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Lecture 9





Theme: Jan Amos Komenský

Jan Amos Komenský, Latinized form Johannes Amos Comenius sometimes also Komenius, (*28 March 1592 in south-eastern Moravia; † 15 November 1670 in Amsterdam) philosopher, theologian and educator.

From 1608 to 1611 Komenský attended the grammar school of the Unity of Brethren in Přerov, where he adopted the byname Amos. From 1611 he studied theology at the Calvinist University of Herborn and the University of Heidelberg. The name Komenský (already used by his father) does not appear in the records until 1623, its Latin form, Comenius, makes its first appearance in 1627.

From 1614 to 1617 Komenský taught as headmaster of the Brethren school in Prerov. In 1616 he was ordained as a pastor of the Unity of Brethren, and between 1618 and 1621 he led the Brethren in Fulnek. When forced to leave the country with his family in 1628, he found a new home, with thousands of other displaced persons, in the Polish town of Leszno. The newcomers established their own district and set up their own education system, too. Over the next few years Komenský scratched a meagre living as a teacher at the municipal grammar school. During this highly productive literary period, Komenský gained a good reputation among philosophers and intellectuals from all over Europe and as far as North America. He travelled to and lived in many European countries before settling down in Amsterdam in 1656 where he remained until his death.
Komenský’s work was based on a Christian-humanistic approach. A philosophical axiom of his teaching reads “omnes omnia omnino”, or “to teach everything in-depth to everyone” [Didactica Magna, caput XI, Sp.49]. Komenský not only called for a non-coercive teaching environment, he disapproved of coercion of any kind. This is reflected in the motto that he displayed on the front page of his Orbis sensualium pictus: “Omnia sponte fluant, absit violentia rebus”, which means “Everything flows on its own impulse; violence shall be afar from the things”. His teaching principles advocated learning by doing; he chose demonstration over verbal teaching, native tongue over foreign language, example (role model) over mere words.

In his didactic works Komenský advocated a general reform of the school system, providing compulsory schooling for boys and girls of all social classes, with standard school education until the age of 12, after which those who were more skilled with their hands were to embark on an apprenticeship, whereas the others were to continue their education, first at the Latin school and later, between the age of 18 and 24, at the university. Many of his ideas were revolutionary – for example, he believed that education should be available to boys and girls, and that classes should be descriptive and well structured and provide particular reference to practical applications. Many of his principles have remained part of today’s education system.

Komenský is the founder of didactics, which he understood as the opposite of mathetics, a term he coined to mean “the science of learning”.

His best known works include Janua Linguarum Reserata (“The Gate of Tongues Unlocked”), which for the first time linked science lessons to language (Latin) learning and which was translated into twelve European and several Asian languages, and the Orbis sensualium pictus (“The Visible World in Pictures”), the illustrated version of the Janua, the “ancestor of all children’s picture books”. It was not only the first illustrated children’s book but also the first encyclopaedia for children.

His main pedagogical works are the Pampaedia (“Universal Education”), the fourth volume of the seven-part Consultatio catholica, and the Didactica magna (“The Great Didactica”), one of the most important texts in the history of didactics.

Date: 2015-10-18; view: 389; Нарушение авторских прав; Помощь в написании работы --> СЮДА...



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