Johann Heinrich Pestalozzi

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Pestalozzi, Johann Heinrich

 

Born Jan. 12, 1746, in Zürich; died Feb. 17, 1827, in Brugg. Swiss educator and democrat. A founder of the study of teaching methods in elementary education.

Pestalozzi completed two programs of study at the Collegium Carolinum. He headed the home for the poor in Neuhof (1774–80), a school for orphans in Stans (1798-99), and institutes in Burgdorf (1800-04) and Yverdon (1805-25). He wrote numerous works on education, receiving worldwide acclaim for Leonard and Gertrude (1781-87), How Gertrude Teaches Her Children (1801), Letter to a Friend About a Sojourn in Stans (1799), and Swan Song (1826). In 1792, Pestalozzi was named a Citizen of the French Republic by the French legislature.

Pestalozzi’s world view combined ideas of the French philosophers of the Enlightenment, chiefly J.-J. Rousseau, with the theories of the German idealist philosophers, including G. W. von Leibniz, I. Kant, and J. G. Fichte. Pestalozzi believed that education should conform to human nature, developing the mental and physical strengths inherent in it in accordance with the child’s drive toward diverse activity. This development was to be brought about through sequential exercises done systematically and in a prescribed order, first at home and then at school. Pestalozzi’s theory of elementary education included intellectual, moral, physical, and vocational training, all closely interacting to produce harmonious human development. K. D. Ushinskii called Pestalozzi’s idea of developmental education a great discovery (Sobr. soch., vol. 3, 1948, p. 95).

Pestalozzi devised techniques for teaching children the basics of arithmetic, measurement, and speech. He significantly expanded the content of primary education to include drawing, singing, gymnastics, and elementary geometry and geography. He called for the creation of schools that “would satisfy the needs of the popular masses, be willingly accepted by them, and be to a significant extent the creation of their own hands” (N. K. Krupskaia, Ped. soch., vol. 1, 1957, p. 279).

WORKS

Sämtliche Werke, vols. 1-17 A, 18-21, 23, 25. Edited by A. Buchenau, E. Spranger, H. Stettbacher, and E. Dejung. Berlin-Leipzig-Zürich, 1927-73.
Sämtliche Briefe, vols. 1-13. Edited by Pestalozzianum and the Zentral-bibliothek in Zürich. Zürich, 1946-71.
In Russian translation:
Izbr. pedagogicheskie proizvedeniia, vols. 1-3. Edited by M. F. Shchaba-eva. [Preparation of text, introduction, and notes by V. A. Rotenberg.] Moscow, 1961-65.

REFERENCES

Krupskaia, N. K. “Pestalotstsi.” Pedagogicheskie sochineniia, vol. 1. Moscow, 1957.
Krupskaia, N. K. “K glave o Pestalotstsi.” Pedagogicheskie sochineniia, vol. 4. Moscow, 1959.
Pinkevich, A. P., and E. N. Medynskii. I. G. Pestalotstsi: Ego zhizn’, uchenie i vliianie na russkuiu pedagogiku. Moscow, 1927.
Pinkevich, A. P. I. G. Pestalotstsi. Moscow, 1933.
Rotenberg, V. A. “Pedagogicheskaia deiatel’nost’ I. G. Pestalotstsi.” Sovetskaia pedagogika, 1952, no. 3.
Rotenberg, V. A. “I. G. Pestalotstsi o soedinenii obucheniia s trudom i podgotovke k deiatel’nosti v promyshlennosti.” Sovetskaia pedagogika, 1962, no. 7.

V. A. ROTENBERG

References in periodicals archive ?
Heinrich Pestalozzi, (1746-1827), suggested a whole child approach where the learner uses the head, the heart and the hands, or the intellect, emotions and the senses in the learning process.
(5.) Examples of representative authors, listed in chronological order, include: John Amos Comenius (1592-1670), John Locke (1632-1704), Jean-Jacque Rousseau (1712-1778), Johann Heinrich Pestalozzi (1746-1827), Friedrich Frobel (1782-1852), Johann Friedrich Herbart (1776-1841), Maria Montessori (1870-1952) and Jerome Bruner (1915-2016).
As ideias de Johann Heinrich Pestalozzi (1746-1827), surgidas a partir de suas experiencias no campo educacional, comecaram a repercutir na Prussia e em paises de lingua alema.
Most prominent in the eighteen twenties and thirties, was the Swiss educator, Johann Heinrich Pestalozzi. Beatty credits Pestalozzi as being "the first European educator to develop pedagogical methods consciously derived from experimentation with real children" (Beatty 1995, 9).
A generalized prehistory of childhood education is presented before chapters on the biography and philosophical contributions of ogiantso informing the field in chronological order--John Amos Comenius, John Locke, Jean-Jacques Rousseau, Johan Heinrich Pestalozzi, Friedrich Frobel, Rudolf Steiner, Maria Montessori, Sigmund Freud, Jean Piaget, Erik Erikson, and Lev Semenovitch Vygotsky.