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    20th Century Education

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    Asma
    The document discusses the evolution of pedagogical ideas from the late 19th century to the 20th century. It describes how traditional pedagogy, which focused on rote learning and transmitting knowledge from teachers to students, came under criticism from proponents of new pedagogy who argued education should be informed by scientific principles and focus on the needs of the child. New pedagogy emerged and emphasized observation, experimentation, and applying the new science of psychology to understand child development and improve teaching methods. Throughout the 20th century, many influential schools and educational philosophers advanced this new approach in contrast to the rigid traditions of the past.

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    20th Century Education

    Uploaded by

    Asma
    26 views3 pages
    The document discusses the evolution of pedagogical ideas from the late 19th century to the 20th century. It describes how traditional pedagogy, which focused on rote learning and transmitting knowledge from teachers to students, came under criticism from proponents of new pedagogy who argued education should be informed by scientific principles and focus on the needs of the child. New pedagogy emerged and emphasized observation, experimentation, and applying the new science of psychology to understand child development and improve teaching methods. Throughout the 20th century, many influential schools and educational philosophers advanced this new approach in contrast to the rigid traditions of the past.

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    The document discusses the evolution of pedagogical ideas from the late 19th century to the 20th century. It describes how traditional pedagogy, which focused on rote learning and transmitting knowledge from teachers to students, came under criticism from proponents of new pedagogy who argued education should be informed by scientific principles and focus on the needs of the child. New pedagogy emerged and emphasized observation, experimentation, and applying the new science of psychology to understand child development and improve teaching methods. Throughout the 20th century, many influential schools and educational philosophers advanced this new approach in contrast to the rigid traditions of the past.

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    © All Rights Reserved
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    26 views3 pages

    20th Century Education

    Uploaded by

    Asma
    The document discusses the evolution of pedagogical ideas from the late 19th century to the 20th century. It describes how traditional pedagogy, which focused on rote learning and transmitting knowledge from teachers to students, came under criticism from proponents of new pedagogy who argued education should be informed by scientific principles and focus on the needs of the child. New pedagogy emerged and emphasized observation, experimentation, and applying the new science of psychology to understand child development and improve teaching methods. Throughout the 20th century, many influential schools and educational philosophers advanced this new approach in contrast to the rigid traditions of the past.

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    Evolution of Pedagogical Ideas and Practices in the 20th Century

    1. Introduction

    The end of the 19th and beginning of the 20th Century are characterized by the
    passage from traditional pedagogy to modern pedagogy. Traditional pedagogy is
    defined as a conservative, prescriptive and ritualized 'know-how' practices and as a
    formula that perpetuated the 17th Century teaching methods. This tradition which was
    based on order was strictly respected until the 19th Century. Traditional pedagogy is
    characterized by a concern with developing public education due to the appearance of
    large groups of pupils that required an extremely detailed and global organization.

    However, by the beginning of the 20th Century, this pedagogy started to be


    criticized by the New School. This was due to the development of science and to the
    desire to meet the needs of children. Pedagogy started to be seen as a field of practice
    (no more a theoretical knowledge) based on science in general and on child
    psychology in particular. Pedagogues called for objective observation and
    experimentation in order to establish the basis of a science of education. New
    pedagogy places the child at the center of its preoccupations and is opposed to
    traditional pedagogy which is centered on the teacher and the content to be
    transmitted. This movement is the starting point of numerous streams of thought that
    still exist nowadays and which still influence contemporary pedagogical practices.

    2. Scientific criticism of traditional pedagogy

    The pedagogical knowledge produced in the 17th Century and transmitted to the
    following generations was a traditional one. It was acquired by imitation through
    contact with more experimented pedagogues. This tradition implied a set of ritualized
    actions, executed in a mechanical way and which enabled a teacher to teach the way
    he had been taught without even thinking.

    That pedagogical tradition was denounced by the proponents of the new


    pedagogy in the first half of the 20th Century. They held that that knowledge which
    was acquired by imitation and which was constituted of ready–made answers to
    pedagogical problems and pedagogical actions to be repeated evidently contained
    errors. Therefore, this knowledge had to be questioned and the 3 centuries old
    pedagogical practices had to be criticized.

    One of the main functions of science, which acquired a great importance at the
    end of the 19th Century, is to test hypotheses, to verify the truth of certain statements
    and to correct errors. Therefore, by the end of the 19th century a lot of authors called
    for the necessity of going beyond tradition and basing pedagogy on science. Around
    1880, there appeared a movement in France that aimed at making pedagogy the
    science of education. Binet, the founder of experimental pedagogy, stated in 1898 that
    pedagogy had to be based on observation and experimentation (contrary to old
    pedagogy which was based on preconceived ideas). Claparède also expressed in 1912
    the double objective of eliminating the aspects of traditional pedagogy that existed
    before, and of elaborating a new scientific pedagogical spirit.
    In short, pedagogues did not want pedagogy to be simply a naïve expression of
    educational tradition as it had been for three centuries. They rather wanted it to
    correspond to a knowledge which is based on science and which clarifies its practice.
    Therefore, it was not surprising to find among the first great proponents of new
    pedagogy people like Montessori and Decroly and their predecessors Itard and Seguin
    who were doctors familiar with scientific observation.

    If tradition does not constitute the basis of teachers’ activity anymore, and if
    science can take over this task, then which science exactly can perform this action?
    Claparède suggested that the science that should give pedagogy a firm basis is
    psychology. He maintained that a pedagogue must possess a knowledge about the
    child. This illustrates the idea that for the authors of the 20th Century, pedagogy is an
    applied science. Compayré (1883) stated that without a precise knowledge of the laws
    of mental organization, it is impossible to set the appropriate order of studies, to
    appreciate the pedagogical value of the teaching objects and to set different activities
    according to the learners’ age, level and natural dispositions. Therefore, pedagogy and
    psychology became inseparable terms. The future of education depended on the
    progress of psychology.

    2. The beginnings of new pedagogy

    According to Claparède, it was Rousseau who inspired new pedagogy. In fact,


    Rousseau can be considered as the founder of a scientific pedagogy based on
    experimental psychology. He claimed in his work called ‘Emile’, that before
    educating a child, you should first know him. This idea implied the necessity of
    observing the child/learner, and having knowledge about child psychology. However,
    his ideas had not been put into practice in the classrooms until the end of the 19th
    Century. So, apart from Rousseau, we can not find any other inspiring figure for the
    new pedagogy prior to the 19th century. However, by the end of that century and
    beginning of the 20th Century, a series of authors contributed by their different
    initiatives to the creation of the movement of new pedagogy. We can distinguish two
    main streams:

    a. The first trend


    At the end of the 19th Century, a first trend of pedagogical innovations took place:
    • The expression ‘New School’ appeared in England by 1889 when Reddie
    created the new school of Abbotshome.
    • In 1894, Dewey was named professor of psychology and pedagogy at the
    University of Chicago and created his famous elementary school annexed to
    the university.
    • In the same year, Kerschensteiner started his first experiments in the schools
    of Munich in Germany (Arbeitsschule: active school).
    • In 1898, Binet published his book entitled Intellectual Fatigue in which he
    ‘declared war’ against traditional pedagogy.
    • In 1899, Ferrière created the International Bureau of New School.
    • In 1900, Montessori created in Rome the first Casa del Bambini (the house of
    children).
    • In 1907, Decroly founded in Brussels the Hermitage School and introduced a
    new method of global reading called the Natural Method.
    b. The second trend

    The second important trend followed the First World War. A lot of Europeans
    felt the necessity of reforming education for the sake of salvation of humanity. They
    wanted, by means of education, to create a new type of man in order to get rid
    definitely of the causes of war. Therefore, a series of pedagogical attempts took place.
    For example:
    • The Community of New Children was founded in Hamburg. It claimed that
    children had to organize their school life, choose their leaders and put forward
    their rules.
    • In 1921, the Association for the New Education was created and the First
    International Congress for the New Pedagogy was organized.
    • In 1922, Neill created his famous Summerhill School in England.
    • In 1923, the review New Era was founded.
    • In the same year, Piaget begun the publication of a series of works on child
    psychology which greatly influenced the development of the new education.
    • In 1925, Freinet invented the printing system at school.

    The preceding examples show that the period extending from the 19th to the
    th
    20 Century was extremely significant in the history of pedagogy in general and new
    pedagogy in particular. The decades that followed this period were a continuation of
    the efforts and their effects are still perceived till nowadays. All the streams and
    approaches that were created throughout the 20th Century shared in common their
    opposition to traditional education and the idea of centering their action around the
    child (the learner).

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