Nothing in Jean-Ovide Decroly’s early life would have led to a forecast of a career cities, Decroly discovered the human, social and educational abandonment. Ovide Decroly () is een belangrijke Belgische onderwijshervormer die wereldwijd wordt geroemd om zijn opvoedkundige ideeën. Ovide Decroly. LC. Laia Cunill. Updated 27 March Transcript. OVIDE DECROLY. BIOGRAFIA. CENTRES D’INTERÈS. ANTECEDENTS. – Rousseau.
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With such a method, school activities revolve around a central core of interest. Retrieved from ” https: Please help improve this article by adding citations to reliable sources. He explains himself briefly on the origin of his theoretical position but his pedagogical writings are significant in this regard. Modifications should take into account the two characteristic traits of adolescents.
In the traditional system, the child’s role was to be an obedient listener and follow the instructions of an authoritarian teacher. Self-preservation depends on productive work which involves skills of problem-solving and decision ibografia acquisition of food depends on knowledge of cultivation, preparation, nutrition etc. Principles of the Decrolyen biological educative system For example, one’s interest in a fruit could stem from a number of reasons depending on whether the purpose is to eat it, to draw it, to paint it, to study its composition, or to examine the structure.
The biological foundations of the system of Biografiaa. Decroly’s ‘method’ was valid because it was not supposed to be connected with any political or social doctrine but was based on the biological need of the human organism – a social animal – to adapt to a rapidly changing environment.
Ovide Decroly – psychopedagoog
Decroly based his program and teaching method on the essential needs which are common to all children such as the need for food, shelter, protection from danger, need for activity, for work, for recreation, and for adaptation to the group. The maturation of the child is not perceived as a rare and solitary creation, but a natural process. Decroly proposed first, that the child be placed in an environment capable of stimulating and fostering the activities necessary for his adaptation to the milieu in which he would have to live upon reaching adulthood; second, that the goal to be reached should be proportional to the child’s physical and mental capabilities.
Auguste Compte associated with the beginnings of the “positivist” movement, born in Montpelier in l In l he created a school for so-called ‘normal’ children According to Decroly’s reasoning, the traditional methods effectively ruined the crucial factor for motivation towards effective learning – a child’s spontaneous interest.
In curriculum planningthe formulation of a general aim is bound to lead to failure. Decroly recognized the inherent risks of the practical applications of his principles.
Decroly had faith in reason and the rational means of resolving problems. The scientific method was applied in the study of problems, which were then explained in terms of scientific theories and “laws” describing the regularities of natural cause and effect. Second is the dceroly of adolescents to understand the logical reasoning behind the information. It is to Decroly’s credit to have shown the common source for all the different types of expression: The Decroly program is one which is designed around the biological needs of ‘subjective biology’ -the biologically based spiritual needs or ‘metaneeds’ of the value-life La Mathematique a l’Ecole Decroly.
Biogrsfia unifying principle of all his pedagogical work: Even though he was completely anchored in the cultural norms of his society in his time, and present circumstances are quite different, Decroly is a pedagogue of great value today.
Members of the group work in collaboration towards the common goal which is the welfare of bkografia individuals in the group. Decroly was particularly interested in the relationship between philosophy and psychology, both normal and pathological. Taking into account the decfoly mental processes of each developmental stage, effective methods of a rational education can be designed to incorporate those activities which are conducive to the child’s own objectives in thinking, in feeling and in working.
Cooperation ogide work is needed to satisfy the survival needs. It does not subscribe to any doctrine which assumes that the individual, and not society, is the aim of eduction.
In l9l0 it was transferred to a rural setting in Uccle, Brussels where it continues to function today. Decroly drew these conclusions on the basis of biografai profound, healthy, and vigorous sense of reality. Decroly was convinced that with a ‘ science of education’ the scientist-pedagogue and educator could make a significant contribution to the improvement of humanity.
Globalization becomes a scientific method?
Ovide Decroly – psychopedagoog en onderwijsvernieuwer
There is no conflict between the individual and society, no more than there is between an individual and his environment. He worked with children to experiment with his ideas because he wanted to create a better school. This article about a psychologist is a stub.
These pedagogical experiences and experiments led to his thorough understanding of biogrsfia obviously innate need of the child to learn to adapt to the environment. He introduced an educational methodology with which to educate children ‘for life and through life’ ‘pour la vie par la vie’. If we return to the essential character of an animal society, we note that the interaction experienced biograia the members of the group leads to a coordinating interaction.
Furthermore, with the method called “lecture globale”, the child acquires a large number biografiw words and enriches his spoken vocabulary, develops his speech and improves his elocution and spelling.
Labor, l Kerkhove, Walter. Since the end of the nineteenth century, it has been recognized that both psychology and pedagogy can be understood only in the context of the fundamental biological concept of the species as a group of genetically similar individuals.
He studied medicine at the University of Ghentwith half a year at the University of Berlin where he studied the action of toxins and antitoxins on general nutrition in The growth processes of the human organism involve external environmental factors as well as internal genetic, physiological and psychological.
By way of imitation as well as appropriate organization of environment and activities, children could develop that most important habit – working with joy. As hygiene was born from medicine, so mental hygiene i.
The attempts to apply this procedure proved that normal children of six years learn to read everything which they can understand at the end of six months to a about a year, and after several exercises are able to read ordinary books; they spend less time learning to read than children learning with the traditionnal method.
The causes for interest are not always the same and it is not always possible to know a child’s reasons for a particular interest. Research from the medical and pedagogic points of view on the abnormal is of great scientific and practical interest for the education and preservation of the normal.
He is best known as a highly influential pedagogue and the pioneer of experimental pedagogy.