New Education Movement
Pestalozzi’s ideas sparked interest across continental Europe, and particularly the New Education Movement transferred his pedagogic concept into various settings, such as kindergarten (Fröbel), school (Montessori, Steiner, Hahn), residential care (Korczak), and informal work with children and young people (Montessori). Thus the New Education Movement contributed to a continental pedagogic discourse, which saw children being conceptualised as equal human beings ("Children do not become humans, they already are", Korczak), and as competent, active agents ("A child has a hundred languages", Malaguzzi). Furthermore, there was increasing recognition for child participation and children’s rights, for instance in the pedagogic concepts of Montessori and Korczak.
The New Education Movement led to a spread of pedagogic concepts and ideas across many European countries and made two fundamental points which demonstrate its ambition to use pedagogy for social change: “First, in all education the personality of the child is an essential concern; second, education must make for human betterment, that is for a New Era”.
Read more about this topic: Social Pedagogy, Historic Development
Famous quotes containing the words education and/or movement:
“Quintilian [educational writer in Rome around A.D. 100] thought that the earliest years of the child’s life were crucial. Education should start earlier than age seven, within the family. It should not be so hard as to give the child an aversion to learning. Rather, these early lessons would take the form of play—that embryonic notion of kindergarten.”
—C. John Sommerville (20th century)
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