work together to solve a problem generally suggested by the teacher, problem for which they did not receive any particular formation, in order to make trainings of contents and to develop competences of solution to problem. The task of the team is usually to explain the Phénomène S subjacent with the problem and to try to solve it in a nonlinear process. The step is guided by the teacher who plays a part of facilitator or Médiateur.

Principal pedagogs
Jean-Jacques Rousseau (1712-1778);
Condorcet (1743-1794);
Johann Heinrich Pestalozzi (1746-1827);
Friedrich Fröbel (1782-1852);
Leon Tolstoï (1828-1910);
Paul Robin (1837-1912);
Sebastien Faure (1858-1942)
Georg Kerschensteiner (1854-1932);
Francisco To shoe (1859-1909);
John Dewey (1859-1952);
Rudolf Steiner (1861-1925);
Maria Montessori (1870-1952);
Ovide Decroly (1871-1932);
Edouard Claparède (1873-1940);
Janusz Korczak (1878-1942);
Adolphe Ferrière (1879-1960);
Roger Bearing (1881-1973);
Alexander Sutherland Neill (1883-1973);
Anton Makarenko (1888-1939);
Célestin Freinet (1896-1966);
Carl Rogers (1902-1987).
Andras Petö (1893-1961)???(I question marked the date, as it is incorrect)
Antoine of Garanderie (1920…).
Philippe Meirieu (1949-…).

See too
Effect Pygmalion
Chronobiologie
Docimology
Psychopédagogie

Alternate schools
School of Summerhill
the House of children of Sevres
experimental College of Saint-Nazaire
Schools Steiner
Diwan
Seaska

Methods
mutual School
Training Collaboratif
Experimentation Computer-assisted (ExAO)
teaching E-learning
Coaching
mutual Teaching (Lernen durch Lehren - LdL)

On the descolarisation
Catherine Baker
Unschooling

The teaching of the adults
Andragogie
Coaching
Formation
Self-training
Popularization

External bonds
teaching Resources around Jules Verne
pedagogy of an author of literature of youth
to live together and not to educate!
the concept of pedagogy
Towards a socio-pedagogy of self-training, conference on line of Joffre Dumazedier. * Facultad de Pedagogia - Facultad de Pedadogia Veracruz (Mexico)"

Link: http://www.speedylook.com/Pedagogy.html


"Pestalozzi goes beyond Rousseau in that he sets out some concrete ways forward - based on research. He tried to reconcile the tension, recognized by Rousseau, between the education of the individual (for freedom) and that of the citizen (for responsibility and use). He looks to 'the achievement of freedom in autonomy for one and all' Soëtard 1994: 308).

His initial influence on the development of thinking about pedagogy owes much a book he published in 1801: How Gertrude Teaches Her Children - and the fact that he had carried his proposals through into practice. He wanted to establish a 'psychological method of instruction' that was in line with the 'laws of human nature. As a result he placed a special emphasis on spontaneity and self-activity. Children should not be given ready-made answers but should arrive at answers themselves. To do this their own powers of seeing, judging and reasoning should be cultivated, their self-activity encouraged (Silber 1965: 140). The aim is to educate the whole child - intellectual education is only part of a wider plan. He looked to balance, or keep in equilibrium, three elements - hands, heart and head."
© Mark K. Smith First published May 8, 1997. Last update: October 01, 2008

Link:http://www.infed.org/thinkers/et-pest.htm

CONDUCTIVE WORLD
http://www.conductive-world.info/2009/01/whenhow-did-konduktv-pedaggia-and.html

http://www.conductive-world.info/2009/01/whenhow-did-konduktv-pedaggia-and.html

CONDUCTIVE EDUCATION LIBRARY
http://ce-library.blogspot.com/2009/01/when-did-konduktiv-pedaggia-become.html

Susie Mallett’s Conductor

http://konduktorin.blogspot.com/2009/01/questions-of-conductive-upbringing.html