Pedagogy (/ˈpɛdəɡɒdʒi, -ɡoʊdʒi, -ɡɒɡi/), most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly, as they reflect different social, political, and cultural contexts.[1]
Pedagogy is often described as the act of teaching.[2] The pedagogy adopted by teachers shapes their actions, judgments, and other teaching strategies by taking into consideration theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students.[3][4] Its aims may range from furthering liberal education (the general development of human potential) to the narrower specifics of vocational education (the imparting and acquisition of specific skills). Conventional western pedagogies view the teacher as knowledge holder and student as the recipient of knowledge (described by Paulo Freire as "banking methods"[5]), but theories of pedagogy increasingly identify the student as an agent and the teacher as a facilitator.
Instructive strategies are governed by the pupil's background knowledge and experience, situation, and environment, as well as learning goals set by the student and teacher. One example would be the Socratic method.[6]
Pedagogy is often described as the act of teaching.[2] The pedagogy adopted by teachers shapes their actions, judgments, and other teaching strategies by taking into consideration theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students.[3][4] Its aims may range from furthering liberal education (the general development of human potential) to the narrower specifics of vocational education (the imparting and acquisition of specific skills). Conventional western pedagogies view the teacher as knowledge holder and student as the recipient of knowledge (described by Paulo Freire as "banking methods"[5]), but theories of pedagogy increasingly identify the student as an agent and the teacher as a facilitator.
Instructive strategies are governed by the pupil's background knowledge and experience, situation, and environment, as well as learning goals set by the student and teacher. One example would be the Socratic method.[6]
Contents
- 1 Etymology and pronunciation
- 2 History
- 2.1 Western
- 2.1.1 Pedagogy is often described as the act of teaching.[2] The pedagogy adopted by teachers shapes their actions, judgments, and other teaching strategies by taking into consideration theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students.[3][4] Its aims may range from furthering liberal education (the general development of human potential) to the narrower specifics of vocational education (the imparting and acquisition of specific skills). Conventional western pedagogies view the teacher as knowledge holder and student as the recipient of knowledge (described by Paulo Freire as "banking methods"[5]), but theories of pedagogy increasingly identify the student as an agent and the teacher as a facilitator.
Instructive strategies are governed by the pupil's background knowledge and experience, situation, and environment, as well as learning goals set by the student and teacher. One example would be the Socratic method.[6]
The word is a derivative of the Greek παιδαγωγία (paidagōgia), from παιδαγωγός (paidagōgos), itself a synthesis of ἄγω (ágō), "I lead", and παῖς (país, genitive παιδός, paidos) "boy, child": hence, "attendance on boys, to lead a child".[7] It is pronounced variously, as /ˈpɛdəɡɒdʒi/, /ˈpɛdəɡoʊdʒi/, or /ˈpɛdəɡɒɡi/.[8][9] Negative connotations of pedantry have sometimes been intended, or taken, at least from the time of Samuel Pepys in the 1650s.[10]
History
Western
In the Western world, pedagogy is associated with the Greek tradition of philosophical dialogue, particularly the Socratic method of inquiry.[11] A more general account of its development holds that it emerged from the active concept of man as distinct from a fatalistic one and that history and human destiny are results of human actions.[12] This idea germinated in ancient Greece and was further developed during the Renaissance, the Reformation, and the age of Enlightenment.[12]
Socrates
Socrates (470 – 399 BCE) employed the Socratic Method while engaging with a student or peer. This style does not impart knowledge, but rather tries to strengthen the logic of the student by revealing the conclusions of the statement of the student as erroneous or supported. The instructor in this learning environment recognizes the learners' need to think for themselves to facilitate their ability to think about problems and issues.[13] It was first described by Plato in the Socratic Dialogues.
Plato
Plato (428/427 or 424/423 – 348/347 BCE) describes a system of education in The Republic (375 BCE) in which individual and family rights are sacrificed to the State. He describes three castes: one to learn a trade; one to learn literary and aesthetic ideas; and one to be trained in literary, aesthetic, scientific, and philosophical ideas.[14] Plato saw education as a fulfillment of the soul, and by fulfilling the soul the body subsequently benefited. Plato viewed physical education for all as a necessity to a stable society.[14]
Aristotle
Aristotle (384–322 BCE) composed a treatise, On Education, which was subsequently lost. However, he renounced Plato's view in subsequent works, advocating for a common education mandated to all citizens by the State. A small minority of people residing within Greek city-states at this time were considered citizens, and thus Aristotle still limited education to a minority within Greece. Aristotle advocates physical education should precede intellectual studies.[14]
Quintilian
Socrates (470 – 399 BCE) employed the Socratic Method while engaging with a student or peer. This style does not impart knowledge, but rather tries to strengthen the logic of the student by revealing the conclusions of the statement of the student as erroneous or supported. The instructor in this learning environment recognizes the learners' need to think for themselves to facilitate their ability to think about problems and issues.[13] It was first described by Plato in the Socratic Dialogues.
Plato
Plato (428/427 or 424/423 – 348/347 BCE) describes a system of education in The Republic (375 BCE) in which individual and family rights are sacrificed
Socrates (470 – 399 BCE) employed the Socratic Method while engaging with a student or peer. This style does not impart knowledge, but rather tries to strengthen the logic of the student by revealing the conclusions of the statement of the student as erroneous or supported. The instructor in this learning environment recognizes the learners' need to think for themselves to facilitate their ability to think about problems and issues.[13] It was first described by Plato in the Socratic Dialogues.
Plato
Plato (428/427 or 424/423 – 348/347 BCE) describes a system of education in The Republic (375 BCE) in which individual and family rights are sacrificed to the State. He describes three castes: one to learn a trade; one to learn literary and aesthetic ideas; and one to be trained in literary, aesthetic, scientific, and philosophical ideas.[14] Plato saw education as a fulfillment of the soul, and by fulfilling the soul the body subsequently benefited. Plato viewed physical education for all as a necessity to a stable society.[14]
Aristotle
Main article: Aristotle (384–322 BCE) composed a treatise, On Education, which was subsequently lost. However, he renounced Plato's view in subsequent works, advocating for a common education mandated to all citizens by the State. A small minority of people residing within Greek city-states at this time were considered citizens, and thus Aristotle still limited education to a minority within Greece. Aristotle advocates physical education should precede intellectual studies.[14]Quintilian
Main article: Quintilian<Marcus Fabius Quintilianus (35 – 100 CE) published his pedagogy in Institutio Oratoria (95 CE). He describes education as a gradual affair, and places certain responsibilities on the teacher. He advocates for rhetorical, grammatical, scientific, and philosophical education.[14]
Tertullian
Quintus Septimius Florens Tertullianus (155 - 240 CE) was a Christian scholar who rejected all pagan education, insisting this was "a road to the false and arrogant wisdom of ancient philosophers".[14]
Jerome
Saint Jerome (347 - 30 September 420 CE), or Saint Hieronymus, was a Christian scholar who detailed his pedagogy of girls in numerous letters throughout his life. He did not believe the body in need of training, and thus advocated for fasting and mortification to subdue the body.[14] He only recommends the Bible as reading material, with limited exposure, and cautions against musical instruments. He advocates against letting girls interact with society, and of having "affections for one of her companions than for others."[14] He does recommend teaching the alphabet by ivory blocks instead of memorization so "She will thus learn by playing."[14] He is an advocate of positive reinforcement, stating "Do not chide her for the difficulty she may have in learning. On the contrary, encourage her by commendation..."[14]
Gerson
Main article: Jean GJean Charlier de Gerson (13 December 1363 – 12 July 1429), the Chancellor of the University of Paris, wrote in De parvulis ad Christum trahendis "Little children are more easily managed by caresses than fear," supporting a more gentle approach than his Christian predecessors. He also states "Above all else, let the teacher make an effort to be a father to his pupils." He is considered a precursor of Fenelon.[14]
Comenius
Main article: JoJohn Amos Comenius (28 March 1592 – 15 November 1670), who is considered the father of modern education.
Johann Pestalozzi
Main article: Johann Heinrich Pestalozzi (January 12, 1746 – February 17, 1827) founder of several educational institutions both in German - and French-speaking regions of Switzerland and wrote many works explaining his revolutionary modern principles of education. His motto was "Learning by head, hand and heart".[15]Johann Herbart
The educational philosophy and pedagogy of
John Dewey
The pedagogy of
Freire
Paulo Reglus Neves Freire (/ˈfrɛəri/; Portuguese: [ˈpawlu ˈfɾeiɾi] (
listen); September 19, 1921 – May 2, 1997) was a Brazilian educator and philosopher who was a leading advocate of critical pedagogy. He is best known for his influential work Pedagogy of the Oppressed, which is generally considered one of the foundational texts of the critical pedagogy movement.[19][20][21]
Eastern
Confucius
Hidden curriculum
- 2.1.1 Pedagogy is often described as the act of teaching.[2] The pedagogy adopted by teachers shapes their actions, judgments, and other teaching strategies by taking into consideration theories of learning, understandings of students and their needs, and the backgrounds and interests of individual students.[3][4] Its aims may range from furthering liberal education (the general development of human potential) to the narrower specifics of vocational education (the imparting and acquisition of specific skills). Conventional western pedagogies view the teacher as knowledge holder and student as the recipient of knowledge (described by Paulo Freire as "banking methods"[5]), but theories of pedagogy increasingly identify the student as an agent and the teacher as a facilitator.
- 2.1 Western
