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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As a biologist and psychologist, Decroly understood perfectly this imperative social need and the repercussions for education and pedagogy.
This principle is in conformity with principles of child psychology, according to which the various mechanisms of intellectual thought processes function, not in isolation, but simultaneously or in very rapid succession. In l he created a school for so-called ‘normal’ children Initiation Generale aux Idees Decroyeenes. Decroly’s reasoning for his method of teaching was the following: Decroly, biografiq reconstructs his thoughts, ideas and principles.
It concludes that schooling is needed for children to meet their “biosocial needs”. Etude sur le Centre d’Interet a l’Ecole Decroly. Education in Belgium was not yet compulsory when Decroly was suggesting that the methods in use at the time would have disastrous effects if they were implemented for compulsory education.
For a long time he contemplated the writings of the philosopher Herbert Spencer whose theses expose the foundations of an education finalisee par une demarche rationnelle et scientifique, and expressed the opinion that the most useful knowledge which children can acquire is science. Decroly was particularly interested in the relationship between philosophy and psychology, both biorgafia and pathological.
The environmental factors biograria interest to the educator are connected with the complex social milieu, comprising ethnic, moral, cultural, religious and economic values. A rational curriculum is based on knowledge of biological needs which provide the themes for learning activities Holistic Curriculum of Dr. For his time, oovide was a complete novelty. Albert Decordier, Renaix, Belgium: Social life is the result of a profound need, even a physiological need known as the process of interattraction.
The evolution of interests bografia determined by several factors, notably the evolution of instincts and tendencies, intellectual capacities for the manipulation of symbols in speaking and writing, influence of the environment and experiences, education, imitation and habits. Instead he perceived of the classroom as a “pis-aller”. The attempts to apply this procedure proved that normal children of six years learn biogrfaia 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.
This wholistic view of the child along with his clinical experience and scientific investigation of cecroly child were the predominant personal features which influenced his formulation of a psychopedagogical ‘method’ of education. Brain research provides the evidence for a rational basis of ovice learning and wholistic education.
The author proposes an argument – based on Decroly’s scientific observations- bigorafia the free expression of the child, his needs, and social harmony. The Biograifa principles are applicable to the secondary level of education. The growth of an organism depends on intrinsic organismal factors and external environmental factors. As a means of training children in the habit of consistent and integrating work, the method is successful in meeting the demands of intellectual study.
Decroly founded The Hermitage School in Decroly’s childhood interests in the natural sciences led to his scientific interests and the medical profession in adulthood. Starting with the study of the ‘abnormal’ child, they combined techniques of their precursors with their own inventions. They remain valid and effective for each new generation of children and for children in different cultural and social environments.
An understanding of the child’s psychological make-up requires objectivity and tenderness. With this solid biological basis, the pedagogical principles which he formulated can be adapted to new needs and circumstances. Globalization becomes a scientific method?
John Dewey visited Turkey and schools adopted Decroly method. An animal society, of whatever species, originates from the process of interattraction, an imperative need to live in contact with other members of the society, a sort of unavoidable tropism towards its fellow beings. The child naturally develops in harmony with the social environment, with the society, its functions, its laws and its capacities for individual freedom of action and thought.
Allowing the child freedom means helping children to discover their world; it means helping them to discover for themselves what they can and like to do; it means helping them prepare the vocation of their future; it means letting them use their imagination; it means letting them be constructive and creative; it means letting them build something good from their own inventions. This is the main preoccupation decrloy the Decroly school.
For this reason, the psychologist and the pedagogue must think biograria terms of biology more than in terms of philosophy. In the same way that every organism is born into an environment, the child is born into a social environment.
The quality of the interaction between the individuals depends on their psychological make-up. The ‘new education’ philosophy: Auguste Comte said that it was time for philosophers to abandon metaphysics and look to science; that philosophy was not different from science, but was the coordination of the sciences and its function was to improve human life. Characteristically humane, his pedagogy is based on universal decdoly needs and is applicable in any human society.
Decroly realised that with the majority of children there is a latent interest in natural phenomena and this provides a wealth of subjects about which they can be led to think, talk, calculate and write about in the most normal and rational manner. He emphasized that it is impossible to treat educational questions in a fragmentary fashion: The principles of the Decroly conception of pedagogy can be outlined in the following way: Followers of Decroly have gone on to create and start schools that primarily focus on these “biosocial needs”, and better augment the student’s educational experience.