- HOME
- Table of Contents
- Resume
- Philosophy Statement
- 1. History of Jewish/General Education
- 2. Assessment
- 3. Curriculum
- 4. Language Development/Hebrew
- 5. Personal Development of Teachers
- 6. Collaboration/Community
- 7. Technology
- 8. Learning and Cognition
- 9. Evidence-Based Practice
- 10. Child Development
- 11. Content Knowledge
- 12. Ethics and Values
- 13. Instructional Methods
- Inspiration/Chizuk
- Post-Observation Reflections
10. Pestalozzi- Reflections
Throughout the ages and cultures, different views prevailed about the ideal methods and goals of raising children. The stage of “adolescence” itself is a modern concept, allowing children a transition period away from childhood and into adulthood, rather than being thrust full-force into the responsibilities of adults. In Chinese culture, children are raised to be obedient and dependent upon adults, whereas the American system breeds independence from parents and individuality.
I visualize the Industrial Revolution as a time of exciting building and progress, but at the expense of unkind and unnatural child labor. Especially in that context but even in general, I found the view of Pestalozzi to be refreshing. Living in that era so focused on economic advancement and urbanization, he did not lose sight of the need to nurture children in supportive environments. Perhaps he indeed perceived children as the future cogs in the wheels of economic development, but he respected the need to address children’s minds as well as feelings. He also gives credence to educators as not only supporting or complementing, but even supplementing, the efforts of parents in raising children/students, and recognized the power of a school to be a safe haven and home-away-from-home.
In today’s competitive and high-tech world, an ironic reality is that often, the more money the parents make, the less time they spend at home and the more time the children are raised by babysitters (often from different ethnicities and value systems). Though a sign of blessing and progress of the economy and Jews in America, parents cannot forget that children need to be actively attended-to, taught proper behaviors in various situations, stimulated and enabled to learn in natural settings; they should not be left to just figure-things-out by their own devices due to lack of active parental involvement. Independent learning is valuable, but not when caused by parental negligence, or excessive liberties instead of nurturing structure.
Throughout the ages and cultures, different views prevailed about the ideal methods and goals of raising children. The stage of “adolescence” itself is a modern concept, allowing children a transition period away from childhood and into adulthood, rather than being thrust full-force into the responsibilities of adults. In Chinese culture, children are raised to be obedient and dependent upon adults, whereas the American system breeds independence from parents and individuality.
I visualize the Industrial Revolution as a time of exciting building and progress, but at the expense of unkind and unnatural child labor. Especially in that context but even in general, I found the view of Pestalozzi to be refreshing. Living in that era so focused on economic advancement and urbanization, he did not lose sight of the need to nurture children in supportive environments. Perhaps he indeed perceived children as the future cogs in the wheels of economic development, but he respected the need to address children’s minds as well as feelings. He also gives credence to educators as not only supporting or complementing, but even supplementing, the efforts of parents in raising children/students, and recognized the power of a school to be a safe haven and home-away-from-home.
In today’s competitive and high-tech world, an ironic reality is that often, the more money the parents make, the less time they spend at home and the more time the children are raised by babysitters (often from different ethnicities and value systems). Though a sign of blessing and progress of the economy and Jews in America, parents cannot forget that children need to be actively attended-to, taught proper behaviors in various situations, stimulated and enabled to learn in natural settings; they should not be left to just figure-things-out by their own devices due to lack of active parental involvement. Independent learning is valuable, but not when caused by parental negligence, or excessive liberties instead of nurturing structure.