Among the teachers of the early modern era, a special place belongs to John Amos Comenius (1592–1670). Philosopher-humanist, public figure, the scientist took a prominent place in the struggle against the outdated and outdated norms of the Middle Ages in science and culture, in upbringing and education. Ya. A. Komensky can rightly be called a father modern pedagogy. He was one of the first to try to find and systematize objective patterns education and training, to solve questions that previous pedagogy could not answer.
The life path of Ya. A. Komensky is closely connected with the tragic and courageous struggle Czech people for their national independence. He was among those who led the Protestant community of the “Czech Brothers” - heirs of the national liberation Hussite movement. Coming from a family member of the community, Ya. A. Komensky received his primary education at a fraternal school. Having brilliantly completed the Latin (city) school, he later acquired the best education for his time. At the Charles, Herborn and Heidelberg universities of Prague, J. A. Komensky studies the work of ancient thinkers, gets acquainted with the ideas of outstanding humanists and philosophers of his time. After traveling around Europe in 1614, J. A. Komensky returned to the Czech Republic, where he accepted the post of head of the Latin school, where he had previously studied. Four years later he moved to Fulpek, where he headed the school.
Started in 1618 thirty years war in Europe forever interrupts the relatively calm pedagogical activity Ya. A. Komensky. As a result of religious repression, the “Czech brothers” left their homeland. In 1628, Ya. A. Komensky began the journey of a wanderer. Together with the community, he moved to Leszno (Poland), where he stayed intermittently for about 28 years and from where he fled due to persecution by Catholic fanatics. Over the years, Ya. A. Komensky visited England, Sweden, Hungary, and the Netherlands. In Poland, he tried to implement the previously planned reform of the Latin school. In Leszno they wrote school books, in which the task was to give children complete picture world, the largest pedagogical work has been completed - "Great didactics".
The treatise examines issues not only of education, but also of education (mental, physical, aesthetic), school studies, educational psychology, family education. “The Great Didactics” is a kind of fusion pedagogical ideas time. But the treatise is by no means a compilation; it introduces new ideas into pedagogy, radically revising the old ones. The "Great Didactic" formulates sensualist pedagogical principles, Comenius calls for enriching the child’s consciousness by introducing him to objects and phenomena of the sensory world. According to his theory of evolution, there can be no leaps in nature, and therefore in education. “Everything happens thanks to self-development, violence is alien to the nature of things,” reads the inscription on the frontispiece of “The Great Didactics.” The treatise introduces the idea of putting knowledge of the laws of the pedagogical process at the service of pedagogical practice, designed to provide quick and thorough training, as a result of which the individual turns out to be a bearer of knowledge and skills, capable of spiritual and moral improvement. For Comenius, education, therefore, is not an end in itself. He emphasized that it is also acquired in order to “communicate to others” education and scholarship.
In 1641 – 1642 Y. A. Komensky actively collaborates with the followers of F. Bacon in England. He develops extensive plans for the betterment of society through school reforms. Comenius went to Sweden in the hope of getting help for his community. In exchange for this support, he offered his services in preparing textbooks for Swedish city schools.
J. A. Komensky abandoned his pedagogical plans during his stay in the Hungarian city of Sáros-Patak in 1650–1654. Here, however, he encountered a situation which forced him to abandon for the time being his extensive plans for improving education. In conditions of almost universal illiteracy in Hungary, more modest tasks had to be solved, and Comenius directed his efforts primarily to organizing initial education. It offers new forms of learning and teaching. In Hungary he completes his work "The world of sensual things in pictures" writes several school plays, creates a school. In Hungary, the Czech teacher was only partially able to implement his plans for improving school affairs.
The Thirty Years' War destroyed the hopes of the "Czech brothers" for the liberation of their homeland. The war brought a lot of grief to Comenius himself. During the years of exile, Comenius lost children, his wife, and many close people. His manuscripts burned in Leszno. Last years The teacher spends his life in Amsterdam. In the Netherlands he managed to publish many of his works. Thus, in 1657, the “Great Didactics” was published for the first time on Latin.
Four years before his death, Ya. A. Komensky published part "General Council for the Correction of Human Affairs"- the main work of his life. In this kind of testament to his descendants, he calls on humanity to peace and cooperation. “The General Council” is the result of Comenius’ thoughts on the goals and essence of education. He writes that to the wise and useful person becomes only when the main goal of life is seen in “well-being human race". The pathos of the "General Council" lies primarily in the idea of universal education that will lead humanity to peace, social justice and prosperity. IN "Pampedia"(one of the parts of the “General Council”) Ya. A. Komensky with the deepest optimism, faith in the boundless progress of mankind, the triumph of good over evil, surveys existence outside the school. The scientist dreams of changing the way of life of his contemporaries in the spirit of public good. Education in "Pampedia" is conceptualized as a path to transform humanity. WITH amazing power and passion proclaimed the fundamental pedagogical ideas: universal education people; democratic, with successive links school system; introducing the younger generation to work; bringing education closer to the needs of society; moral education on the principles of humanism.
The pedagogy of Ya. A. Komensky expresses the general philosophical vision peace. His worldview was formed under the influence of ideological streams that differed significantly: Antiquity, Reformation, Renaissance. The views of Ya. A. Komensky were a peculiar combination of new and outgoing ideas, but the scales invariably tilt towards progress and humanism.
Son of his time, deeply religious person, Ya. A. Komensky expressed the ideas of the Renaissance with extraordinary force. His view of man was opposed to the dogmas of the Middle Ages. The great humanist saw the perfect creation of nature in every individual, defended the right of man to develop all his capabilities, gave great value upbringing and education, which should form people capable of serving society. Komensky's view of the child was filled with hope that with the appropriate organization of the educational process, he would be able to ascend to the highest rung of the educational ladder. Believing that knowledge should be useful in practical life, the teacher proclaimed the obligation of real, socially useful learning. He paid Special attention development of the child’s sensory system.
Ya. A. Komensky was the first of the teachers who consistently substantiated the principle of conformity to nature in education. He came from the humanistic traditions of his predecessors. In Comenius, man appears as a “microcosm”. Such a view led to the recognition of special patterns of personality formation, closely related to global changes in nature. Human nature, Comenius believed, has an independent and self-propelled force. Based on this, the scientist formulates as a pedagogical necessity the principle of student independence in understanding and actively exploring the world. This idea was most fully embodied in the work "Exit from the school labyrinths". The detailed argumentation of nature-conforming education has become a noticeable step forward in pedagogy.
The main method of education at that time was the unconditional submission of the pupil, i.e. External circumstances turned out to be decisive in the development of personality, shaping personality according to their own laws, independent of the potential and activity of the child himself. Comenius proclaimed the understanding, will and activity of the student as the main components of the pedagogical process.
For the scientist, conformity to nature in education meant recognition of the natural equality of people. People are endowed with nature equally, they are equally need the fullest possible mental and moral development, which will undoubtedly benefit humanity. Thus, their rights to education are equal. Proclaiming the equality of people by nature, Comenius did not at all deny the individuality of the inclinations of each person. Believing that children have an inherent inclination to activity, the Czech teacher saw the goal of education in encouraging this inclination, taking into account their inclinations. This task can be solved by following a certain sequence of learning: first, through the development of feelings, children must become familiar with surrounding objects and phenomena, then assimilate images of the surrounding world and, finally, learn to act actively with the help of hands and speech, relying on acquired knowledge, skills, abilities .
The principle of conformity with nature received consistent expression in the didactics of Ya. A. Komensky, primarily in the idea of \u200b\u200bimitation of nature (the so-called natural method education). This idea involves bringing pedagogical laws into conformity with the laws of nature. Using this principle, in the work “Exit from the School Labyrinths” the scientist examines four stages of learning, based on the unity of the laws of nature and education: first - self-observation (autopsy); the second is practical implementation ( autopraxia); third – application of acquired knowledge, skills, abilities in new circumstances ( autochresia); fourth - independent presentation results of its activities ( autolexia). Formulating the rules educational process, Comenius aims to provide easy, thorough and lasting learning, and proposes to follow the real in teaching.
Calling for the formation of a person in accordance with the ideals of goodness and social benefit, Ya. A. Komensky pays special attention to the issues moral education. His works are imbued with a deep belief in human personality, the flourishing of which has always remained cherished dream outstanding Czech teacher. “Man is the highest, the most perfect, the most excellent creation,” we read in the first lines of “The Great Didactics.”
The fundamental idea of Ya. A. Komensky’s pedagogy is pansophism, i.e. generalization of all knowledge acquired by civilization and the delivery of this generalized knowledge through school in their native language to all people, regardless of social, racial, religious affiliation. Great thinker saw the root of evil in ignorance or distortion of knowledge and dreamed of introducing humanity to true knowledge (pansophia) - universal wisdom.
In your utopia "Labyrinth of Light and Paradise of the Heart"(1625) he depicted a man as a traveler passing through the labyrinth of life. In order to navigate such a labyrinth with dignity and success, a person must acquire an education that brings social benefit. Continuing to reflect on the need for such education, Ya. A. Komensky wrote a quarter of a century later in his treatise "On the development of natural talents":“He who is wise will be able to be useful everywhere and will be prepared for all contingencies.”
Comenius's pedagogy opposed scholastic education. Scourging the unsystematic nature of teaching, the idle talk and rudeness that dominated the school, Ya. A. Komensky strove to develop piety, independent, active thinking, and the ability to do a variety of work. Ya. A. Komensky defended the humanistic educational program. He devoted himself entirely to transforming the educational institution from a place of meaningless cramming, corporal punishment to the temple of reasonable, joyful education and training. The Czech teacher saw the school as full of beauty, love and attention to children. The ideal school was to become a training laboratory humane people trained to act effectively in the field of work. Comenius saw the school as an institution of constant mental effort among students, competition of minds and talents, and overcoming moral vices. Reasonable organized training, the scientist believed, required efforts from the mentor and student to the limit of their capabilities.
Y. A. Komensky is surprisingly modern. And this is seen by anyone who turns to his pedagogical heritage. He is credited with introducing radically new ideas into pedagogical thought that fertilized its development for centuries to come. Comenius outlined a harmonious system of everything general education. He raised questions about the national school, the planning of school affairs, the correspondence of levels of education to a person’s age, education in the native language, the combination of humanitarian and scientific and technical general education, and the class-lesson system. The vitality and modernity of Ya. A. Komensky’s pedagogical ideas is explained by their highest democracy and humanism. They compiled a coherent system that affirms the great transformative mission of education. Comenius' ideas contain enormous creative power. His legacy helps to overcome inertia and dogmatism in education, and to develop the spiritual strength of the child.
Jan Amos Komensky (Czech Jan Amos Komenský, Latin Comenius; March 28, 1592, Nivnice, South Moravia - November 15, 1670, Amsterdam) - Czech humanist teacher, writer, public figure, bishop of the Czech Brethren Church, founder scientific pedagogy, systematizer and popularizer of the classroom-lesson system.
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 Latin school city of Přerov. In 1611, Jan Comenius, in accordance with the tenets of his church, underwent baptism and received his second name - Amos.
Then he 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 complete dictionary 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 Fulnec, studied the works of Renaissance humanists - T. Campanella, H. Vives and others. During the Fulnec period, Comenius wrote the book “Moravian Antiquities” (1618-1621) and compiled detailed map native Moravia (1618-1627).
In 1627 Comenius began to create a work on didactics in Czech language. Due to persecution by Catholic fanatics, Comenius emigrated to Poland, to the city of Leszno (where the Moravian brothers founded their gymnasium in 1626). Here he taught at the fraternal gymnasium, completed his “Didactics” in Czech (1632), and then revised it and translated it into Latin, calling it “Great Didactics” (Didactica Magna) (1633-38), and prepared several textbooks.
Soon Comenius returned to Leszno. In 1655, Leszno was taken by the Swedes, allies of the Zaporozhye hetman Bohdan Khmelnytsky, who fought with the Polish-Lithuanian Commonwealth. Both local Lutherans and John Amos Comenius and the Moravian brothers, who had previously suffered a lot from Catholic fanaticism, warmly welcomed the Protestant (Lutheran) army.
In 1656, Comenius left for Amsterdam via Hamburg.
In an effort to revive teaching and awaken children's interest in knowledge, Comenius used the method of dramatization educational material and on the basis of “The Open Door to Languages” he wrote a number of plays that made up the book “School-Play” (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.
Comenius summed up his long life in his essay “The Only Necessary” (1668).
Books (5)
Selected pedagogical works. In two volumes. Volume 1
The first volume included the “Autobiography” of J. A. Komensky, published in Russian for the first time, as well as “The Great Didactics”, “Mother’s School” and some other works.
For scientists, teachers, workers public education, as well as for a wide range of people interested in the history of pedagogy.
Selected pedagogical works. In two volumes. Volume 2
The second volume presents works related to the second period of the life and work of J. A. Komensky, and fragments from his last great philosophical work, “The General Council on the Correction of Human Affairs,” which examines the problems of upbringing and education.
Some works are published in Russian for the first time. For scientists, teachers, public education workers, as well as for a wide range of people interested in the history of pedagogy.
Pedagogical heritage
This publication presents the works of great teachers, thinkers and philosophers, which address issues of education, training and upbringing of the younger generation.
The collection includes the most significant articles, fragments from essays on moral, labor, mental, physical and aesthetic education.
Teacher of teachers. Favorites
John Amos Comenius was called the “father of pedagogy,” his views on education and raising children were so fundamentally new for his time.
The phenomenon of Comenius lies in the fact that he made a humanitarian breakthrough in the 17th century and left us the “Great Didactics,” which remains relevant to this day. Amazing fate! Comenius managed to remain a Teacher of teachers for several centuries until today.
Read, slowly, his works. Perhaps a lot of things will seem familiar to you. But remember that this knowledge - and, most importantly, the ability to obtain this knowledge - was given to you by your teachers. And Comenius taught them.
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 Brethren 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: “ Opened 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 by new system began in the city of Sárospatak. Comenius managed to partially implement the plan of establishing a pansophical school. Scientific background its principles syllabus, the daily routine was 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 reform 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.
According to their own philosophical views Comenius was close to materialist sensationalism, which Comenius himself saw as philosophy 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, the creation new school will help raise 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 pedagogical process, concluding that it is 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 natural. 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 training. It was originally written in Czech, and then translated into Latin in a revised form, at that time international language science, called “The Great Didactics”.
Human education must begin in the spring of life, i.e. in childhood.
Morning hours most convenient for classes.
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, etc. 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 the students develop general concepts them as a whole.
The whole set training sessions 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.
Everyone possible ways it is necessary to affirm in children an 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:
Constant examples The teacher himself must set an example.
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. Everything that is to be studied, let it first be offered in general view, 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 needs to be studied sequentially, focusing attention on each this moment only on one thing.
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 the very youth 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 it will be possible in any way to be so vigilant that no evil can penetrate to the children, then to counteract bad morals Discipline is absolutely necessary.
Jan Amos Komensky is a Czech humanist teacher, writer, public figure, bishop of the Czech Brethren Church, founder of scientific pedagogy, systematizer and popularizer of the classroom system.
He was born into a family of a member of the Czech Brothers community, received primary education at a fraternal school, in 1608-10 he studied at the Latin school, then at the Herborn Academy, 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 Czech language", 1612-56). In 1614 Comenius became a teacher at a fraternal school in Přerov. In 1618-21 he lived in Fulneck, studied the works of Renaissance humanists - T. Campanella, H. Vives and others.
In 1627 Comenius began to create a work on didactics in the Czech language. Due to persecution by Catholics, Comenius emigrated to Poland (Leszno). Here he taught at the gymnasium, completed his “Didactics” in Czech (1632), and then revised it and translated it into Latin, calling it “The Great Didactics”, 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 Comenius published a number of textbooks. In 1650 he was invited to organize schools in Hungary, where he tried to partially implement his plan for 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. We offer one of these texts to our readers. Even though he wrote almost 400 years ago, these rules are still relevant for modern parents and teachers.
1. Not just a hut
People teach an ox to plow, a dog to hunt, a horse to ride and carry heavy loads, because they were created for such purposes and cannot be adapted for others. Man - more high creature than all these animals - must be led to the highest goals, so that with his virtues he corresponds as closely as possible to God, whose image he bears. The body, of course, as taken from the earth, is earth, belongs to the earth and must again turn into earth. And the soul that God breathed in is from God, must remain in God, rise to God.
Therefore, parents do not fulfill their duty enough if they teach their children to eat, drink, walk, talk, and adorn themselves with clothes, for all this serves only for the body, which is not a person, but serves as a hut for a person. The owner of this hut (intelligent soul) dwells inside; one should take care of it more than this outer shell.
2. Triple Aim
The threefold goal of educating youth must be firmly established:
1) Faith and piety.
2) Good morals.
3) Knowledge of languages and sciences.
And all this is in the very order in which it is offered here, and not vice versa. First of all, children need to be taught piety, then good morals or virtues, and finally more useful sciences. The more success, however, they can make in this latter, the better.
Whoever has children in his home who indulge in these three exercises has a paradise where heavenly plants are sown, watered, green and bloom; he has the temple of the Holy Spirit, in which he creates and perfects vessels of mercy, instruments of glory, so that in them, as in the living image of God, the rays of his power, wisdom and goodness shine more and more; How happy are the parents in such a paradise!
3. When to start parenting
Parents should not postpone education until their children are trained as teachers and ministers of the Church (since it is impossible to make a crooked tree that has already grown straight and to turn a forest strewn everywhere with thorn bushes into a vegetable garden). They themselves must learn how to deal with their treasures according to their value, so that under their own guidance the children may begin to grow in wisdom and love with God and men.
Within six years, a child should know:
(1) That God exists, (2) is present everywhere, looking at us all; (3) to those who follow Him He gives food, drink, clothing and everything; (4) punishes obstinate and immoral people with death; (5) He is to be feared and always called upon and loved as a father; (6) you need to do everything that He commands; (7) if we are kind and honest, He will accept us into heaven, etc.
Within these limits, I say, a child should be brought up to the age of six years in pious exercises.
4. When to start teaching
The nature of all beings that are born is such that they are flexible and take form most easily while they are in tender age; Having become stronger, they cannot be formed. All this, obviously, applies to the same extent to the person himself. His brain, perceiving images of things entering it through the senses, is like wax, in childhood generally moist and soft and capable of perceiving all objects encountered; then little by little it dries and hardens, so that, according to experience, things are imprinted and displayed on it with great difficulty.
From here famous expression Cicero: “Children quickly grasp countless objects.” Thus, both the hands and all other members can adapt to crafts and work only in childhood, while the muscles are still flexible. Anyone who should become a good scribe, artist, tailor, blacksmith, musician, etc., must do this from a young age, when the imagination is still alive, and the fingers are flexible, in otherwise he will never master his subject.
In the same way, the roots of piety should be planted in the heart of everyone with early years. In whom we wish to harmoniously develop an elegant character, we need to work on him at a tender age.
Only that which is strong and stable in a person is what he absorbs into himself at a young age.
5. O healthy body
Someone said that we should pray to the gods for a healthy body to have healthy mind. However, it is necessary not only to pray, but also to work, for God promises blessing not to idle people, but to the hardworking. Since children cannot yet work and do not know how to pour out prayers to God, parents must do this for them, trying to nourish and educate (for the glory of God) those whom they have brought into the world.
But first of all, since it is possible to educate children only if they are alive and healthy (after all, you will not achieve any success with the sick and frail), then the first concern of parents is to protect the health of their children.
6. Family
Schools, educators, preachers can only develop and in some way direct the education of children in the right direction. The basic mentality of an individual is born in the family.
7. Strengthen interest
All parents should strive to ensure that their children have no shortage of entertainment.
For example, in the first year, their mood is lifted by moving the cradle, moving their arms, singing, clicking a rattle, carrying them around the yard or garden, or even kissing, hugging, as long as all this happens carefully. In the second, third, fourth, etc. year, this happens thanks to a pleasant game with them or between them, running around different sides, stalking, listening to music and any pleasant sights, drawing, etc.
And to put it briefly, in no case should a child be denied what he wants and enjoys; Moreover, if any interest is noticed in what is pleasant to sight, hearing and other senses, then this will strengthen the body and spirit. One should not allow only that which is contrary to piety and good morals.
8. Keep kids busy
Children are always willing to do something, since their living blood cannot remain alone. 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. Let them be those ants who are always busy; they roll, carry, drag, fold, shift something; you just need to help the children so that everything that happens happens wisely, and when playing with them, even show them the forms of all games (after all, they cannot yet engage in serious activities).
9. Teach your child to be silent
While children are still learning to speak, they should be given freedom to speak and babble as much as possible. But after they have learned to speak, it will be very useful to teach them to be silent also. We wish they were not dumb statues, but intelligent creatures. The beginning of great wisdom is the ability to use silence wisely.
The silence, of course, did not harm anyone, but quite a lot of people were harmed by what they said. There might not be any harm, however, since both - speaking and remaining silent - are the basis and decoration of our entire conversation for the rest of our lives, they must be combined inseparably so that we immediately acquire the opportunity to use both.
So, parents should teach their children to remain silent during prayer and worship (both at home and in church); no running, shouting, or noise should be allowed by them at this time. They must also learn to silently listen to any orders from their father or mother.
The other side of silence is deliberate speech, so that before speaking or answering questions, children think about what and how it is reasonable for them to say. For to say everything that comes to the tongue is stupid, and it does not suit those from whom we want to make rational beings. However, as I always emphasize, as far as age allows, reasonable parents should pay serious attention to this.
10. Education for all
Not only the rich or noble, but everyone in general should be sent to schools: noble and ignorant, rich and poor, boys and girls in all cities and towns, villages and hamlets.
Because everyone must be formed in the image of God.
All people who have just been born came into the world from the same main goal: to be people, that is, rational beings, rulers of creatures, a bright likeness of their Creator. Therefore, everyone must be led so that, having properly imbibed knowledge, virtue and religion, they can profitably pass through real life and adequately prepare for the future.
God has no partiality - He himself testifies to this more than once. And if we allow only a few to develop our minds, to the exclusion of the rest, we will be unfair not only to those who have the same nature, but also to God himself, who wants everyone on whom he has etched his image. , He was known, loved and praised.
This will undoubtedly happen the more ardently, the more the light of knowledge flares up. We love exactly as much as we know.
11. Develop existing
How clear it is when a seed planted in the ground takes out small roots below, and above gives sprouts, from which branches and twigs subsequently develop by innate strength; the latter are covered with leaves and decorated with flowers and fruits. Consequently, there is no need to bring anything to a person from the outside, but it is necessary to develop, to clarify what he has inherent in himself, in the embryo, indicating the meaning of everything that exists.
12. The most valid way
There is no more effective way on earth to correct human depravity than proper upbringing youth.
13. Whom to teach?
The more fertile the field, the more abundantly it produces thorns and thistles. Likewise, an outstanding mind is full of empty dreams if it is not sown with the seeds of wisdom and virtues. Just as a working mill, if you do not add grain to it, i.e., material for grinding, wears itself out and, tearing pieces from the millstones and even damaging and tearing individual parts, dusts uselessly with noise and crackling, so does a mobile mind, devoid of serious work, will generally be filled with insignificant, empty and harmful content and will become the cause of its own death.
14. In schools
In all cases, without exception, we must strive to ensure that in schools, and hence through schools and throughout life through the sciences and arts:
I. Abilities developed.
II. Languages were improved.
III. Good manners and morals developed in the direction of all decency in accordance with all moral principles.
IV. God was sincerely revered.
15. How to awaken and support the desire to learn in children
The desire to learn is awakened and supported in children by parents, teachers, school, and themselves. academic subjects; teaching method and school authorities.
By parents.
If parents, in the presence of their children, speak with praise of learning and learned people, or, encouraging their children to be diligent, promise them beautiful books, beautiful clothes or anything else pleasant; if they praise the teacher (especially the one to whom they want to entrust children) both in terms of his learning and his humane attitude towards children (after all, love and admiration are the strongest means to induce a desire to imitate); finally, if they sometimes send children to the teacher with an errand or a small gift, etc., then they will easily achieve that the children will sincerely love both science and the teacher himself.
Teachers.
If teachers are friendly and affectionate, they will not push children away from them with their harsh treatment, but will attract them with their fatherly disposition, manners and words; if teachers advise the sciences they are embarking on from the point of view of their superiority, attractiveness and ease; if more diligent students will praise from time to time (even giving the kids apples, nuts, sugar, etc.); if, having invited some students to their home, and also to everyone together, they show pictures depicting what they will have to study in due time: optical and geometric instruments, globes and other similar things that can cause them a feeling of admiration; if they communicate with parents through them - in a word, if teachers treat students with love, then they will easily win their hearts so that the children will be more pleasant to be at school than at home.
16. Don't overload
The teacher should teach not as much as he can, but as much as the student can master.
17. Order
If you look closely at the order that prevails in public and private affairs among a well-educated people, everything goes like clockwork... Among the barbarians, everything looks like an untied sheaf or sand without cement.
Jan Komensky is a famous Czech teacher and writer. As bishop of the Czech Brethren Church, he gained great fame for his innovative classroom teaching methods.
At this time, John Comenius wrote many articles aimed at returning his people to their rightful territories and faith. Soon he began to be persecuted, as did his brothers in faith.
As a result, the reformer ended up in Leszno, Poland, where he was in relative safety.
The first wife of Jan Komensky was Magdalena Vizovskaya, with whom he lived for 4 years. In 1622, she and their two children died of the plague.
2 years later, Comenius remarried, marrying the bishop's daughter Maria Dorothea.
Despite continuous wars and religious persecution, Comenius continued to study writing activity. One of his most famous works is the Great Didactics, in which he collected most of his works.
Comenius paid serious attention to the reform of knowledge. He constantly strived to improve.
Recognition in society
In the early 1630s, the popularity of John Comenius began to gain momentum. It was translated into different languages and aroused great interest in society.
For example, the textbook “The Open Door to Languages” (1631) made it possible to learn Latin faster and easier.
In this book, unlike its analogues, instead of traditional declensions, conjugations and rules, a description of reality was given.
Soon Jan Komensky wrote another book, “Christian Omniscience.” It was translated into and published under the title "School Reform".
His vision of raising and educating children was completely new, as a result of which it was actively discussed in society.
Jan began to be invited to France, where he had many supporters. Cardinal Richelieu even invited him to continue working in Paris, promising to create everything for him the necessary conditions. But Comenius refused.
Soon, he managed to meet with, whose name was known throughout Europe.
Pansophia of Jan Komensky
Having settled in Sweden, Jan Comenius again encountered difficulties. Oxenstierna's management insisted that the teacher write to teach schoolchildren.
However, at that point in time, Kamensky was working on pansophia (teaching everyone everything). Moreover, this idea was gaining popularity among European scientists.
As a result, in 1651 he managed to finish writing an essay called “The Pansophical School.” It outlined the structure of the pansophical school, the principles of its work, the curriculum and the general daily routine.
In essence, this work was a model for the general acquisition of universal knowledge.
Failure in Sárospatak
In 1650, Prince Sigismund Rakoczy from Transylvania invited John Comenius to discuss school reforms which were planned to be held in the near future.
In addition, Sigismund wanted to consider Comenius' pansophia in more detail. The teacher agreed to help the prince, and soon got to work.
In one of the schools he carried out many changes, but after several years no serious results followed.
Despite the lack of noticeable successes, Comenius was able to write the work “ Sensual world in pictures”, which became a real breakthrough in pedagogy.
An image of Comenius on a bas-relief decorating a school building in Dolany (Czech Republic) In it, Jan Komensky began to use pictures to study languages, which no one had done before. He will soon say that “words must be accompanied by things, and cannot be studied apart from them.”
An interesting fact is that modern ones also include color illustrations. In addition, pictures or images are used in most mnemonic techniques.
last years of life
After Jan Komensky returned from Transylvania to Leszno, war broke out between Sweden and Poland.
As a result, all of Comenius’ manuscripts were lost, and he himself had to move to another country again.
Next and last place Comenius' residence became Amsterdam. While living in this city, he completed a voluminous work, “The General Council for the Correction of Human Affairs,” consisting of 7 parts.
Jan wrote it over 20 years, and thus was able to summarize all his activities. And although fragments of the work were published at the end of the 17th century, it was considered lost.
In the 30s of the 20th century, the remaining 5 parts of the book were found. IN in full This work was published in Latin only in 1966.
John Amos Comenius died in November 1670 at the age of 78. He was buried in Naarden, near Amsterdam.
Ideas and didactics of Jan Komensky
After reading the short biography of Comenius, we invite you to familiarize yourself with the main ideas of the great teacher.
Path of light
The Path of Light is a program developed by Comenius aimed at human enlightenment. Its main themes were piety, knowledge and virtue.
Comenius paid great attention to God. He believed that a person must open himself to 3 revelations:
- visible creation, in which the power of the Creator is visible;
- a person created in the likeness of God;
- word, with his promise good will in relation to a person.
All knowledge and ignorance must be taken from 3 books: nature, reason (human spirit) and Holy Scripture.
In order to achieve such wisdom, an individual must use feelings, reason and faith.
Due to the fact that man and nature were created by God, they must have a similar order of things, thanks to which harmony can be achieved in everything.
Know yourself and nature
This doctrine of macrocosm-microcosm makes it possible to verify that a person can comprehend hitherto unrealized wisdom.
As a result of this, each individual becomes a pansophist - a little god. The pagans are unable to comprehend such wisdom due to the lack of the revealed Word, which, according to Christianity, is Jesus Christ.
According to Jan Komensky, a person needs to turn only to divine works and to know something through direct encounter with things.
He argued that all learning and knowledge begins with feelings. The life and world of any person is a school.
Nature teaches, the teacher is nature's servant, and naturalists are priests in the temple of nature. Based on all that has been said, every person should strive to know himself and nature.
Encyclopedia of Omniscience
This concept refers to the method by which a person is able to see the order of things, realizing their causes.
Thanks to this, each individual will be able to fully comprehend various knowledge. Moreover, man will be able to achieve the state in which he was before the fall of Adam and Eve.
Innovation in education
According to Jan Komensky, a child should be raised in such a way that he can compare things and words. Teaching him native language, parents need to avoid empty words and complex concepts.
Books in educational institutions should be distributed into groups. That is, a child should be taught only what he is able to comprehend at a given time.
Life is like a school
Jan Komensky believed that all life is a school for a person and preparation for eternal life. Girls and boys should study together.
Teachers should not exert emotional pressure on students, much less subject them to physical punishment.
The learning process should take place in a playful manner. If a child cannot master one or another, this is in no way his fault.
In his writings, Jan Comenius argued that pansophia should be at the heart of the transformation of humanity, while theology would be the guiding motive.
In his own works, the teacher used many quotations from the Holy Scriptures.
Among bible books he was most interested in the prophecies of Daniel and the Revelation of John the Theologian.
He believed that by reading these books a person would be able to gain essential knowledge necessary for the biblical millennium.
A man of his time
It is worth noting that Jan Komensky had little interest in the development of science. Instead, he emphasized theology.
He borrowed all his ideas from the theology of the Bohemian Brethren. Moreover, he actively studied the works of such famous figures, like Nicholas of Cusa, Bacon, Jacob Boehme, Juan Luis Vives, Campanella and other thinkers.
As a result, Comenius managed to collect a large amount of knowledge, which helped him formulate his own views regarding the problems of education, theology and scientific pedagogy.
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