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Pg. 87: Comenius fled his homeland of Nivnitz (Czech Republic) due to religious persecution during the wars between Catholics and Protestants. He created pansophism, an educational philosophy that sought to end religious intolerance by developing a universal understanding. (Sharon Marino)

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Pg. 87: Comenius fled his homeland of Nivnitz (Czech Republic) due to religious persecution during the wars between Catholics and Protestants. He created pansophism, an educational philosophy that sought to end religious intolerance by developing a universal understanding. (Sharon Marino)

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Pgs. 87 & 88: Comenius dismissed the popular idea at that time that children were characteristically bad, and as a result, needed corporal punishment. Comenius envisioned teachers as caring and capable of creating classrooms that were happy places to be and engaging for students. (Sharon Marino)

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Pgs. 87 & 88: Comenius dismissed the popular idea at that time that children were characteristically bad, and as a result, needed corporal punishment. Comenius envisioned teachers as caring and capable of creating classrooms that were happy places to be and engaging for students. (Sharon Marino)

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Pg. 88 & 89: Comenius had seven principles for teachers to implement in their classrooms:      1- use objects/pictures to clarify concepts; 2- organize lessons around students’ daily experiences; 3- clear and direct presentation of material; 4- emphasize the general aspect rather than the details in a lesson; 

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Pg. 88 & 89: Comenius had seven principles for teachers to implement in their classrooms:      1- use objects/pictures to clarify concepts; 2- organize lessons around students’ daily experiences; 3- clear and direct presentation of material; 4- emphasize the general aspect rather than the details in a lesson; 

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5- broaden children’s horizons by emphasizing that we live in an environment shared with plants/animals/other humans; 6- present lessons in sequence; one thing emphasized at a time; 7- don't move on from a specific skill/subject until students fully comprehend it. (Sharon Marino)

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In the eighteenth century, Jean-Jacques Rousseau, a French philosopher born in Switzerland, played an important role in the Enlightenment. This intellectual movement greatly influenced both the American and French Revolutions. As a member of the Parisian intellectual community. Rousseau was among those who questioned the authority of the established church and absolute monarchy. According to him, the main phases of human development are infancy, childhood, boyhood, adolescence, and youth. (Maddie Jimmo)

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Johann Pestalozzi, a Swiss educator developed a structured framework for teaching that consisted of general and special methods. The general method aimed to establish a nurturing and emotionally healthy school environment as a prerequisite for more specific instruction. By emotionally securing themselves. Teachers were able to gain the trust of their students. Once the general method was firmly established. Pestalozzi proceeded with the implementation of his special method, which emphasized direct sensory learning. (Maddie Jimmo)

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Herbart, a person deeply concerned with students' character education placed great importance on the humanities. He highlighted the significance of history and literature as valuable resources for moral values. He believed that by delving into the lives of exceptional individuals, that students could learn how to make their own crucial moral choices. Additionally literature offered an insightful perspective on incorporating values into a broader humanistic view. (Maddie Jimmo)

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Friedrich Froebel was a German Educator (1782-1852) who created the kindergarten or "children's garden" which is a school for early childhood education. He designed his kindergarten as an educational environment where children could actualize their spirituality through activity.

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Friedrich was philosophically an idealist similar to Plato who believed an inherent spirituality was at the core of human nature.
He also believed that every child possesses an innate interior spiritual essence or a power striving to be externalized.

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Friedrich was a nationalist, which led him to believe that the people of each country including his native country of Germany, shared a common folk spirit that was manifested in the nation's stories, songs, and fables. That is the reason why storytelling and singing is so important in Kindergarten.

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The Swiss Psychologist Jean Piaget (1896-1980) developed significant pioneering insights into children's cognitive, moral, and language development. He used clinical observation to discover how children construct and act on their ideas. Intelligence develops through a series of stages for cognitive growth in children from birth to adulthood. The 4 stages are sensorimotor, preoperational, concrete-operational period and the formal-operational period.
(Tracy Gonya)

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The Italian educator Maria Montessori (1870-1952) established a children's school, the Casa dei Bambini, for impoverished children in the slums of Rome. She designed an environment that featured methods, materials, and activities based on her observations of children. She believed that children possess an inner need to work at what interests them without the prodding of teachers and without being motivated by external rewards and punishments.
(Tracy Gonya)

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Jane Addams (1860-1935) developed an educational philosophy called socialized education. Her efforts were to improve the living and working conditions of immigrants in Chicago and to mobilize women to work for social and educational reforms. She was a pioneer of multicultural, international, peace, and women's education. She wanted women to define their own lives, to choose their own careers, and to participate fully in politics, society, and education.
(Tracy Gonya)

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1; Herbert Spencer was a firm believer of social darwinism in society. He believed that the strongest, smartest and most adaptable individuals would live to see the next generation because of their ability to overcome the others.
2; "He opposed state-funded public schools, which he argued would create a monopoly for mediocrity by catering to the average rather than the gifted students of the school-age population" (pg.102)
3; Spencer believed in the skills of life being taught in schools through both science and technology.

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Comenius warned against hurrying or pressuring children. He believed children learn most efficiently when they are developmentally ready to learn a particular skill or subject. Therefore, teachers should calibrate lessons to children's natural stages of development. (Grayson Johnson)

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Rousseau conveyed his educational philosophy in 1762 through his novel Emile, the story of a boy’s education from infancy to adulthood.7 Rousseau’s highly contro- versial novel rejected the principle that education should socialize the child. Attacking the child-depravity doctrine and book-dominated education, he argued that children’s instincts and needs are naturally good and should be satisfied rather than repressed by authoritarian schools and coercive teachers. (Grayson Johnson)

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Pestalozzi incorporated the following strategies in his preservice teacher-preparation program. Teachers should (1) begin with concrete objects before moving to more abstract concepts; (2) begin with the learner’s immediate environment before moving to what is distant and remote; (3) begin with easy and simple exercises before mov- ing to complex ones; and (4) always proceed gradually and cumulatively. Pestalozzi’s method was incorporated into elementary schools and teacher-education programs in Europe and the United States. (Grayson Johnson)

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1. John Dewey (1859–1952) developed his pioneering experimentalist philosophy of education in the context of the social, political, scientific, and technological changes taking place in the United States in the twentieth century.
2. Dewey opened a laboratory school in 1896 to test his educational ideas. He organized  the curriculum into constructive, experimental, and creative activities: Develop children’s sensory and physical coordination, Provide opportunities for children to make and do things based on their interests, and Stimulate children to formulate, examine, and test their ideas by acting on them.
3. Dewey designed "The Complete Act of Thought,” which he believed facilitated using the scientific method to solve all kinds of life problems. It involved these five steps:
-Encountering a “problematic situation” that contains something new or different from past experience and that blocks ongoing activity
-Locating and defining the specific new or different feature that is causing the problem
-Reflecting on past experience and researching the problem to find information to use in solving it
-Reflecting on the problem and constructing possible solutions to solve it
-Testing the possible solution that is most likely to solve the problem to determine if it works
(Carrie Hall)

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Herbart advised teachers to connect the ideas in which they teach and draw relationships between them. This allowing teachers to gain the interest of students in which they can better retain and understand the information. (Kaliyah Fryer)

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Herbart identified 5 steps to systematize teaching: preparation, presentation, association, generalization, and application. These steps have continuously been used in the student teacher interactions even today. The preparation, association and generalization used in the day to day instruction. And association being applied during test, quizzes, and/or exams to see how the students have retained the information. (Kaliyah Fryer).

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Freire emphasized the importance of teachers being socially, politically, and economically aware and how they affect a person's life. And allow students to be conscious and aware of their collective history. Taking away the "phoniness" and identify the people and "conditions that deny them the freedom to define and express themselves. "

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Jane Addams played a large role in uniting teaching with social justice. Her legacy urges preservice teachers to consider the links between education, multiculturalism, and social justice, and practicing teachers to remain active in both the needs of the classroom and the local communities. (Chloe Wagoner)

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Maria Montessori was vital in paving the way for women in formalized higher education. At the time, higher education was viewed as only for men, and she noted and challenged the sexist undertones of the higher education system. When she first applied to the University of Rome, she was denied but was accepted into the university when she applied again. She became the first woman in Italy to hold a doctoral degree in medicine. (Chloe Wagoner)

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With Piaget's stages of intelligence development in mind, preservice and practicing teachers should always remember to allow and encourage students to explore, experiment, and discover new things about their surroundings or a given topic. They should also be sure to use differentiated instruction in order to meet each child where they are in their intelligence development. Finally, preservice and practicing teachers should design engaging classrooms that allow students the space to explore, with manipulates and other learning tools that can be used in self-guided learning. (Chloe Wagoner)

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time, Herbart was a human being that cared about the kids' characters. He was the type to believe that students could learn how to make their own choices. In today's time, this is very important. Herbart had teachers connect the ideas in the way they teach and draw relationships between them.(Aleyciah Barrett)

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Freire asserted that the school’s curriculum and instruction can either indoctrinate students to conform to an official version of knowledge, or it can challenge them to develop a critical consciousness that empowers them to engage in self-liberation.
(Jennifer Coluccio)

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For Freire, teachers cannot be impartial or uncommitted on social, political, and economic issues.65 Those who claim to be completely objective are really imposing social, economic, political, and educational structures erected and controlled by dominant classes. He urges teachers to develop a critical consciousness about the real power relationships in schools and the conditions that affect their students.
(Jennifer Coluccio)

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Jane Addams in 1889, established the Hull House in Chicago in a culturally diverse neighborhood of immigrants from southern and eastern Europe. She, along with her coworkers who were a cadre of young middle class women, educated the immigrants and also learned from them.  Addams and the women at Hull House learned how the immigrants used their own initiative to survive in a new country. In turn, Hull House provided a settlement house where immigrants learned how to obtain jobs, pay rent, find health care, and educate their children.
(Jennifer Coluccio)

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Comenius stressed a sensory method of teaching instead of passive memorization. His lessons started with short, simple phrases and gradually moved to longer, more complex sentences. As a teaching aid, he wrote "The Visible World in Pictures" (an early picture book). (Pg. 87)

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1. Dewey believed that education should be aligned with the natural stages of human development and growth and that children should learn by interacting with things in their usual environments.
2. Dewey was one of the founders of pragmatism, which emphasizes the need to test the validity and workability of ideas by acting upon them.
3. Dewey was inspired by Comenius, who had a sensory method of teaching.

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Rousseau's purpose of education was to share that "curriculum should be based on the children's interest and needs profoundly affected child-centered progressive educators." He believed that children should learn from their interests and be acclimated with their environment. (Pg.93)

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Comenius was forced to flee his homeland. He lived in exile in other European countries. Comenius constructed a new educational philosophy, panosphism, this was in hopes to end religious intolerance and to create a more universal understanding (Ava Arenella)

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Pestalozzi, wanted to make sure children where attending schools that attended to their holistic development, especially during a time of economic change and strenuous working conditions. He started by making sure children were being taught by caring teachers in a safe environment. Then, he implemented his special method, allowing students to have direct sensory learning and object lessons. (Pg. 93-95)

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Rousseau's methods of instruction for educating the natural person is based on readiness, stages of human growth and reliance on sensation. Another method is systematic organization, self activity spontaneous learning and the use of personal and group autobiographies. (Ava Arenella)

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Pestalozzi's purpose of education includes the development of a human beings mental, physical, and moral powers. Helping sense perception in forming clear ideas. (Ava Arenella)

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Maria Montessori developed the Montessori Method, an educational approach that emphasizes independence, self-directed learning, and hands-on materials to foster the natural development of children.
(Lauren Inkrott)

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Spencer argued for a practical and utilitarian approach to education. He emphasized the importance of education in preparing individuals for their future roles in society, focusing on skills and knowledge that are directly applicable to the workforce and practical life.
(Lauren Inkrott)

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Addams was the first American woman to receive the Nobel Peace Prize. She was awarded the prestigious honor in 1931 for her tireless efforts in promoting peace, social justice, and international cooperation. Jane Addams' life and work encompassed various aspects of social reform, feminism, and peace activism.
(Lauren Inkrott)

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Jean Jacques Roussrau was a french philosopher that was born in switzerlad. He influenced both revolutions. he beloeved that the children should learn from things that they find interesting and that they like.(Aleyciah barrett)

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Jean Piaget actually worked at Jean-Jacques Rousseau Institute for a few years of his life. Jean-Jacques Rousseau was another early educational pioneer listed in this group of pioneers.
(Gracie Osborne)

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friedrich froebel was a educator he created a school for early childhood education which was a great idea. He designed kindergatern so children could be free spiritually.(Aleyciah Barrett)

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One of Maria Montessori's important works was none other than "Le Maître est l'enfant" which means "let the child be the guide" and this supports the idea that children should be given choices and independence in order to learn more efficiently.
(Gracie Osborne)

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Herbert Spencer aside from being a well-known darwinsim supporter, also worked as a school teacher for a short period of time. He also wrote Social Statistics in 1851.
(Gracie Osborne)

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"Not the children of the rich or of the powerful only, but of all alike, boys and girls, both noble and ignoble, rich and poor, in all cities and towns, villages and hamlets, should be sent to school." (Hunter Pierce)

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“I have never thought, for my part, that man's freedom consists in his being able to do whatever he wills, but that he should not, by any human power, be forced to do what is against his will.” (Hunter Pierce)

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“The circle of knowledge commences close round a man and thence stretches out concentrically.” (Hunter Pierce)

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Piaget was big on constructivism. Constructivism is a learning theory that gives the learner the ability to create their own meanings by challenging their own realities. (Brice Mims)

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Freire believed that literacy was very important. He believed beyond reading and writing. To him, it was a way for people to expand their awareness of their own lives. Literacy was a way for people to see their own conditions and especially the ones they made use of. (Brice Mims)

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Spencer was a believer in competition and paved the way for many classes. A result of his work was the NCLB and Race within top schools for identifying which were successful and which were failing as institutions. His ideas of science and technology positively impacted the school system. (Brice Mims)