Jan Amos Comenius (born March 28, 1592 in Nivnica, Moravia, died November 14, 1670 in Amsterdam, the Netherlands) was a Czech educational reformer and religious leader. Known for innovative teaching methods, in particular languages.
Jan Amos Comenius: biography
The youngest of five children, Comenius was born into a moderately prosperous family of devout members of the Protestant community of the Bohemian Brethren. After the death of his parents and two sisters in 1604, presumably from the plague, he lived with relatives and received a mediocre education until he entered the Latin school of the Bohemian Brothers in Přerov in 1608. Three years later, thanks to the patronage of Count Karl Gerotinsky, under the influence of Johann Heinrich Alsted, he entered the Reformed University in Herborn. Many aspects of Comenius's thought are very reminiscent of the latter's philosophy. Alsted, an opponent of Aristotle and a follower of Peter Ramus, was deeply interested in Raymond Lull and Giordano Bruno, was a chiliast in theology and worked on a collection of all knowledge in his famous Encyclopedia (1630). After finishing his studies in Heidelberg in 1614, John Comenius returned to his homeland, where he first taught at school. But in 1618, two years after his ordination as a priest of the Bohemian Brethren, he became pastor at Fulneck. His first published work, A Grammar of Latin, dates from these years.
And the Battle of White Mountain in November 1620 had a significant impact on the life of Comenius, since much of his work was aimed at returning the land and faith to his people. For the next eight years he was not safe until the final expulsion of his brothers from imperial lands brought him to Leszno, Poland, where he had previously visited, negotiating the possibility of settlement.
John Amos Comenius, whose biography over the years was marked by the death of his first wife Magdalena and their two children, married a second time in 1624. He completed The Labyrinth of Light and the Paradise of the Heart in 1623 and Centrum securitatis in 1625, publishing them in 1631 and 1633 respectively in Czech.
From 1628 to 1641, Jan Comenius lived in Leszno as a bishop for his flock and rector of the local gymnasium. He also found time to work on the reform of knowledge and pedagogy, writing and, among other things, his first major book, Didactica magna. Written in Czech, it was published in 1657 in Latin as part of the Opera didactica omnia, which contained much of the work produced since 1627.
Another book that Jan Amos Comenius wrote at this time, “Mother's School,” is dedicated to the first six years of raising a child.
Unexpected popularity
In 1633, John Comenius unexpectedly gained European fame with the publication of Janua linguarum reserata (The Open Door to Languages), which was published that same year. This is a simple introduction to Latin according to a new method based on principles derived from Wolfgang Rathke and the textbooks published by the Spanish Jesuits of Salamanca. The reform of language teaching, which made it quicker and easier for all, was characteristic of the general reform of mankind and the world that all chiliasts sought to achieve in the remaining hours before the return of Christ.
John Comenius entered into an agreement with the Englishman Samuel Hartlibe, to whom he sent the manuscript of his Christian Omniscience under the title Conatuum Comenianorum praeludia, and then, in 1639, Pansophiae prodromus. In 1642 Hartlieb published an English translation entitled The Reform of the Schools. Jan Amos Comenius, whose contributions to pedagogy aroused great interest in certain circles in England, was invited by Hartlib to London. In September 1641, he arrived in the capital of Great Britain, where he met his supporters, as well as people such as John Pell, Theodore Haack and Sir Cheney Culpeper. He was invited to stay in England forever, and plans were made to create a pansophical college. But the Irish Rebellion soon put an end to all these optimistic plans, although Comenius remained in Britain until June 1642. While in London, he wrote Via Lucis ("The Way of Light"), which circulated in manuscript form in England until it was published in 1668 in Amsterdam. At the same time, the Czech educator received an offer from Richelieu to continue his activities in Paris, but instead he visited Descartes near Leiden.
Work in Sweden
In Sweden, Jan Komensky again encountered difficulties. Chancellor Oxenstierna wanted him to write useful books for schools. Comenius, at the insistence of his English friends, proposed working on pansophia. He focused on two issues at once, retiring to Elbing in Prussia, then under Swedish rule, between 1642 and 1648. His work Pansophiae diatyposis was published in Danzig in 1643, and Linguarum methodus nouissima in Leszno in 1648. In 1651, Pansophia was published in English as a model of universal knowledge. His Natural Philosophy Reformed by the Divine Light, or Lumen divinuem reformatate synopsis (Leipzig, 1633), appeared in the same year. In 1648, returning to Leszno, Comenius became the twentieth and last bishop of the Bohemian Brotherhood (later transformed into the Moravian Brotherhood).
Failure in Sárospatak
In 1650, the educator Jan Komensky received a call from Prince Sigismund Rakoczy from Transylvania, the younger brother of George II Rakoczy, to come to Sárospatak for consultations on issues of school reform and pansophia. He introduced many changes in the local school, but despite his hard work, his success was small, and in 1654 he returned to Leszno. At the same time, Comenius prepared one of his most famous works, Orbis sensualium Pictus (The Sensual World in Pictures, 1658), in Latin and German. It is important to note that the work opened with an epigraph from Genesis when Adam gave names (Gen. 2: 19-20). It was the first school book to use pictures of objects to teach languages. It illustrated the fundamental principle professed by John Amos Comenius. Briefly it sounds like this: words must be accompanied by things and cannot be studied separately from them. In 1659, Charles Hoole published an English version of the textbook, The Visible World of Comenius, or a Picture and Inventory of all the chief things that exist in the world, and human occupations.
The lack of success in Sárospatak is probably explained to a large extent by the fascination with the fantastic prophecies of the visionary and enthusiast Nikolai Darbik. Not for the first time, Comenius relied on the prophet of the last day - a weakness to which other chiliasts also succumbed. They placed too much faith in predictions of apocalyptic events and unexpected turns that would occur in the near future, such as the fall of the House of Habsburg or the end of the papacy and the Roman Church. The publication of these statements with the aim of influencing political events had a negative impact on the reputation of an outstanding teacher.
Last years
Soon after Comenius returned to Leszno, war broke out between Poland and Sweden, and in 1656 Leszno was completely destroyed by Polish troops. He lost all his books and manuscripts and was again forced to leave the country. He was invited to settle in Amsterdam, where he spent the remaining years of his life in the house of the son of his former patron, Laurence de Geer. During these years he completed a great work that occupied him for at least twenty years, De rerum humanarum emendatione consultatio catholica. Consisting of seven parts, the book summed up his entire life and became a comprehensive discussion on the topic of improving human things. The Pampedia, instructions for universal education, is preceded by the Pansophia, its foundation, followed by the Panglottia, instructions for overcoming the confusion of languages, which will make possible the final reformation. Although parts of the work were published as early as 1702, it was considered lost until late 1934, when the book was found in Halle. It was first published in full in 1966.
Comenius is buried in the Church of Wallonia in Naarden, near Amsterdam. His thoughts were highly appreciated by the German Pietists of the 18th century. In his own country he occupies a prominent place as a national hero and writer.
Path of light
Jan Amos Comenius devoted his works to the rapid and effective reform of all things related to human life in the sphere of religion, society and knowledge. His program was the "Way of Light", designed to ensure the greatest possible enlightenment of man before his imminent return to the earthly millennial kingdom of Christ. The universal goals were piety, virtue and knowledge; wisdom was achieved by excelling in all three.
Thus, the source and goal of all Comenius' works was theology. His beliefs and aspirations were shared by many of his contemporaries, but his system was by far the most complete of many that were proposed in the 17th century. It was essentially a recipe for salvation through knowledge raised to the level of universal wisdom, or pansophia, supported by an appropriate educational program. It was in keeping with the divine order of things at that time, when the last age was thought to be at hand, that universal reform could be achieved through the invention of printing, and the expansion of shipping and international trade, which for the first time in history promised the worldwide dissemination of this new, reforming wisdom.
Since God is hidden behind his work, man must open himself to three revelations: to the visible creation in which the power of God is revealed; a man created in the image of God and showing proof of his divine wisdom; word, with its promise of good will towards man. Everything that a man should know and not know must be drawn from three books: nature, the mind or spirit of man, and Scripture. To achieve this wisdom he is endowed with feelings, reason and faith. Since man and nature are God's creations, they must share the same order, a postulate that guarantees the complete harmony of all things among themselves and with the human mind.
Know yourself and nature
This well-known macrocosm-microcosm doctrine gives confidence that man is truly capable of acquiring hitherto unrealized wisdom. Everyone thus becomes a pansophist, a little god. The pagans who lack the revealed word cannot achieve this wisdom. Even Christians, until recently, were lost in a labyrinth of errors due to tradition and under the influence of a stream of books that, at best, contain scattered knowledge. Man must turn only to divine works and learn from direct encounters with things - through autopsy, as Comenius called it. Jan Amos based his pedagogical ideas on the fact that all learning and knowledge begins with feelings. It follows that the mind has innate ideas which enable man to comprehend the order which he encounters. The world and life of every individual is a school. Nature teaches, the teacher is nature's servant, and naturalists are priests in the temple of nature. A person must know himself and nature.
Encyclopedia of Omniscience
To find a way out of the labyrinth, a person needs a method with which he will see the order of things, understanding their causes. This method should be presented in a book of pansophia, in which the order of nature and the order of mind will gradually move towards wisdom and insight. It will contain nothing but concrete and useful knowledge, replacing all other books. A complete record of information organized in this way constitutes a veritable encyclopedia, much like Robert Hooke's "repository" of natural curiosities in the Royal Society, organized according to the categories of John Wilkins in his Essay on Genuine Symbolism and Philosophical Language. By following this natural method, people can easily acquire complete and comprehensive mastery of all knowledge. The result will be true universality; and again there will be order, light and peace. Thanks to this transformation, man and the world will return to a state similar to what it was before the Fall.
Innovation in education
Jan Komensky, whose pedagogy required that from early childhood the child learn to compare things and words, considered native speech to be the first acquaintance with reality, which should not be clouded by empty words and poorly understood concepts. At school, foreign languages - first of all those of neighboring countries, and then Latin - should be studied in the native language, and school books should follow the method of pansophia. The Door to Tongues will offer the same material as the Door to Things, and both will be mini encyclopedias. School textbooks should be divided by age group and deal only with those things that are within the child's experience. Latin is best suited for universal communication, but Comenius looked forward with interest to the emergence of a perfect philosophical language that would reflect the method of pansophia and would not be misleading or uninformative. Language is merely a vehicle of knowledge, but its right use and teaching are the right means of attaining light and wisdom.
Life is like a school
Jan Comenius, whose didactics were directed not only towards formal school education, but also at all age groups, believed that all life is a school and preparation for eternal life. Girls and boys should study together. Since all people have an innate desire for knowledge and godliness, they should learn in a spontaneous and playful manner. Corporal punishment should not be used. Poor academic performance is not the fault of the student, but indicates the inability of the teacher to fulfill his role as a “servant of nature” or “obstetrician of knowledge,” as Comenius said.
Jan Amos, whose pedagogical ideas were considered the most significant and, perhaps, his only contribution to science, himself considered them only a means of the general transformation of humanity, the basis for which was pansophia, and theology as the only guiding motive. The abundance of biblical quotations in his works is a constant reminder of this source of inspiration. John Comenius considered the books of Daniel's prophecies and John's revelations to be the main means of acquiring knowledge for the inevitable millennium. The story of Adam's distribution of names in Genesis shaped his idea of man and his belief in order, which was reflected in pansophia, because God “arranged everything by measure, number and weight.” He relied on the complex metaphorical and structural properties of Solomon's temple. For him, man was, like Adam, at the center of creation. He knows all of nature and thus controls and uses it. Therefore, the transformation of man was only part of the complete transformation of the world, which would recreate its original purity and order and would be the final tribute to its creator.
A man of his time
Jan Amos Comenius made no contribution to natural science and was deeply alien to the development of science that was taking place at that time. Other assessments of his work have been made, but they completely ignore his dependence on a priori postulates and his theological orientation. On the other hand, several distinguished members of the Royal Society have shown a close affinity with much of his thought. The society's motto, Nullius in Verba, figures prominently in Comenius' book Natural Philosophy Transformed by Divine Light, and in both contexts it has the same meaning. It is a reminder that tradition and authority are no longer the arbiters of truth. It is given to nature, and observation is the only source of concrete knowledge. The much debated problem of the relationship between Comenius and the early Royal Society is still unresolved, largely because the discussion of the issue is based on a scanty knowledge of his works and almost complete ignorance of his correspondence.
Claims about the influence of the Czech reformer on Leibniz are greatly exaggerated. He was such a typical manifestation of the beliefs, doctrines and problems of the time that the same thoughts were expressed by others who occupied a more prominent place in Leibniz's early work. Jan Amos Comenius drew his ideas from the theology of the Bohemian Brothers (with their strong chiliastic tendencies), as well as from such famous personalities as Johann Valentin Andreae, Jacob Boehme, Nicholas of Cusa, Juan Luis Vives, Bacon, Campanella, Raymund de Sabunde (Theologia naturalis which he published in Amsterdam in 1661 under the title Oculus fidei) and Mersenne, whose correspondence shows a positive attitude towards Comenius and his work.
Jan Amos Comenius - an outstanding Czech humanist teacher, years of life: 1592-1670
The life path of Comenius, expelled by the German conquerors from his native Czech Republic and forced to wander around different countries (Poland, Hungary, Holland), was difficult. His activities were varied - teacher, preacher, scientist, philosopher. And deep democracy, concern for the fate of the disadvantaged, faith in people, and the desire to raise the culture of the native people run through it.
Facts from biography, views, worldview
More than once Comenius had to leave his native land, see his manuscripts and books perish in the fires of war, and begin again what had already been done. Religious wars and foreign invasions shook the Czech Republic, the birthplace of Comenius. And that is probably why the dream of peace, of a perfect structure of human society, sounds so constantly, so invariably in Comenius’ books. Comenius saw the surest path to this in enlightenment - it is no coincidence that one of his last works, “Angel of Peace,” formulates the idea of creating an international organization that would protect peace everywhere and spread enlightenment - an idea that was centuries ahead of its era.
But even at that time, in a disunited and war-torn Europe, Comenius’ activities were truly international. It is impossible to estimate how much Czech culture owes to Comenius. But the memory of Comenius has reason to be honored in England - his best books were first published here; and in Sweden - he prepared a project for the reform of the Swedish school and wrote many textbooks for it; and in Hungary - Comenius also worked here; and in Holland - here he spent his last years, here the first collection of his pedagogical works was published.
Comenius was a member of the Czech Brothers sect. In a religious guise, this sect opposed the power of the rich and the feudal order. In the book “The Labyrinth of the World and the Paradise of the Heart,” Comenius wrote that some are fed up, others are hungry, some are amused, others weep.
In the 17th century, the lands and political power of the Czech Republic were in the hands of German feudal lords. In Comenius' activities, the struggle against the oppressors of the people naturally merged with the struggle for the national independence of the Czech Republic, with the struggle against wars, for peace between peoples. “People,” Comenius wrote, “are citizens of the same world, and nothing prevents them from establishing a broad association on the basis of human solidarity, common knowledge, rights, religion.”
Comenius, naturally, could not in that era correctly determine the ways to eliminate social contradictions. He thought that they could be overcome by means of religion, moral improvement, and education. But in contrast to the medieval church, he emphasized that man is not a “servant of God,” but “the creator of the universe.”
Yae Amos Comenius as a teacher
Pedagogical activity begins to take shape in the early years of the scientist, while Comenius was a priest, the first work “Letters to Heaven” was written, and the anti-Catholic book “Exposure of the Antichrist” was created. As the rector of the national school located in the city of Leszno, Komensky begins to work on the main work of his life, consisting of four volumes, called “The Great Didactics”. In “The Great Didactics,” the scientist tries to convey to the public that the most important science of humanity is pedagogy. In parallel with his work on the four-volume work, Comenius created several works reflecting the same idea of the primacy of pedagogy - “The Open Door of Languages”, “The Open Door of Objects”, “The Harbinger of Pansophia”. In this period Jan Amos Comenius gains fame, his activities become recognized. In the first part of his “Didactics” teacher develops the idea of school reform, which Sweden picks up and implements.
Comenius becomes a good teacher, abandons his political views and begins to write a new work, “The World of Sensual Things in Pictures,” and a little later he develops a manual that provides for teaching children the Latin language.
Comenius, developing new approaches in pedagogy as a science, was guided by several principles: the desire to cover a large mass of people with knowledge, to build life knowledge in a certain system, to come from regularity to general harmony.
Komensky on raising children in the family
Comenius also laid democratism and a deep faith in man in the basis of his pedagogical ideas. He was convinced that all people - both men and women - should receive an education, they are all capable of education. Dividing children into six types according to mental acuity, pace of work and degree of diligence, Comenius believed that even the most difficult children (stupid, slow, lazy) could be taught. He demanded that a native language school be organized in every village. All children have the right to move from primary school to secondary and higher education.
Jan Amos Comenius put forward the idea of systematic raising children in a family. In the “mother's school” - as he called education up to the age of six - children should be given the opportunity to play, run, and frolic. It is necessary to instill in them hard work, truthfulness, respect for elders, and politeness. Children should be given a wide range of ideas about the natural environment and social life. They must have an idea of what water, earth, air, fire, rain, snow, trees, fish, rivers, mountains, sun, stars, etc. are. Know who runs the city; be familiar with the most important events; learn to remember what happened yesterday, a week ago, last year. We consistently need to equip children with an ever-expanding range of work skills. Parents should instill in their children love and interest in school, and respect for the teacher.
All this was the first well-thought-out system of raising children in the family.
Pedagogy of Jan Komensky
Comenius introduced the same deeply thought-out system into school education. In his pedagogical views The desire to develop the spiritual strength of students and provide joyful learning was clearly expressed.
Comenius sharply criticized the medieval school for the fact that it taught “to look through someone else’s eyes,” “to think with someone else’s mind,” which turned the school into “a scarecrow for boys and a place of torture for talents.” He demanded that school be a place of “joy and happiness.”
The building should be bright with a playground, the classrooms should be clean and beautiful. You should be friendly towards children; “The teacher’s voice itself should penetrate the souls of students, like the most delicate oil.”
Comenius formulated "The golden rule of clarity", according to which everything should be perceived by the corresponding sense organ (visible - vision, audible - hearing, etc.) or several organs, if possible:
“...everything should be presented to the external senses, as far as possible, namely: visible - to sight, audible - to hearing, olfactory - to smell, tasted - to taste, tangible - to touch, but if something can be simultaneously perceived by several senses, then represent this object simultaneously to several senses.”
Instead of cramming incomprehensible material, he suggested proceeding from the fact that “there is nothing in memory that was not previously understood.” Having generalized the experience of advanced schools, including fraternal schools of South-Western Rus', Komensky developed a class-lesson system for organizing educational work. He proposed conducting training in classes with a constant composition of students, starting classes at a certain time of the year (September 1), dividing the material into lessons, and constructing each lesson in a methodologically thoughtful and expedient manner.
This was a huge step forward compared to the medieval school.
Comenius also approached the issue of school discipline in a new way, pointing out that the main means of its education is not the stick, but the correct organization of classes and the example of the teacher. He called the school a “workshop of humanity” and pointed out that a teacher will achieve success only when he is “burning with impatience to dispel mental darkness” and treats children like a father.
Immeasurable contribution to pedagogy
Jan Amos Comenius made a huge contribution contribution to the development of pedagogy as a science. At one time, no one approved of the methodology developed by Comenius, in which completely new pedagogical ideas were sanctified. The technique was not accepted by contemporaries, as it was considered too “heretical”. Many directions had a deep Christian bias; studying at his school was very simple and interesting. At that time this was considered impossible. However, after a short amount of time, Comenius’ method was accepted in society and recognized as one of the most effective.
Tutorials created by Comenius for primary education, during his lifetime they were translated into many languages. His pedagogical ideas had a profound influence on the development of school and pedagogy in many countries. They were also adopted by Russian advanced pedagogy.
Visibility, activity, accessibility of learning - these principles today are included in the methodology of any subject. They were first set out by Comenius in the Great Didactics. And one more principle, which, perhaps, was not formulated by him, but which permeated all his activities - the boldness of the search, hatred of ready-made truths, courage in the rejection of everything inert, dogmatic, anti-human. The principle of every true scientist. This is what John Amos Comenius was like.
And today, any teacher, no matter where he lives, no matter what field of education he works, certainly turns to the works of Comenius - the founder of the modern science of education and upbringing. And don’t these words sound modern: “Let the guiding basis of our didactics be: research and discovery of a method in which students would teach less, and students would learn more.”
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Comenius (Komensky, Comenius) Jan Amos.
Czech humanist thinker, teacher, public figure. Born into the family of a member of the Protestant community of the Czech Brothers. He received his initial education at a fraternal school, and in 1608-10 he studied in lat. school, then at the Herborn Academy and Heidelberg University (1611-14), where he was sent by the community to prepare for preaching work. In 1614-20 he taught and was a preacher in Přerov, then in Fulnek (Moravia).
You can't learn anything without example.
Comenius Jan Amos
Comenius' activities were devoted to the problems of education and upbringing, correction of society for the purpose of mutual understanding and cooperation between peoples to "achieve a better life throughout the world."
Comenius' philosophical views were formed under the influence of the ideas of Aristotle, Plato, F. Bacon, and Vives. The philosophy of Comenius (pansophia - teaching everyone everything), his program of universal education, belief in the continuity of the process of improving everyone and everything through creative work, the desire to create a comprehensive method for the formation of personality and society seemed utopian at that time and received a deserved assessment only in the 20th century.
In Comenius's work, the previous tradition of Czech reformation and humanism, associated with the Hussite movement, and then with the community of the Czech Brothers, is developed.
Let it be an eternal law: to teach and learn everything through examples, instructions and application in practice.
Comenius Jan Amos
Even during his studies, Komensky collected a huge amount of linguistic material for the book. “The Treasure of the Czech Language” (the manuscript burned in 1656), tried to create a kind of universal encyclopedia “The Theater of All Possibles” (“Theatrum universitatis rerum”), tried his hand at spiritual poetry, and studied the theory of Czech versification.
Comenius is a leading representative of the Czech Reformed Church; during the 30-year war he was forced to hide in the Czech Republic and Moravia. During this period, Comenius wrote a number of historical works and a literary and philosophical treatise “The Labyrinth of Light and the Paradise of the Heart” (“Labirint sveta a raj srdce”, 1623), which reflected his socially critical position. The acute social satire in “Labyrinth...” is complemented by an optimistic picture of a harmonious society (“Paradise of the Heart”). Under the influence of Neoplatonism, Comenius came to the conviction that the shortcomings of society can only be eliminated based on the general problems of the world order. He saw one of the ways to correct the world in improving the system of upbringing and education of people. He outlined the theory of universal universal education in “Didactics” in Czech (1628-30, published in 1849), in which he considered specific issues of education in connection with general problems of education and set the goals and methods of education depending on the position of a person in society, his purpose . Education, in his opinion, should help a person correctly navigate the world in search of the meaning of life. A broad interpretation of the problem and the demand for education for all children and youth led to a negative attitude towards “Didactics”.
In 1631-32, Comenius reworked the “Didactics”, calling it “The Paradise of the Church or the Czech Paradise”, and made it an integral part of the first project for the reform of education and upbringing in the Czech Republic. He also intended to create textbooks and methodological literature in addition to Didactics. Comenius only graduated from the "Informatory of the Mother's School", which became the first theory of preschool education for children under 6 years of age. The essay revealed the specifics of upbringing at each stage of a child’s life, the relationship between physical and moral education, the relationship between the active activities of children and moral and religious education, mental development and the formation of the child’s speech. Noting the diverse significance of children's games, Komensky emphasized the need for a systematic, non-violent familiarization of children with the simplest knowledge about the world, commensurate with the age of the child.
The tree also needs to be corrected and frequently refreshed with the help of winds, rains, and cold weather, otherwise it easily weakens and withers. In the same way, the human body generally requires strong movements, activities and serious exercise.
Comenius Jan Amos
In the city of Leszno (Poland), engaged only in pedagogical activities, Comenius in 1633-38 revised, expanded and translated into Latin. language "Didactics". This is how the “Great Didactics” (“Didactica magna”) arose, which became the main theoretical basis of the secondary (lat.) stage of education. The scientist created a unified education system and outlined its structure - from preschool education to higher education. From birth to 6 years of age, children are raised in a family (maternal school), from 6 to 12 years of age they study in an elementary school (native language, arithmetic, elements of geometry, geography, natural history, scripture). Comenius believed that in a “native language school” it was necessary to introduce children to crafts. At the next stage of education - in lat. school or gymnasium (from 12 to 18 years old), Comenius introduces, along with the traditional seven liberal arts, natural science, history, and geography. Higher education (from 18 to 24 years old) is carried out at the academy. Comenius developed the concepts of goals, content and methods of education. At first, he gave preference to the subject principle and was the author of a number of subject textbooks on physics, geometry, geodesy, geography, astronomy, and history. Then he came to the conviction that a person should receive a system of knowledge about the world. An example of such a collection of the most important knowledge about the world, nature, man, social order and the spiritual field is the textbook “The Open Door of Languages” (“Janua linguarum reserata”, 1631). The textbook was a new type of manual; it rejected the traditional dogmatic way of studying grammar and syntax, and proposed a method of mastering language based on knowledge of elements of the real world. Contained 8 thousand lats. words from which relatively simple sentences were composed, grouped into small, gradually becoming more complex stories-articles about the most important phenomena of the surrounding reality. In the 1640s. Comenius, at the suggestion of the Swedish government, began preparing school reforms for Sweden in Elbląg and developing methods for teaching Latin. language. After the Peace of Westphalia (1648), he returned to Leszno, where, by order of Sweden, he prepared textbooks: “The Threshold of the Latin Language” (“Vestibulum latinae linguae”), “The Hall of Latinism” (“Atrium linguae latinae”, 1643-49, published 1649 ), as well as “The Newest Method of Languages” (“Linguarum methodus novissima”, 1649).
In 1650, Comenius was invited to organize schools in Hungary, where in Sárospatak he tried to partially realize his idea of organizing pansophics. schools. The scientific basis for its principles, curriculum, and daily routine were outlined by him in op. "Pansophical school" (1651). The scientist also proposed a solution to the problem of the relationship between factors involved in the educational process (for example, persons participating in training, place, time, teaching methods). He paid great attention to the role of the educator, teacher (as well as parents), especially his moral character.
The conflict between the plans to create a pansophical school and the real situation of the uneducated majority of the people in Hungary prompted Comenius to further develop the problem of easy, fast, joyful and deep teaching. The illustrated textbook he wrote, “The World of Sensual Things in Pictures” (“Orbis sensualium pictus”, 1658), a simplified version of the book “The Open Door of Tongues,” was the first successful attempt to create an educational book based on psychological principles. This textbook, in a slightly revised form, was used in some European countries until the 2nd half. 19th century In an effort to make learning more interesting for schoolchildren, Comenius compiled the educational book “School is a Game” (“Schola - ludus”, 1656), which was a dramatization of the content of “The Open Door of Languages” and was intended for production on the stage of a school theater.
Children are always willing to do something. This is very useful, and therefore not only should it not be interfered with, but measures must be taken to ensure that they always have something to do.
Comenius Jan Amos
In 1654 Comenius returned to Leszno again. From 1657 he lived in Amsterdam. Here he prepared a four-volume collection of his armor. pedagogical works "Opera didactica omnia", among which the "Great Didactics" was first published. In Amsterdam, he also worked on the work “The General Council for the Correction of Human Affairs” (“De rerum humanarum emendatione consultatio catholica”), which began in 1644, which was the result of his philosophical, pedagogical and social plans for the correction of society. "General Council..." includes several parts. "General Awakening" ("Panagersia") calls for comprehensive active work aimed at correcting people, "General Enlightenment" ("Panaugia") analyzes the main methods for correction, "General Wisdom" ("Pansophia"), also called "General Order" "("Pantaxy"), contains the philosophical core of the "General Council" - a collection of general and specific information about the world as a whole. Based on his philosophy of nature and development of man and humanity, Comenius, within the framework of Neoplatonism, gave the concept of the structure and development of the cosmic process. The main place in it is occupied by man - the creator, on whose activity depends the extent to which this development will mean both the improvement of the world and the material and spiritual reproduction of humanity. For this purpose, all people should be trained and educated. "Universal Education" ("Panpedia") contains the theory of universal education and upbringing of all people, everywhere, throughout life on the basis of equality. The scientist adds other “schools of life” to the initial stages of education and upbringing, which in turn divides into stages of development - “classes”. Thus, the Comenius system of universal education includes the “school of birth”, preparation for marriage, the prenatal stage (birth of children), “school of early childhood” (preschool education), “school of childhood” (elementary schooling in the native language), “ teenage school" (secondary level), "school of youth" (higher education). At the next stage - in the “school of old age” - wisdom, life experience, etc. should prevail. Respect for life, concern for its preservation and improvement is the apotheosis of Comenius’ work.
To increase the effectiveness of universal education, ensure peace and cooperation between peoples, Comenius proposed creating a universal language in which national culture would develop - a universal language" ("Panglotia"), "General Correction" ("Panorthosia") completes the project of general and complete transformation , primarily the main spheres of human activity (philosophy, politics, religion).At the same time, Comenius emphasized the connection between the self-correction of each individual person and the correction of the main social institutions (family, school, church, state), and demanded that the correct relationship between freedom and order be observed. The implementation of universal correction should be helped by world institutions that ensure cooperation and peace between peoples: an international organization of scientists for cooperation in the field of science and education, an international consistory (a kind of world council of churches) and an international court for the peaceful resolution of controversial political issues. Concludes, part of the “Universal Council" - "Universal Encouragement" ("Pannutesia") calls for work aimed at universal social correction. Comenius managed to publish only the introductory part of his utopian work; a number of chapters of the manuscript were not completed (published in full in 1966 in Prague).
Comenius's work had a huge influence on the development of world pedagogy and school practice. His works contain a number of productive ideas: the unity of the general and the particular, the whole and the particular, development and education, societies, the education system and the natural gradual free development of the integral personality, individual and social development, etc. The purpose of education, according to Comenius, is the preparation of a person to eternal life. He saw the path to eternal bliss in knowledge of the external world, in the ability to master things and oneself, in raising oneself to the source of all things - God. Thus, Komensky identified 3 components of education - scientific education, moral education and religious education. Comenius's understanding of the tasks of education was an expression of his humanistic desire for the comprehensive development of the individual. According to him, man is a child of nature, and therefore all pedagogical means must be natural. The principle of nature-conformity of education presupposes the study of the laws of human spiritual life and the coordination of all pedagogical influences with them. The idea of universal parallelism, i.e. recognition of the generality of ch. principles governing nature, man and his activities formed the basis of the comparative method that Comenius used in his pedagogical system.
Jan Amos Komensky (Czech: Jan Amos Komenský, Latin: Comenius). Born March 28, 1592 in Nivnica, South Moravia - died November 15, 1670 in Amsterdam. Czech humanist teacher, writer, public figure, bishop of the Czech Brotherhood Church, founder of scientific pedagogy, systematizer and popularizer of the classroom system.
Jan Komensky was born in Moravia, in the town of Nivnice. Son of Martin Komenský and Anna Chmelová. Martin Comenius was a native of the neighboring village of Kamen. Martin's father, Jan Segeš, moved to Moravia from Slovakia. And he took the surname Komensky - in honor of the village of Kamne, in which he settled... Martin and Anna Komensky were members of the religious community of the Czech (Moravian) brothers.
Ian received his initial education at a fraternal school. In 1602-04. His father, mother and two sisters died from the plague. In 1608-10, Jan studied at the Latin school in Přerov. In 1611, Jan Comenius, in accordance with the tenets of his church, underwent baptism and received his second name - Amos.
He then studied at the Herborn Academy, at the University of Heidelberg, where he began to create a kind of encyclopedia - “The Theater of All Things” (1614-27) and began work on a complete dictionary of the Czech language (“Treasury of the Czech Language”, 1612-56). In 1614, Comenius became a teacher at the fraternal school in Přerov. In 1618-21 he lived in Fulnek, studied the works of Renaissance humanists - T. Campanella, H. Vives and others. During the Fulnek period, Comenius wrote the book “Moravian Antiquities” (1618-1621) and compiled a detailed map of his native Moravia (1618-1627) .
In 1627 Comenius began to create a work on didactics in the Czech language. Due to persecution by Catholic fanatics, Comenius emigrated to Poland, to the city of Leszno. Here he taught at the gymnasium, completed his “Didactics” in Czech (1632), and then revised it and translated it into Latin, calling it “Great Didactics” (Didactica Magna) (1633-38), prepared several textbooks: “The Open Door” to languages" (1631), "Astronomy" (1632), "Physics" (1633), wrote the first manual for family education in history - "Mother's School" (1632). Comenius was intensely involved in developing the ideas of pansophia (teaching everything to everyone), which aroused great interest among European scientists.
In the 40s published a number of textbooks. In 1651, the Transylvanian prince Gyorgy II Rakoczi invited Comenius to carry out a reform of schools in his lands. Teaching under the new system began in the city of Sárospatak. Comenius managed to partially implement the plan of establishing a pansophical school. The scientific basis for its principles, curriculum, and daily routine were set out by Comenius in his essay “Pansophical School” (1651).
In an effort to revive teaching and awaken children's interest in knowledge, Comenius applied the method of dramatizing educational material and, based on “The Open Door to Languages,” wrote a number of plays that made up the book “School-Game” (1656). In Hungary, Comenius completed the first illustrated textbook in history, “The World of Sensual Things in Pictures” (1658), in which drawings were an organic part of educational texts.
Having moved to Amsterdam, Comenius continued work on the major work “General Council for the Correction of Human Affairs” (Latin: De rerum humanarum emendatione culsultatio catholica), which he began back in 1644, in which he gave a plan for the reform of human society. The first 2 parts of the work were published in 1662, while the manuscripts of the remaining 5 parts were found in the 30s. 20th century; The entire work was published in Latin in Prague in 1966. Comenius summed up his long life in his essay “The Only Necessary” (1668).
1618 - marries the stepdaughter of the burgomaster of Psherov, Magdalena Vizovskaya.
1622 - wife and two children died of the plague.
1624 - in Brandys Comenius marries the bishop's daughter Maria Dorothea.
1648 - Comenius's second wife died.
1649 - Komensky marries Yana Gayusova.
In his philosophical views, Comenius was close to materialist sensationalism, which Comenius himself saw as the philosophy of the common people. Recognizing three sources of knowledge - feelings, reason and faith, Comenius attached the main importance to the senses. In the development of knowledge, he distinguished 3 stages - empirical, scientific and practical. He believed that universal education and the creation of a new school would help educate children in the spirit of humanism.
At the same time, in defining the purpose of education in Comenius, the influence of religious ideology is clearly felt: he talks about preparing a person for eternal life.
Based on the knowability of the world, Comenius considered all phenomena associated with the pedagogical process to be knowable, concluding that it was possible to control it. Since man is a part of nature, then, according to Comenius, he must obey its general laws and all pedagogical means must be nature-conforming. At the same time, the principle of nature-conformity of education, according to Comenius, presupposes the study of the laws of human spiritual life and the coordination of all pedagogical influences with them.
The great didactics of John Amos Comenius:
Comenius’ most famous theoretical work on pedagogy is “Didactics”, i.e. general theory of learning. It was originally written in Czech, and then in a revised form translated into Latin, at that time the international language of science, under the title “Great Didactics”.
Human education must begin in the spring of life, i.e. in childhood.
Morning hours for classes are most convenient.
Everything to be studied must be distributed according to the stages of age - so that only what is perceptible at a given age is offered for study.
Preparation of material: books and other teaching aids - in advance.
Develop your mind before your tongue.
Real educational subjects are preceded by formal ones.
Examples should be used as a prelude to the rules.
Schools should establish a routine in which students study only one subject at a time.
From the very beginning, young men who need to be educated should be given the basics of general education (distributing educational material so that subsequent classes do not introduce anything new, but only represent some development of the acquired knowledge).
Any language, any science must first be taught in its simplest elements, so that students develop general concepts of them as a whole.
The entire set of educational activities must be carefully divided into classes - so that the preceding always opens the way for the subsequent and illuminates its path.
Time must be distributed with the greatest precision - so that each year, month, day and hour has its own special work.
The education of youth must begin early.
The same student should have only one teacher for the same subject.
By the will of the teacher, morals must first of all be harmonized.
In all possible ways, it is necessary to affirm in children the ardent desire for knowledge and learning.
The teaching method should reduce the difficulties of learning so that it does not arouse displeasure in students and does not turn them away from further studies.
Every science must be contained in the most concise but precise rules.
Each rule must be stated in few but the clearest words.
Each rule should be accompanied by numerous examples so that it becomes clear how varied its application is.
Only those things that can be beneficial should be seriously considered.
Everything that follows must build on the previous one.
Everything must be strengthened by constant exercises.
Everything needs to be studied sequentially, focusing on one thing.
You need to dwell on each subject until it is understood.
“A school without discipline is a mill without water”
To maintain discipline, follow:
The teacher himself must set an example by constant examples.
Instructions, admonitions, and sometimes reprimands.
9 rules of the art of teaching science by John Amos Comenius:
1. Everything you need to know needs to be taught.
2. Everything you teach must be presented to students as something that really exists and brings some benefit.
3.Everything you teach must be taught directly and not in a roundabout way.
4. Everything that you teach must be taught as it is and happens, that is, by studying causal relationships.
5. Let everything that is to be studied be first offered in general form, and then in parts.
6. All parts of a thing must be considered, even less significant ones, without missing a single one, taking into account the order, position and connection in which they are with other parts.
7. Everything must be studied sequentially, focusing attention on only one thing at a time.
8. You need to dwell on each subject until it is understood.
9. The differences between things should be conveyed well so that the understanding of everything is clear.
16 rules of art to develop morality by John Amos Comenius:
1. Virtues must be instilled in young people without exception.
2. First of all, the basic, or, as they are called, “cardinal” virtues: wisdom, moderation, courage and justice.
3. Young men should gain wisdom from good instruction, learning the true difference of things and their dignity.
4. Let them learn moderation throughout the entire period of study, getting used to observing moderation in food and drink, sleep and wakefulness, in work and play, in conversation and silence.
5. Let them learn courage by overcoming themselves, restraining their attraction to excessive running or playing outside or beyond the allotted time, in curbing impatience, grumbling, and anger.
6. They learn justice by not offending anyone, giving each their due, avoiding lies and deception, showing diligence and courtesy.
7. Types of courage especially necessary for youth: noble straightforwardness and endurance in work.
8. Noble straightforwardness is achieved by frequent communication with noble people and carrying out all kinds of assignments before their eyes.
9. Young men will acquire the habit of work if they are constantly busy with some serious or entertaining activity.
10. It is especially necessary to instill in children a virtue akin to justice - the willingness to serve others and the desire to do so.
11.The development of virtues must begin from a very young age, before vice takes possession of the soul.
12. Virtues are learned by constantly doing honest things!
13. Let examples of the decent life of parents, nurses, teachers, and comrades constantly shine before us.
14.However, examples need to be accompanied by instructions and rules of life in order to correct, supplement and strengthen imitation.
15. Children must be protected most carefully from the community of spoiled people so that they do not become infected from them.
16. And since it is unlikely that in any way it will be possible to be so vigilant that no evil can penetrate to children, then discipline is absolutely necessary to counteract bad morals.
Introduction
1.1 Brief biography
1.2 Pedagogical heritage
2. Mother's school
Conclusion
Introduction
Jan Amos Komensky is a famous Czech teacher, “father of new pedagogy”, humanist, public figure. Is he modern today - after all, his ideas were born several centuries ago? Most teachers agree - of course, it is modern. It was he who first substantiated a harmonious pedagogical system and began to talk about the humanization of the education process. Comenius is the creator of the system of universal education. He raised questions about the general education school and the planning of schooling, about the correspondence of levels of education to a person’s age, about education in their native language.
Comenius' activities were devoted to the problems of education and upbringing, correction of society for the purpose of mutual understanding and cooperation between peoples to "achieve a better life throughout the world."
According to his definition, a teacher must possess pedagogical skills and love his job, awaken the independent thoughts of students, and prepare them to be active people who care about the common good. Comenius left a rich pedagogical legacy to his descendants, having had a huge influence on the development of world pedagogy and school practice. Many of his didactic principles of the “Great Didactics” were included in the modern theory of education, and re-reading his book “Mother’s School”, you are once again convinced that this is a classic of world pedagogy.
Thus, the relevance of this topic is beyond doubt.
Purpose: to characterize the main provisions of the pedagogical heritage of John Amos Comenius.
The work consists of an introduction, main part, conclusion and a list of sources used.
1. Jan Komensky: pedagogical heritage
1.1 Brief biography
Komensky Jan Amos was born in 1592 in Nivnica, in the Czech Republic, into a Protestant family of the Community of Czech Brethren.
In 1608-1610. studied at a fraternal Latin school, where the teaching was so uninteresting that already in its last classes Comenius began to think about reforming school education. Then he studied at the Herborn Academy, where, after a long conversation with the teacher Ya.G. Alsted, decided to become a teacher. He studied for two years at the University of Heidelberg, where he began to create a kind of encyclopedia - “The Theater of All Things” (1614-1627) and began work on a complete dictionary of the Czech language “Treasury of the Czech Language”. This work took him 44 years (1612-1656). In 1614 - teacher of a fraternal school in Prierovo. It was then that he first began to use his method of teaching Latin, based on the "Rules of Easier Grammar."
In 1616 he became a priest of the family Community of Czech Brothers and a preacher. In 1618-1621 he lived in Fulnek, studied the works of humanists of the Renaissance-T. Campanella, H. Vives and others. In 1627, Kamensky began to create a work called “Didactics” in Czech. Due to persecution by Catholics, Comenius emigrated to Poland (Leszno). Here he taught at the gymnasium, completed his Didactics in Czech (1632), and almost immediately translated it into the universal language of science - Latin - called the Great Didactics (1633-1638).
Kamensky prepared several textbooks: “The Open Door to Languages” (1631), “Astronomy” (1632), “Physics” (1633), and wrote the first manual for family education in history, “Mother’s School” (1632). Comenius was intensely involved in developing the ideas of pansophia (teaching everything to everyone), which aroused great interest among European scientists.
In 1650, Kamensky was invited to Hungary to rebuild school education in the lands of Prince Sigismund Rakoczi, where he tried to partially realize his idea of establishing a pansophical school. The scientific basis for its principles, curriculum, and daily routine were set out by Comenius in his essay “Pansophical School” (1651).
In 1657, at the invitation of the Amsterdam Senate, he went to Holland, where he lived until his death. In Amsterdam, Comenius continued to work on the major work “General Council for the Correction of Human Affairs”, which began in 1644, in which he gave a plan for the reform of human society. The first two parts of the work were published in 1662, manuscripts of the remaining five parts were found only in the 30s of the 20th century; This work was published in full in 1966. In an effort to revive teaching and awaken children's interest in knowledge, Kamensky applied the method of dramatizing educational material and, based on “The Open Door to Languages,” wrote a number of plays that made up the book “School-Game” (1656). In Hungary, he completed the first illustrated textbook in history, “The World of Sensual Things in Pictures” (1658), in which drawings were an organic part of educational texts. Kamensky summed up his work in his book “The Only Necessary” (1668). Died in Amsterdam in 1670.
1.2 Pedagogical heritage
Comenius was the founder of modern pedagogy. His theoretical works on the issues of teaching and raising children examined all the most important pedagogical problems.
Komensky pedagogical heritage teacher
Comenius's most famous theoretical work on pedagogy " Didactics", i.e. the general theory of learning. Many of his didactic provisions have become part of the modern theory of learning.
"Mother's school" - about raising a child in the first six years of life.
"Open door to languages" - an encyclopedic textbook of the Latin language, translated into 16 languages of the world." The world of sensual things in pictures" - a textbook of the Latin language for beginners, a simplified version of the book "The Open Door of Languages", the first successful attempt to create an educational book based on psychological principles. The idea of the development of external senses as the main source of knowledge in children is implemented here; the rules for the transition from the concrete to the abstract, from the whole to the part and back, from simple to complex. This textbook, in a slightly revised form, was used in some European countries until the 2nd half of the 19th century, which became a mandatory educational book on the “Charter of Public Schools in the Russian Empire” (1786).
In an effort to make learning more interesting for schoolchildren, Comenius compiled an educational book " School-game", which was a dramatization of the content of "The Open Door of Languages" and was intended for production on the stage of a school theater.
"Pansofia" - represents an attempt to embrace in one system all human knowledge in such a way that they form one logical whole, in which one follows from the other, and the knowledge would be strong, convincing and accessible to everyone. The same knowledge of everyone about everything should become a means of the general improvement of humanity , a means of eliminating disputes and wars and achieving international cooperation.
Basic pedagogical ideasComenius: universal education, ideas of discipline, the concept of the school year, didactic principles, class-lesson system. Komensky believed that education should be carried out at school with the help of: a school-wide plan, class-lesson organization, studies from the age of 6, knowledge testing, a ban on skipping lessons, textbooks for each grade.
In the didactic teachings of Comenius, one of the important places is occupied by the question of general principles of teaching, which are usually called didactic principles. The principles of teaching imply those provisions of a general methodological nature on which training and teaching in general are based. Comenius, for the first time in the history of didactics, not only pointed out the need to be guided by principles in teaching, but revealed the essence of these principles:
) the principle of consciousness and activity;
) the principle of clarity;
) the principle of gradual and systematic knowledge;
) the principle of exercise and solid mastery of knowledge and skills.
Kamensky demanded the harmonious development of human abilities, the awakening and strengthening of student independence and initiative, and humane treatment of students. He argued for the need for visual learning and the uselessness of mechanical memorization of something incomprehensible. The principle of clarity, the primacy of sensations is embodied in all his pedagogical works.
Comenius considered issues of education and training in inextricable unity. He interpreted didactics as a theory of education and training and as a theory of upbringing. Comenius called for giving all youth a broad, universal education, and considered it necessary to connect all educational work with teaching languages - first the native language, then Latin - as the language of science and culture of that time.
In the educational method, he considered the most essential order and naturalness. This is where Comenius laid down the basic requirements for teaching: training should begin as early as possible, the educational material should be appropriate to the age of the students.
Comenius was convinced that the human mind is capable of grasping everything; only for this purpose one must observe consistent and gradualmoving forward, following from close to far, from familiar to unfamiliar, from whole to particular, ensuring that students acquire a system of knowledge rather than fragmentary information. In this case, first the child must arouse interest in learning, using various methods for this.
Comenius believed that it was necessary to develop positive moral qualities from childhood (justice, moderation, courage, and by the latter he meant, in particular, perseverance in work, etc.). He assigned an important role in moral education to the example of adults, the systematic training of children in useful activities and in following the rules of behavior.
Comenius developed the concepts goals, content and methods of education. At first, he gave preference to the subject principle and was the author of a number of subject textbooks on physics, geometry, geodesy, geography, astronomy, history, but then he came to the conviction that a person should receive a system of knowledge about the world. An example of such a collection of the most important knowledge about the world, nature, man, social order and the spiritual field is the textbook “The Open Door of Languages.” The textbook was a new type of manual; it rejected the traditional dogmatic way of studying grammar and syntax, and proposed a method of mastering language based on knowledge of elements of the real world.
Comenius developed class-lesson education system, which replaced the individual one.
Comenius, based on human nature, divides the life of the younger generation into four age periods, 6 years each:
childhood - from birth to 6 years inclusive;
adolescence - from 6 to 12 years;
youth - from 12 to 18 years;
maturity - from 18 to 24 years.
He bases this division on age-related characteristics: childhood is characterized by increased physical growth and development of the senses; adolescence - the development of memory and imagination with their executive organs - the tongue and hand; youth, in addition to these qualities, is characterized by a higher level of development of thinking, and adulthood - by the development of will and the ability to maintain harmony.
In an effort to make education accessible to all children, Comenius developed for each of these age periods unified school system -from preschool education to higher education:
for children from birth to 6 years old it offers mother's school, by which he means preschool education under the guidance of the mother;
from 6 to 12 years old children are educated in elementary school - mother tongue schoolin every community, village, town (study of the native language, arithmetic, elements of geometry, geography, natural history, reading the Holy Scriptures). Comenius also believed that in a “native language school” it was necessary to introduce children to crafts;
the next stage of education - in large cities for the most capable students from 12 to 18 years old - Latin schoolor gymnasium. Comenius introduced natural science, history, and geography into the curriculum of the gymnasium, along with the traditional “seven liberal arts.” Comenius also changed the content of the “liberal arts” themselves, connecting them with practical needs and raising them to the level of contemporary science;
finally, every state should have academy -Higher school for youth from 18 to 24 years old.
This system, already described in “Czech Didactics,” was expanded by Comenius in “Pampedia” (universal education), adding to it “schools for mature age and old age,” in which life itself “teaches.” Wisdom, life experience, etc. should prevail here.
Thus, Komensky was an innovator in the field of didactics, who put forward many deep, progressive didactic ideas, principles and rules for organizing educational work (academic year, vacations, dividing the school year into academic quarters, simultaneous admission of students in the fall, class-lesson system, taking into account students’ knowledge , length of the school day, etc.).
Kamensky had a huge influence on the development of world pedagogy and school practice. Thus, many of his didactic principles have become part of the modern theory of learning. His recommendations on these issues are still generally applied in schools in various countries.
A brilliant son of the Czech people, a classic teacher, the founder of pedagogical science, a great thinker, a patriot, a democrat-humanist and a selfless fighter for peace between people, Jan Amos Comenius is one of those historical figures who, with their creations and selfless service to the people, have gained unfading glory and Love.
Comenius' great service to humanity lies in the fact that, from the position of democracy and humanism, he was able to give a critical assessment of the entire outdated medieval system of education. Comenius, taking into account everything valuable that was accumulated by his predecessors in the field of theory and practice of education, created a pedagogical teaching that to this day retains its modernity and necessity.
A distinctive feature of Comenius' pedagogical views was that he considered education as one of the most important prerequisites for establishing fair and friendly relations between people and nations. This idea runs like a red thread through his main work: “The General Council for the Correction of Human Affairs,” one of the parts of which he called “Pampedia” (“General Education”) where he, in particular, develops the idea that the upbringing and education of man does not end after leaving school. School upbringing and education should prepare youth for future self-education and self-education.
2. Mother's school
In his book "Mother's School" Comenius writes that "children are a priceless treasure." and how happy are those to whom God has given children, “for parents, children should be sweeter and more precious than gold and silver, pearls and precious stones.” “Gold, silver, precious stones cannot teach us anything that other creations teach us, namely, divine wisdom, goodness. And children are given to us as a mirror of modesty, friendliness, kindness, harmony and other Christian virtues.”
According to Jan Comenius, parents should make every effort to properly educate their creations. Parents are often mistaken when they see the fulfillment of parental duty in teaching their children to eat, drink, walk, talk, and decorate themselves with clothes. Comenius says that the body and health must be taken care of so that it becomes a worthy container for morality, a developed mind, and is illuminated by the brilliance of true wisdom. In the book "Mother's School" he actually sets the task for parents - the diversified upbringing of children. On their path in life, children may encounter “various accidents,” and parents should teach children to “carefully and wisely manage themselves and all their external and internal actions relating to real life.” The purpose of parents is to care for their children, to enable them to acquire "fine cultural skills and learn everything necessary for life." Komensky identifies a “threefold” goal of education: faith and piety; good morals; knowledge of languages and sciences.And all this is in this order, he emphasizes, and not vice versa.
In his book, the innovative teacher emphasizes the need to educate and educate children, as opposed to theories that say that a child should and can learn everything on his own. No one should think, he says, that youth by itself, without effort and labor, can be educated in piety, virtue and science. If a child needed to be taught to eat, drink, run, talk, etc., then how could he, without difficulty, in itself, “get the possession of higher and more distant from external feelings qualities of faith, virtue, wisdom and knowledge ?" Of course, this is "completely impossible."
Parents are the first teachers-mentors for children; they are entrusted with the “duty with the greatest diligence to introduce into the most tender mind and skillfully instill in it knowledge related to knowledge” and talk about this to their children, whether they are at home or walking on the road, whether they go to bed or get up."
“But since often parents,” writes Jan Komensky, “are either not able to raise children, or due to being busy with official or family affairs, do not have time for this..., then, by a wise and saving decision, it was established from ancient times that in every state education youth was entrusted to wise, respectable men." Teachers, mentors, and teachers raised and educated children in special places called colleges, schools, gymnasiums, i.e. places of recreation and literary entertainment. However, over time, children's education "deviated immeasurably far from its original pleasant character" and became "a place of hard work and torment." Comenius further says that it is much easier to instill good manners and morality in a child in his early years than to re-educate him later. And therefore, parents should not postpone the upbringing and education of their children until a later time, for teachers, they themselves must “learn the ways of handling their treasures ... so that under their own guidance the children begin to grow in wisdom and love for people.”
According to Comenius, in the first six years of children's lives, parents should teach them the following:
moderation - children should eat and drink “in accordance with the requirements of nature; not overeat and not overfill with food and drink beyond necessity”;
neatness - wherever the child is, he must “maintain decency in eating, in clothing and in caring for the body”;
respectfulness - treat elders, words, actions with respect;
courtesy - “so that, at the sign and word of their elders, they are ready to immediately carry out everything”;
to tell the truth - “what is - that is, what is not - is not. Let them never teach you to lie and say something that is not what is, seriously or jokingly”;
justice - “so that they do not touch anything that belongs to others, do not touch, take secretly, do not hide or cause harm to anyone”;
charity - so that children are “pleasant to others, so that they are generous, and not stingy and not envious”;
hard work - “so that they get used to avoiding lazy leisure”;
silence - must be able not only to speak, but also to remain silent, “where necessary: when others speak”;
patience - “so that they do not think that everything should come to them at their beckon; from an early age, they should gradually learn to curb passions”;
delicacy (humaneness) and readiness to serve elders - such education “is a special adornment of youth, it would be appropriate that they also become accustomed to this from childhood”;
grace of manners - to show delicacy to everyone, to be able to greet, give a hand, thank for a favor, etc.;
behave with dignity - “behave with restraint and modesty in everything.”
In his book, an outstanding teacher raises the issue of child safety for the first time. First of all, a woman should begin to take care of the health of her child when he is in the womb. He talks about the need for a pregnant woman to have a focused, elevated and careful attitude towards herself and her unborn child, an attitude designed to facilitate the birth of healthy offspring. Caring for the health of the child, the woman carrying him in her womb must take care of herself so as not to “harm the child in any way.” A woman, according to Comenius, must observe abstinence and moderation, so that by overeating and intoxication or untimely fasting, cleansing, bloodletting, colds, etc., she does not exhaust herself and undermine her strength, or so as not to destroy and weaken her child. A woman must be very careful not to slip, trip, bump into something or hit something, or “even step carelessly, since it is very easy to injure a weak and not yet strong child in the womb.”
Comenius further says that a pregnant woman should strictly refrain from any excitement, “so as not to indulge in sudden fear, not to get too angry, not to suffer, not to be tormented, and so on.” The birth of a healthy child, writes Komensky, is also influenced by the external actions of the mother. A woman should not weaken herself with excessive sleep, lying in bed, “lethargy and idleness,” doing business and doing work, she should be cheerful, as fast and cheerful as possible, “after all, as she is then, she will give birth to a child of such a character.”
Much attention in Komensky’s book is paid to baby nutrition and feeding the child. He suggests paying special attention to ensuring that the mother feeds her baby herself, with her breast milk, “she herself is his nurse” and censures those mothers who “entrust this to other people’s women.” He regrets “that this cruel alienation of children from their mothers and the feeding of wet nurses with other people’s milk (unless this is washed away by some inevitable event or weakness of the mother), first of all, is contrary to nature, secondly, harmful to children, and thirdly, it is disastrous for the mothers themselves, fourthly, it does not deserve respect at all and is worthy of the strongest censure.”
Later, gradually, along with mother’s milk, the child can be accustomed to other food, one that is closer and more natural to him. "This food should be soft, sweet, and easily digestible."
Addressing parents, Komensky says that they should not give their children medicine unnecessarily, as well as “hot and spicy things.” When children grow up and are weaned, “they need to be fed with similar food, preparing it in moderation, namely bread, cereals, some vegetables, water, light fruit drinks; they need to be given moderate sleep, frequent games, light movement."
The health of children, according to Komensky, must be monitored with the greatest care, since their small body is fragile, the bones are soft, the blood vessels are weak, and not a single member has yet fully and completely developed. Reasonable precaution is needed in how to pick up a child, lift, carry, lay, swaddle, rock in a cradle, so as not to inadvertently harm him, so that he does not fall out of the hands, hurt himself, and from there, so that he does not lose his hearing , did not become lame or crippled.
Children grow up, begin to sit, stand, run, they are active and inquisitive, but they are still weak and unstable, and the world around them threatens them with abrasions, bumps, and scratches. To protect children from injuries, so that they don’t hit anything during games and fun, we need small chairs, knee pads, and strollers. When engaging in various physical exercises, movements and running with their children, parents should worry about the child’s safety during these activities. First of all, you need to choose a suitable, safe place for the children and show them “a way of exercising that would be harmless.”
He further says that children should always be dressed according to the season and according to the weather, “they will be protected from cold and cold by appropriate clothing and a warm home.” Parents must constantly take care that the weak, delicate health of their children “does not suffer damage from bruises or from excessive heat and cold, from an abundance of food or drink, or from hunger and thirst,” and moderation must be observed in everything.
Saying that a child should lead an “orderly lifestyle,” the teacher writes for the first time about maintaining a daily routine. Parents should make sure that the child goes to bed several times a day, feed the child several times a day, and entertain him with games. Maintaining a routine is “very useful” and will eventually become the basis of order.
Komensky writes that children require daily exercise and movement for full development. The more a child is busy with things, the more a child does something, runs, plays, the faster he develops, “the better he sleeps, the easier his stomach cooks, the faster he grows, the stronger he becomes physically and spiritually.”
Next, he talks about the emotional health of the child and cites the popular proverb “A cheerful mood is half of health.” In the first year of life, children like to be rocked in a cradle, sung to, rattled, carried around the yard or garden, they like hand movements, kisses, hugs, “as long as all this happens discreetly.” A growing child is already interested in “pleasant” play not only with adults, but also with peers; children love physical exercise, running around, chasing, they love listening to music, pleasant sights, and they love to draw. The child must be fully encouraged in his activities and in no case should he be denied that which is pleasing and pleasing to him; moreover, if any interest is noticed in that which is pleasant to sight, hearing and other senses, then this will strengthen the body and spirit."
Thus, “Mother’s School” by John Amos Comenius should be a reference book not only for teachers and educators, but also for every parent. The book is written in simple, understandable language and provides answers to all possible questions about the upbringing and education of preschool children.
Conclusion
The interaction of folk pedagogy and folk education is most clearly visible in the creative heritage of great teachers. Particularly instructive and significant in this regard are the experience and ideas of John Amos Comenius, the founder of scientific pedagogy and the inventor of the classroom-lesson system.
In the history of pedagogy, Comenius is the best of ideals, a symbolic personality. He created pedagogical and philosophical works imbued with the spirit of humanism, democracy, love and respect for people, and respect for work. Comenius preached the idea of eliminating class privileges and oppression of man by man, love of the Motherland, optimistic faith in the future, equality of great and small nations and respect for the national rights of all peoples.
Comenius wrote such books as “The Great Didactics”, “Mother’s School”, “The Open Door to Languages”, “The Newest Method of Languages”, “Physics”, “Astronomy”, “The World of Sensual Things in Pictures”, “School-Game” , “General Council for the Correction of Human Affairs,” etc., which during his lifetime became widespread throughout the world.
The most famous theoretical work of Comenius “Didactics”, many of its provisions have been included in the modern theory of learning. And "Mother's School", written almost 400 years ago, amazes with its relevance and topicality, reveals the problems of raising preschool children, the relationship between children and parents, and indicates ways to solve these problems. Every line of the book breathes with the most tender love and care for children, the desire to help parents in a difficult, important and noble task - raising children.
Today's educators consider this great classic to be the teacher of all teachers. When they say that people are great teachers, and great teachers are people, the example of John Amos Comenius appears as the most striking illustration.
Bibliography
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2.History of pedagogy and education. From the origins of education in primitive society to the end of the 20th century: Textbook / Edited by A.I. Piskunova. - M.: Sphere shopping center, 2001. - 512 p.
.Kodzhaspirova G.M. History of education and pedagogical thought: tables, diagrams, supporting notes / G.M. Kojaspirova. - M.: Publishing house VLADOS-PRESS, 2003. - 224 p. - P.67-69.
.Komensky Ya.A. Teacher of teachers. Favorites. Maternal school or the caring education of youth in the first six years (abbreviated) / Ya.A. Comenius. - M.: Karapuz, 2008. - 288 p.
.Konstantinov N.A., History of pedagogy / N.A. Konstantinov, E.N. Medynsky, M.F. Shabaeva. - M.: Education, 1982. - P.31-33.
.Pedagogical heritage. Komensky Ya.A. Great Didactics (Selected Chapters). - M.: Pedagogy, 1989. - 416 p.
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