JOHANN HEINRICH PESTALOZZI

Johann Heinrich Pestalozzi

Johann Heinrich Pestalozzi

Introduction

This paper is effectively a summary of research conducted on the work of Johann Pestalozzi's philosophies and reflecting his thoughts on child education. The brief is divided into three parts: the first showing historical perspective by narrating historical influences and Pestalozzi's knowledge base of early childhood programs, the second part discussing contemporary contributions of Pestalozzi in present education system and third part showing a future perspective by highlighting role of ideal teacher in building successful personalities.

Discussion and Analysis

Johann Pestalozzi's philosophies and writing on child rearing and educational practice constitute a major influence on modern educational thought throughout the Western world, particularly on seminal American education pioneers such as Joseph Neef, William Maclure, Horace Mann, and Edward Sheldon (Barnard, 1859). Despite this, the work of Pestalozzi is no longer part of the popular cannon of educational philosophy or pedagogy in American teacher training programs nor is it present in most continuing education opportunities for practitioners. The lack of contemporary familiarity with Pestalozzi's work in education circles is disheartening since his work has a great deal to offer to modern educators. Pestalozzi's oft stated goals of making the world better for children and of treating children with dignity and compassion were eloquently outlined in his writing for future generations to discover and are worth reconsidering today (Green, 2008).

Historical influences:

Johann Heinrich Pestalozzi (1746-1827) was a Swiss educationist and reformer that believed in giving education in an environment that is emotionally secure and thus believed that mother of every child was the best source for gaining education. Pestalozzian movement led to transformational reform of elementary schools and ushered in the teacher licensure movement. After the death of his father when Pestalozzi was only 5 years old, his mother brought him up in a loving but sheltered environment where outdoor excursions and interactions with other children were limited. His grandfather, a pastor, cultivated in him a concern for social justice, which was developed further in 1762 when he joined the Helvetic Society, a group of social activists. These early influences later impacted Pestalozzi's educational theory and practice.

Pestalozzi married a wealthy lady from Zurich in 1769. He considered following his grandfather into the ministry but chose to study law, only to decide later to try farming. He bought Neuhof, a farm with a large farmhouse, where he opened the first industrial school, which became home for more than 50 underprivileged boys. They were an undisciplined lot, many of whom took advantage of Pestalozzi's generosity by running off after receiving food and clothing. The first in a series of administrative bungles, Neuhof went bankrupt. Although reduced to poverty, Pestalozzi did not consider the 6-year experiment a complete failure. Leaving the Neuhof experience with a stronger conviction than ever, he began writing (Brühlmeier & Haller).

From 1780 to 1798, he gained prominence as a novelist, positioning himself for future success to promulgate his educational agenda. A novel about the original goodness of human nature, his 1781 Leonard and Gertrude gained him the ...