Johan Amos Comenius

Jan Amos Komensky

From:

The Great Didactic

  written(1628-32)

 

 

 

 

The proper education of the young does not consist in stuffing their heads with a mass of words, sentences, and ideas dragged together out of various authors, but in opening up their understanding to the outer world, so that a living stream may flow from their own minds, just as leaves, flowers, and fruit spring

If we examine ourselves, we see that our faculties grow in such a manner that what goes before paves the way for what comes after. 

 

Not the children of the rich or of the powerful only, but of all alike, boys and girls, both noble and ignoble, rich and poor, in all cities and towns, villages and hamlets, should be sent to school
Why, therefore, should not Cicero, Livy, Plato, Aristotle, Plutarch, Tacitus, Gellius, Hippocrates, Galen, Celsus, Augustine, Jerome, etc., be treated in the same way and epitomized? Geographers [and mapmakers] present to the eye huge tracts of sea and land on a small scale, so that they can be taken in at a glance.

 

These epitomes should contain the whole author, only somewhat reduced in bulk

 

The pupil should understand that what he learns is not taken out of some Utopia or borrowed from Platonic Ideas, but is one of the facts which surround us, and that

a fitting acquaintance with it will be of great service in his life.

Much can be learned in play that will afterwards be of use when the circumstances demand it.

 

 
Aristotle compared the mind of man to a blank tablet on which nothing was written, but on which all things could be engraved. There is, however, this difference, that on the tablet the writing is limited by space, while in the case of the mind, you may continually go on writing and engraving without finding any boundary, because, as has already been shown, the mind is without limit

 

 

 

John Amos Comenius

From Wikipedia, the free encyclopedia, http://en.wikipedia.org/wiki/Comenius

 was a Czech teacher, scientist, educator, and writer. He was a Unity of theBrethren/Moravian  Protestant bishop, a religious refugee, and one of the earliest champions of universal education, a concept eventually set forth in his book Didactica Magna. Comenius became known as the teacher of nations. He is often considered the father of modern education
He attended the Latinschool in Přerov, Moravia, where he returned 1614-18 as a teacher of the school. He continued his studies in Herborn (1611-13) and Heidelberg (1613-14). Comenius was greatly influenced by the Irish Jesuit William Bathe as well as his teachers Johann Piscator, Heinrich Gutberleth, and particularly Heinrich Alsted. The Herborn school held the principle that every theory has to be functional in practical use, therefore has to be didactic, ie morally instructive. Comenius had a few wrinkles on his mentors' thoughts later published in Janua linguarum reserata (1631) which may have made him and the Moravian Church especial targets of the Counter Reformation. Alternately, the work may have resulted from the pogroms which drove him and his church out of its homeland into exile, but in any event, the work led him to widespread prominence and fame while suffering exile.

 

Comenius became a pastor at age 24 and led the Brethren into exile when the Protestants were persecuted under the Counter Reformation. He lived and worked in many different countries in Europe, including Sweden, the Polish-Lithuanian Commonwealth, Transylvania, the Holy Roman Empire, England, the Netherlands, and Royal Hungary. Comenius took refuge in Leszno in Poland, where he led the gymnasium, then moved to Sweden to work with Queen Christina and the chancellor Axel Oxenstierna. From 1642-1648 he went to Elbing (Elbląg) in Polish Royal Prussia, then to England with the aid of Samuel Hartlib, who came originally from Elbing. In 1650 Zsuzsanna Lorántffy, widow of George I Rákóczi prince of Transylvania invited him to Sárospatak. Comenius remained there until 1654 as professor in the first Hungarian Protestant college; he wrote some of his most important works there. Comenius returned to Leszno. During the Northern Wars in 1655, he declared his support for the Protestant Swedish side, for which his house, his manuscripts, and the school's printing press were burned down by Polish partisans in 1656. From there he took refuge in Amsterdam in the Netherlands, where he died in 1670. For unclear reasons he was buried in Naarden, where his grave can be visited in the mausoleum devoted to him.

 

Comenius: Europe in the classroom

http://ec.europa.eu/education/lifelong-learning-programme/doc84_en.htm

The Comenius programme focuses on the first phase of education, from pre-school and primary to secondary schools. It is relevant for all members of the education community: pupils, teachers, local authorities, parents’ associations, non-government organisations, teacher training institutes, universities and all other educational staff.
Part of the Lifelong Learning Programme, Comenius seeks to develop knowledge and understanding among young people and educational staff of the diversity of European cultures , languages and values. It helps young people acquire the basic life skills and competences necessary for their personal development, for future employment and for active citizenship.


 

Comenius has the following goals:
 
  • To improve and increase the mobility of pupils and educational staff in different Member States
  • To enhance and increase partnerships between schools in different Member States, with at least three million pupils taking part in joint educational activities by 2010  
  • To encourage language learning, innovative ICT-based content, services and better teaching techniques and practices 
  • To enhance the quality and European dimension of teacher training 
  • To improve pedagogical approaches and school manage
The Comenius programme focuses on the following priority areas:
  • Motivation for learning and learning-to-learn skills
  • Key competences: improving language learning; greater literacy; making science more attractive; supporting entrepreneurship; and reinforcing creativity and innovation 
  • Digital educational content and services 
  • School management 
  • Addressing socio-economic disadvantages and reducing early school leaving 
  • Participation in sports 
  • Teaching diverse groups of pupils 
  • Early and pre-primary learning
     

 

 

 

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