Is Ian Amos right? Jan Amos Komensky - the founder of preschool pedagogy

1. Is John Amos Comenius, the great teacher of the 17th century, right when he asserts that “... an intelligent reader is unthinkable who would not at the same time be a Selector”? How do you understand the word “Selector” in this aphorism? Why do you think the author wrote the word “Selector” with a capital letter?

Jan Amos Comenius is undoubtedly right. A thinking reader can be considered a person who consciously chooses books to read in accordance with his spiritual needs, which are formed in the family, in school classes on literature and other subjects, in the library, and in communication with friends. Systematic, constant reading expands erudition, provides answers to exciting philosophical, moral, social problems. The selection sometimes consists of the themes of the works that interest the reader (historical, about love, philosophical, memoirs, etc.), from love to a certain type and genre works of art, for example, to lyrical poetry or humorous literature, good adventure literature.

Apparently, Jan Komensky wrote the word “Selector” with a capital letter out of special respect for the conscious, prepared, qualified reader who comprehends the true value of real literature.

2. “For many, many, books are as necessary as bread and salt. And it will be so, no matter how many intricate cassette tapes, and televisions, and other substitutes are invented. IN human brain stored book treasures that will not die. They are all there - "The Odyssey" and "The Divine Comedy", "War and Peace" and "David Copperfield". Do you agree with this judgment of Astrid Lindgren? What books would you put on this list?

You can understand a work of art only if you have read its source—the book. You can also include in the list named Astrid Lindgren large number works of Russian and foreign literature, for example: “The Iliad” by Homer, “Hamlet” by W. Shakespeare, “The Tales of Belkin” and “Eugene Onegin” by A. S. Pushkin, “The Human Comedy” by O. Balzac, “Red and Black” by F. Stendhal , “The Inspector General” by N.V. Go-gol and many others.

3. “Good people do not know how much time and effort it took for others to learn to read. I spent eighty years on this and even now I cannot say that I have achieved my goal,” said Goethe shortly before his death. How do you explain such recognition of a great writer?

This can be explained by the complexity of that art called the art of reading. Reading a work of fiction means not only understanding its content. Behind the pages of the book, it is important to see the author with his position, value concepts, his personal and creative destiny. It is important to see the fate of the people depicted in the work, their characters, their conditioning by the foundations of society and individual characteristics. An experienced reader must be well versed in the artistic individuality of the writer, understand poetic features work, the stylistic style of the writer.

The great Goethe said this because throughout his life his reading requirements increased.

4. “The reader is an integral part of art,” asserted Alexei Tolstoy in the article “About the Reader.” How can you confirm these words?

The writer creates his works for readers - a wide variety of

people, both his contemporaries and those who will live in subsequent times. In order to interest them in your ideas, to make them worry about the characters along with you, to rejoice, to enjoy the artistic word, you need to master art. And the dialogue between the writer and the reader is high art for both.

5. How do you understand Robert Stevenson's words: “Literature in all its forms is but the shadow of good conversation”?

Thoughtful reading of a book is a conversation with its author. Sometimes we disagree with him, and sometimes we completely agree. Often such a conversation encourages further thought about what you have read and an internal dialogue with the author of the book.

6. Do you agree with this statement: “Everything that a writer should possess is also mandatory for a reader of fiction. All except one thing: the gift of incarnation”?

If we're talking about about the culture of reading, erudition, knowledge of the laws of development of fiction, the foundations of the theory and history of literature, then this is fair. However, a writer must still possess much more than just the reader in order to win hearts and be a good friend and mentor. The author must master the language in which he writes his books, for this is the main tool of the writer.

7. How do you imagine the gift of embodiment in illustrators of works of art? Which illustrators could you name?

The illustrator does not simply convey the content of a particular scene from a work of art or reproduce portraits of characters or landscape sketches according to the author’s description, he reveals his own vision, which sometimes conflicts with the position of the author. The main purpose of the illustrator is to be a good mediator between the author and the reader, to help the reader see the characters of the book. The illustrator has a keen sense of the author's word. Among the illustrators one can name I. Bilibin, A. Agin, V. Favorsky, I. Glazunov. It is also known that some writers, for example A. S. Pushkin and M. Yu. Lermontov, themselves created illustrations for their works.

8. Is it possible to agree that “we need the artist’s work precisely because it is the answer to our questions: ours, because the artist did not pose them for himself and could not foresee them... every new reader of Hamlet is, as it were, his new author, every new generation is new page in the history of a work of art"?

Yes and no. When an artist creates a work, he answers the questions that concern him, which reality has posed to him and to society. And we need to know what worried the author in order to correctly understand the meaning of his creation. At the same time, only the work that gives answers to their questions, as a rule, philosophical, moral, aesthetic, i.e., eternal problems, lives through the centuries and becomes interesting and important for readers of new generations. Works are interpreted by the reader largely depending on his value system. It is no coincidence that, along with “Hamlet”, the range of works that pose and resolve eternal philosophical and moral questions also includes “Boris Godunov” by A. S. Pushkin, and his “Little Tragedies”, “Oblomov” by I. A. . Goncharov, like most creations of Russian and world classics. The activity of readers in opening new pages in the history of a work is manifested both in their personal interpretation and in the interpretations of professionals - critics, literary scholars, theater and film directors, who focus their versions not only on reflecting the position of the author, formed by his time, but also to the demands of the time in which they live. Material from the site

9. Do you share the attitude of the leading bibliologist N.A. Rubakin towards the reader: “The history of literature is not only the history of writers and their works, bringing certain ideas to society, but also the history of the readers of these works”?

I share. Writers create their works for readers and about readers, that is, about individuals and society as a whole. What are they in different eras world history, what constitutes their spiritual or, conversely, non-spiritual interests, we largely learn from works of art. This reveals the reader's history. On the other hand, the life of a book throughout the centuries depends on the reader who recognizes the value of this or that author, this or that work of art. The history of literature, therefore, is also the history of readers’ tastes, the history of their selection of the spiritual heritage inherited from one generation to another.

10. “Literature is a textbook of life.” Do you agree with this statement by N. G. Chernyshevsky?

Literature, of course, gives deep insights into people’s lives, influences their worldview, instills high moral qualities, and makes them think about the most complex issues being. However, the study of life on the basis of literature is still carried out primarily through the emotional sphere of the reader’s personality, which requires one’s own response thoughts, dialogue with the author and characters of the work, i.e. inclusion in the process of comprehending reality subjectively -personal beginning. Therefore, the formula “Literature is a textbook of life,” characteristic of the revolutionary-democratic worldview, seems to us too categorical and straightforward.

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On this page there is material on the following topics:

• the reader is an integral part of art
• Is Jan Komensky right?
• they are all there odyssey and divine comedy war and peace
• how do you understand the word selector in this aphorism
• For many, many people, books are as necessary as bread and salt.

The priest who spent time in part of Europe educational reform, was born into a poor family and knew almost no parental warmth, since both father and mother died very early from the plague. This is probably why he had so many ideas about the proper upbringing of children and so many methods on how to give them more time, knowledge and love than was customary in those years.

Family and education

Jan Komensky was born in the town of Nivnice in Moravia. His parents belonged to the Czech Brothers religious community. In addition to Jan, they had two more daughters. My father worked at a mill.

Jan's grandfather moved to Moravia from Slovakia, then changed his surname in honor of the town in which he settled - Komne, and became Comenius.

Primary education future teacher received from a local fraternal school.

Due to the plague that was raging in Europe at that time, Jan was left without both parents and sisters - they all died in 1602-1604.

At the age of 16, Jan moved to the town of Přerov, where he went to study at a Latin school, where he stayed for two years. In 1611 he was baptized, receiving his middle name - Amos, and became a priest. He is entrusted with the position of manager of the Council of the Community of Brothers, in addition, he is also a teacher-preacher.

The next stages in Comenius' life were his studies at the Herborn Academy and Heidelberg University. At the same time, Jan begins work on his first serious work, “The Theater of All Things,” which he will create starting in 1614 for the next 13 years. In addition, he began working on the “Treasury of the Czech Language.” And if the first book was a kind of encyclopedia, then the second was the first dictionary of the Czech language. Work on it will be completed only in 1656.

Pedagogical activity

In 1614, Jan returned to Přerov and for the next four years worked there as a teacher at the local fraternal school. Afterwards he moves to the town of Fulnek, where he studies the Renaissance. There he writes “Moravian Antiquities” and devotes nine years of his life to drawing up a map of the Moravian region.

In 1618 he marries, but four years later his wife and both children die of the plague.

In 1624 he marries again.

Despite his vigorous scientific activity, he had problems on religious grounds: Catholics began persecution of the Moravian brothers, to which Comenius belonged, and other Protestants. This influenced his decision to move to Poland. There he settled in the city of Leszno, where a year before his arrival, in 1626, the Moravian brothers opened their own gymnasium. There he remained as rector and teacher, while simultaneously working on his works.

In 1632 he published the Didactics, first in Czech language, then it took six years to translate the book into Latin. His Didactica Magna was published in 1638.

Except scientific works he also worked on textbooks: “Physics” and “Astronomy” came out from under his hand. He wrote "Mother's School" - one of the first works in Europe on raising children.

Comenius was also an adherent of pansophia, a movement that involved teaching everything. His ideas became very popular in Europe. Comenius was invited to England so that he could put his methods into practice. His books are beginning to be actively translated into different languages.

Moving and school reforms

In 1641, due to civil war Comenius moves from England to Sweden, where the chancellor invited him to carry out educational reform. But due to paperwork and diplomatic affairs, the plan was not realized. As a result, in Sweden the reform was carried out following the example of Uppsala University.

In 1648, Comenius’s second wife died, a year later he married again so that he would have someone to take care of the children.

In the 40s, he also actively worked on textbooks, as a result of which in 1651 he was invited to carry out school reform in Transylvania.

The first town to fall under the innovations was Sárospatak. After the reorganization of local schools, he returned to Leszno again in 1656, where he was elevated to bishop. He stayed there for a year, but because of the war on the territory of the Polish-Lithuanian Commonwealth, he decided to escape, so he moved to Amsterdam. This move was more of an escape: I had to leave all the property acquired over 28 years, a huge library and many unfinished manuscripts

In Amsterdam, he can finally breathe easy and work: his projects are funded on time, and his developments are appreciated. Finally he completes and publishes his “Great Didactics” in four volumes. The book was very popular.

Due to the conflict between England and the Netherlands, Comenius risked fleeing the country again, but at his call both sides concluded a peace treaty.

Due to the experience and constant moving, Comenius’ health began to deteriorate. It was already difficult for him to work, so his assistants wrote down their latest developments.

Jan Komensky died at the age of 78. He was buried in Naarden, a suburb of Amsterdam.

Basic ideas of pedagogy and philosophy of Comenius

Jan Komensky assigned an important role in raising children to the example of adults.

In addition, the basis of his pansophy is the systematic repetition of material already covered and an explanation of how this knowledge can be useful in life.

Moral qualities in children need to be developed before they learn to speak. At the same time, you need to do everything so that the child’s mind learns something new all the time. And children need to be raised only in the spirit of humanism.

A teacher is not a profession, but a calling.

Knowledge always comes through three sources: faith, feelings and reason.

Each knowledge has three stages: empirical (personal experience), scientific and practical.

The whole school of life, according to Comenius, is divided into seven stages: the school of birth, then infancy, after it - the school of childhood, the school of adolescence, when a craving for science, art and crafts arises, after - the school of youth, the school of life practice and the last - the school of old age .

• In Kyiv in 1907-1918, the Czech cultural and educational society named after Jan Amos Komensky operated.
• Several series of medals of John Amos Comenius were issued in the Czech Republic.
• The portrait of Jan Amos Kamensky is placed on the obverse of the 200 Czech crown banknote.
• A street in the Rosvigovsky district of Mukachevo (Transcarpathia) is named in honor of Komensky.

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Coursework

Ian Amos Co.Mensky - the founder of preschool pedagogy

Introduction

Comenius pedagogical education school

Jan Amos Komensky - famous Czech teacher, “father of new pedagogy”, humanist, public figure. Works and pedagogical ideas of Ya.A. Comenius are relevant, modern and today. It was he who first substantiated the pedagogical system and began to talk about the humanization of the education process. Ya.A. Comenius is the creator of the system of universal education. He asked questions about secondary school and planning schooling, about the correspondence of levels of education to a person’s age, about learning in their native language.

Comenius made a significant contribution to the development of pedagogy as a science and in particular preschool pedagogy. The main merits of Ya.A. Comenius in the field of pedagogy were the development of a class-lesson system, didactic principles of teaching, age periodization, ……… He wrote such great pedagogical works, like “The Great Didactic”, “ Mother's school», ………

According to Comenius, a teacher should master pedagogical skills and love their work, awaken independent thought in students, prepare them to be active people who care about the common good. Comenius left a rich pedagogical legacy to his descendants, having had a huge influence on the development of world pedagogy and school practice.

Thus, the relevance of this topic is beyond doubt.

Purpose: Consideration of the biography of Ya.A. Comenius as a great teacher, revealing his main pedagogical ideas, in particular the work “Mother’s School”.

1. Analyze and identify the main pedagogical ideas of Ya.A. Comenius.

2. Expand the pedagogical works of Ya.A. Comenius.

3. Consider the work devoted to family education “Mother’s School”.

4. To analyze where and how the work “Mother’s School” is used in practice in modern pedagogy.? ???

The problem of the study is the following: Many great teachers and scientists have dealt with the issues of raising children. Ya.A. Comenius is one of them. Many teachers contributed to the development of preschool pedagogy, and recognition of the importance of the role of Ya.A. Comenius in this area is necessary. Ya.A. Comenius made his contribution in various areas of preschool pedagogy, one of them is family education. Proof of great importance work called "Mother's School" is also necessary.

1. Ya.A.Comenius- great teacher and scientist

1.1 Life pathYa.A.Comenius

Biography and life path Ya.A. Comenius are quite rich and interesting. His life's journey began with the fact that he was born into the family of a member of the Czech Brothers community. He received his initial education at a fraternal school, in 1608-10 he studied at the Latin school, then at the Herborn Academy, Heidelberg University, where he began to create a kind of encyclopedia - “The Theater of All Things” (1614-27) and began work on complete dictionary Czech language (“Treasury of the Czech Language”, 1612-56). In 1614 Comenius became a teacher at a fraternal school in Přerov. In 1618-21 he lived in Fulneck, studied the works of Renaissance humanists - T. Campanella, H. Vives and others.

Jan Amoms Kommensky - Czech humanist teacher, writer, public figure, founder scientific pedagogy and class-lesson system.

The pedagogical creativity of John Amos Comenius is a great contribution to world pedagogical science, in the development of which every civilized people is interested. For three centuries, Russia and its schools have shown and continue to show a keen interest in the heritage of Comenius. Using the best that was bequeathed by the great teacher and philosopher of the 17th century, they, as far as possible, creatively refracted his teaching method according to Russian needs and conditions, without, however, violating the integrity of the principles put forward by Comenius. Interest in Comenius has always been born out of social need.

In 1627 Comenius began to create a work on didactics in the Czech language. Due to persecution by Catholics, Comenius emigrated to Poland (Leszno). Here he taught at the gymnasium, completed his work “Didactics” in Czech (1632), and then revised it and translated it into Latin, calling it “Great Didactics” (Didactica Magna)(1633-38), prepared several textbooks: “The Open Door to Languages” (1631), “Astronomy” (1632), “Physics” (1633), wrote the first ever manual for family education- “Mother School” (1632). Comenius was intensely involved in developing the ideas of pansophia (teaching everything to everyone), which aroused great interest among European scientists.

In 1650, Comenius was invited to organize schools in Hungary, where he tried to partially implement his plan for establishing a pansophical school. Scientific background its principles syllabus, the daily routine was set out by Comenius in an essay « Pansophical school" (1651). What this will definitely be asked at the defense

In an effort to revive teaching and awaken children's interest in knowledge, Comenius applied the method of dramatizing educational material and based on “ Open door to languages" wrote a number of plays that made up the book "School-Game" (1656). In Hungary, Comenius completed the first illustrated textbook in history, “The World of Sensual Things in Pictures” (1658), in which drawings were an organic part educational texts. They will also ask about these works, write more specifically about them ! !!

Having moved to Amsterdam, Comenius continued work on the major work “General Council for the Correction of Human Affairs”, which began in 1644, in which he gave a plan for the reform of human society. The first 2 parts of the work were published in 1662, while the manuscripts of the remaining 5 parts were found in the 30s. 20th century; The entire work was published in Latin in Prague in 1966. Comenius summed up his long life in his essay “The Only Necessary” (1668).

1.2 Basic pedagogical ideasYa.A.Comenius

Ya.A. Comenius teacher and scientist who made a significant contribution to Russian pedagogy. His discoveries, pedagogical ideas, achievements in the field of pedagogy formed the basis modern pedagogy, in particular preschool.

The main pedagogical ideas of Ya.A. Comenius's ideas are universal education, the ideas of discipline, the concept of the school year, didactic principles, and the class-lesson system. Komensky believed that education should be carried out at school with the help of: a school-wide plan, class-lesson organization, studies from the age of 6, knowledge testing, a ban on skipping lessons, textbooks for each grade.

In the didactic teaching of Comenius one of important places concerns the question of the general principles of learning, which are usually called didactic principles. The principles of teaching imply those provisions of a general methodological nature on which training and teaching in general are based. Comenius, for the first time in the history of didactics, not only pointed out the need to be guided by principles in teaching, but revealed the essence of these principles:

1. the principle of consciousness and activity;

2. the principle of clarity;

3. the principle of gradual and systematic knowledge;

4. the principle of exercise and solid mastery of knowledge and skills.

Kamensky demanded harmonious development human abilities, awakening and strengthening the student’s independence and initiative, humane treatment of students. He argued for the need for visual learning and the uselessness of mechanical memorization of something incomprehensible. The principle of clarity, the primacy of sensations is embodied in all his pedagogical works.

Comenius considered issues of education and training in inextricable unity. He interpreted didactics as a theory of education and training and as a theory of upbringing. Comenius called for giving all youth broad universal education, considered it necessary to connect all educational work with teaching languages ​​- first native, then Latin - as the language of science and culture of that time.

IN educational method he considered the most important order and naturalness. Comenius’s basic requirements for training followed from this: training should begin as early as possible, educational material must be appropriate for the age of the students.

Ya.A. Comenius was convinced that the human mind is capable of grasping everything; only for this, one must observe consistent and gradual moving forward, following from close to far, from familiar to unfamiliar, from whole to particular, ensuring that students acquire a system of knowledge rather than fragmentary information. In this case, first the child must arouse interest in learning, using various methods for this.

Comenius believed that it was necessary to develop positive moral qualities from childhood (justice, moderation, courage, and by the latter he meant, in particular, perseverance in work, etc.). Important role in moral education, he emphasized the example of adults, the systematic teaching of children to useful activity and to comply with the rules of conduct.

Comenius developed the concepts goals, content and methods of education. At first, he gave preference to the subject principle and was the author of a number of subject textbooks on physics, geometry, geodesy, geography, astronomy, and history, but then he came to the conviction that a person should receive a system of knowledge about the world. An example of such a collection of the most important knowledge about the world, nature, man, social order and the spiritual field is the textbook “The Open Door of Languages.” The textbook was a new type of manual; it rejected the traditional dogmatic way of studying grammar and syntax, and proposed a method of mastering language based on knowledge of elements of the real world.

One of the main merits of Komensky Y.A. is the development classroom-lesson education system, which replaced the individual one.

Today, the class-lesson system remains the basis of school education, which can be considered the indisputable merit of Comenius. The key concepts of this system are:

a) class, which implies constant number students of approximately the same age and level of knowledge, who are under general management teachers strive for one educational goal common to all;

b) lesson, which involves a clear correlation of all types of educational work with a specific time period (academic year, quarter, vacation, school week, school day - from 4 to 6 lessons, lesson, break). An important link in the developed by Ya.A. The process of consolidating and repeating knowledge becomes the Comenian system, for which the teacher suggested using regular homework and exams.

At that time, schools admitted students in different times, throughout the year. Although the students sat together in the classroom, there were collective lessons with all the students in the class mostly there was no: each student learned his own, progressed at his own, individual pace. The teacher taught individually to the students. Komensky insisted that admission to school be done once a year, so that the teacher would work collectively with the whole class. He laid the foundation for a class-lesson system of teaching sessions, gave instructions on how to plan and conduct a lesson, devoting part of it to questioning students, part to explaining new material and exercises to consolidate new things. Comenius pointed out that each lesson should have its own specific topic and its main task. The teacher must carefully ensure that all students take an active part in the lessons and maintain classroom discipline during the lesson.

One of Komensky's merits was the development of a class-lesson system. Based on human nature, he divides the life of the younger generation into four age periods, 6 years each:

· childhood - from birth to 6 years inclusive;

· adolescence - from 6 to 12 years;

· youth - from 12 to 18 years;

· maturity - from 18 to 24 years.

He based this division on age-related characteristics: childhood is characterized by increased physical growth and development of the senses; adolescence - the development of memory and imagination with their executive bodies- tongue and hand; youth, in addition to the indicated qualities, is characterized by a higher level of development of thinking, and adulthood - by the development of will and the ability to maintain harmony.

In an effort to make education accessible to all children, Comenius developed for each of these age periods unified school system-from preschool education up to higher education:

for children from birth to 6 years old it offers mother's school, by which he means preschool education under the guidance of the mother;

from 6 to 12 years old children are educated in elementary school - mother tongue school in every community, village, town (study of native language, arithmetic, elements of geometry, geography, natural history, reading scripture). Comenius also believed that in a “native language school” it was necessary to introduce children to crafts;

the next stage of training is in major cities for the most capable students from 12 to 18 years old - Latin school or gymnasium.

Along with the traditional “seven liberal arts,” Comenius introduced natural science, history, and geography into the gymnasium curriculum. Comenius also changed the content of the “liberal arts” themselves, connecting them with practical needs and raising them to the level of contemporary science;

And according to Comenius, every state should have academy- Higher school for youth from 18 to 24 years old.

This system, already described in his work “Czech Didactics,” was expanded by Comenius in “Pampedia” (universal education), adding to it “schools mature age and old age”, in which life itself “teaches”. Wisdom, life experience, etc. should prevail here. Thus, the main merits of Ya.A. Comenius in the field of preschool pedagogy were:

universal education

ideas of discipline

· concept of the school year

· didactic principles

· class-lesson system

· didactic principles

· class-lesson education system

· characteristics of the 4 age periods of a teenager

· unified school system

· "Mother's School"

· “Native Language School”

· "Latin School"

· "Gymnasium"

· "Academy"

· work “General Council for the Correction of Human Affairs”

Thus, Komensky was an innovator in the field of didactics, who put forward many deep, progressive didactic ideas, principles and rules for organizing educational work (academic year, vacations, dividing the school year into academic quarters, simultaneous admission of students in the fall, class-lesson system, taking into account students’ knowledge , duration school day etc.).

Comenius had a huge influence on the development of world pedagogy and school practice. Thus, many of his didactic provisions were included in modern theory training. His recommendations on these issues are still generally applied in schools in various countries.

Jan Amos Comenius is one of those historical figures, who, with their creations and selfless service to the people, have gained unfading glory and love.

Comenius' great service to humanity lies in the fact that, from the position of democracy and humanism, he was able to give a critical assessment of the entire outdated medieval system of education. Comenius, taking into account everything valuable that was accumulated by his predecessors in the field of theory and practice of education, created pedagogical teaching, which to this day retains its modernity and necessity.

A distinctive feature of Comenius' pedagogical views was that he considered education as one of the most important prerequisites for establishing fair and friendly relations between people and nations. This idea runs like a red thread through him. main work: “General Council on the Correction of Human Affairs,” one of the parts of which he called “Pampedia” (“General Education”) where he, in particular, develops the idea that a person’s upbringing and education does not end after leaving school. School education and education should prepare youth for future self-education and self-education.

2. Pedagogicallegacy of John Amos Comenius

2.1 Great works of John Amos Comenius

Comenius was the founder of modern pedagogy. His theoretical works on the issues of teaching and raising children examined all the most important pedagogical problems.

Some of the most famous works of Ya.A. Comenius, which formed the legacy of modern pedagogy, are the works “Great Didactics” ( general theory training) and “Mother’s School”, Latin textbooks “An Open Door to Languages” and “The World of Sensual Things in Pictures”, the book “School-Game”.

« Greatdidactics» -h conceived by him in his youth, it was nurtured for many years, acquired various additions and applications. For its time, it was a truly revolutionary textbook pedagogical theory.

The full title of the book is as follows:

“Great didactics”, containing the universal art of teaching everyone everything, or a true and carefully thought-out way to create in all communities, cities and villages of every Christian state such schools in which all youth of one or the other sex, without anyone, anywhere exceptions, could study the sciences, improve in morals, be filled with piety, and thus, in his youth, learn everything that was needed for the present and future life.

« Mother's school“- with this work, Komensky had in mind to help families, in particular mothers and nannies, correctly and wisely organize the upbringing of children in preschool and preschool age. Comenius always strived to ensure that all children received proper upbringing. No wonder in his system educational institutions Maternal school is considered as a necessary first stage of education and upbringing.

« Open door to languages" - an encyclopedic textbook of the Latin language, translated into 16 languages ​​of the world. " Mworld of sensual things in pictures" - a textbook of the Latin language for beginners, a simplified version of the book "The Open Door of Languages", the first successful attempt to create a textbook based on psychological principles. The idea of ​​developing external senses as the main source of knowledge in children is implemented here; rules of transition from the concrete to the abstract, from the whole to the part and back, from simple to complex. This textbook, in a slightly revised form, was used in some European countries until the 2nd half. 19th century, which became a mandatory educational book on the “Charter of Public Schools in the Russian Empire” (1786).

In an effort to make learning more interesting for schoolchildren, Comenius compiled educational book « Shcola game”, which was a dramatization of the content of “The Open Door of Languages” and was intended for production on the stage of a school theater.

« Pansofia" - represents an attempt to cover everything in one system human knowledge in such a way that they form one logical whole, in which one follows from the other, and the knowledge is strong, convincing and accessible to everyone. The same knowledge of everyone about everything should be a means of the overall improvement of humanity, a means of eliminating disputes and wars and achieving international cooperation.

2.2 Issues of family education in the work “Mother’s School”

One of the characteristic features of modern pedagogy is the respect for the child proclaimed by humanists. However, loving children with the natural love of parents, appreciating and respecting the rights of childhood, children's joys, entertainment, the adult generation, and especially parents, society, and the state, cannot still abandon the view of children as future members of society and builders of a new life . Just as love for children is natural, so is the desire of older generations to pass on their experience to children and equip them with knowledge and skills for the upcoming not only individual, but also socio-political life.

Therefore, the question of how to combine love for children and respect for their rights to an independent childhood life with the rights and concerns of adults about preparing children as active, able-bodied members of social and political life seems to be a very serious pedagogical problem.

The great teacher Jan Amos Comenius, who laid the foundation for the development of scientific pedagogy, devoted great attention raising children preschool age, in particular family education.

Based on the principle of conformity to nature, which he understood as universality, the universality of the laws of development of nature and man, Comenius developed age periodization. Characterizing the periods of human development (childhood, adolescence, adolescence, manhood), he devoted special attention the first of them, which lasts 6 years, i.e. preschool childhood. Comenius believed that during this period, when increased physical growth and development of the senses occurs, younger children should be raised in maternal schools, families, led by wise mothers who have pedagogical abilities and love their pupils. Comenius’ special work on the education of preschool children, “Mother’s School,” was the world’s first program and manual on preschool education. Comenius called for careful care of the health and physical development of children. He gave a number of important and valuable instructions about the lifestyle of women during pregnancy, offered specific recommendations based on folk experience and modern medicine on caring for a newborn, on food and clothing for him, regime, etc. Children, wrote Comenius, must be provided with conditions for physical development.

Their mobility should not be unnecessarily limited, but, on the contrary, they should develop the skills to hold their heads, sit, take, bend, roll, fold, etc. Mastering these and other skills and abilities must certainly take place in the form of play; it is the main means of children’s development.

Comenius believed that the assimilation of moral norms is closely related to religious education, but the goal should not be preparation for serving God, but the conformity of a person’s moral character real conditions and the needs of society. Komensky’s recommendations on cultivating such qualities as desire for activity, love of work, truthfulness, neatness, politeness, etc. were valuable.

Comenius proclaimed the principle of moderate and reasonable discipline, proposing to influence children by personal example, reasonable instructions, exhortations, and reprimands. Physical punishment he considered it possible to use only in the most extreme cases.

Comenius’s moral education was closely associated with labor education, which provided not only for the formation of labor skills appropriate to a given age, but also for the cultivation of love and habits of work.

Comenius considered preschool childhood as a period of preparation for further systematic training at school. He believed that maternal school is designed to facilitate the accumulation of specific ideas by children, and he outlined in detail a very extensive range of elementary knowledge about the world around him, which a preschool child should master. So, in the field of natural science, by the 7th year, a child should know what fire, air, water and earth, rain, snow, ice, lead, iron, etc. are, distinguish the sun, moon, stars, know when the days are long and when short.

In the field of mathematics, a child must learn to count to 20, know even and odd numbers, understand that 7 is more than 5, and 15 is more than 13; master the concepts of “long”, “short”, “wide”, “narrow”, know the basic figures - circle, square, cross, basic measures of length and volume - step, elbow, quarter. Geographical knowledge included an understanding of what a city, village, field, garden is, and knowledge of the name of one’s village or city. In addition, one had to know the seasons, understand the terms “hour”, “day”, “week”, “month”, “year”.

He advised mothers to develop their children’s memory and thinking and recommended introducing them in an accessible form to the principles of history, economics, politics, public relations. He advised not only to influence the child’s memory, but also mainly to develop in him a meaningful perception and understanding of the phenomena of the surrounding world.

Paid considerable attention physical education, as well as the development of speech and thinking, education moral qualities were an important contribution to the development of world pedagogy. Outstanding work of Ya.A. Comenius’ “Mother’s School,” written almost three and a half centuries ago, was the first and brilliant attempt to create a theory of preschool education, which laid the foundation for thoughtful and organized work with young children in accordance with their age characteristics.

With all his advice and instructions, Comenius teaches us subtle and correct understanding children. His method of educational work in preschool age can be called vital and practically the most feasible. In this respect, Comenius is much closer and understandable to us than many subsequent thinkers.

“Mother’s School” by Y.A. Comenius will find his serious readers and connoisseurs who are able to discard Comenius’s outdated views and perceive what has not lost its significance to this day.

Was all this described in the work “mother’s school”?

Conclusion

In the process of our work, we came to the conclusion that Ya.A. Comenius is a great teacher and scientist; he developed a periodization of preschool age, a classroom-lesson system, and he paid great attention to the education of preschool children, in particular family education, to which his work “Mother's School” was dedicated.

The interaction of folk pedagogy and folk education is most clearly visible in creative heritage great teachers. The most significant in this regard are teaching experience and the ideas of Jan Amos Komensky, the founder of scientific pedagogy and the inventor of the classroom-lesson system.

Comenius preached the idea of ​​eliminating class privileges and oppression of man by man, love of the Motherland, optimistic faith in the future, equality of great and small nations and respect for the national rights of all peoples.

Comenius wrote such great works that remain relevant today, such as “The Great Didactics”, “Mother’s School”, “The Open Door to Languages”, “ Newest method languages”, “Physics”, “Astronomy”, “The world of sensory things in pictures”, “School-game”, “General advice on the correction of human affairs”, etc., which during his lifetime became widespread throughout the world.

Most famous work Comenius “Great Didactics”, many of its provisions have become part of the modern theory of education. And the work "Mother's School", written almost 400 years ago, is striking in its relevance and topicality, reveals the problems of raising preschool children, the relationship between children and parents, and indicates ways to solve these problems. Every line of the book breathes with the most tender love and care for children, the desire to help parents in a difficult, important and noble task - raising children.

Over the course of three centuries, Russia and its schools have shown and continue to show a keen interest in the heritage of Comenius. Using the best that was bequeathed by the great teacher and philosopher of the 17th century, they, as far as possible, creatively refracted his teaching method according to Russian needs and conditions, without, however, violating the integrity of the principles put forward by Comenius.

500th anniversary of Y.A. Comenius, which was widely celebrated in 1892 in Russia and the West, gave a powerful impetus to further development comeniological movement. During these years, “The Great Didactics” and most of Comenius’ other works were published in Russian as separate books. Numerous studies of the life and work of Comenius and his pedagogical ideas are published in magazines and individual monographs. In 1892, a special “Department named after Comenius” was created at the Military Pedagogical Museum, which became a member of the International Comenius Society, which set as its goal “the dissemination of Comenius’ pedagogical ideas among domestic teachers and the formation of Russian society in general.”

Today's teachers (WHAT?????) consider this great classic to be the teacher of all teachers. When they say that peoples - great teachers, and great teachers - are popular, as the most striking illustration is the example of John Amos Comenius.

The downside of the job is that I went from preschool pedagogy to just pedagogy. In conclusion, go through the entire coursework and the tasks written at the beginning.

References

1. Volkov G.N. Ethnopedagogy. Textbook / G.N. Volkov. - M.: Publishing Center "Academy", 1999. - 168 p.

2. History of pedagogy and education. From the origins of education in primitive society until the end of the 20th century: Textbook / Ed. A.I. Piskunova. - M.: Sphere shopping center, 2001. - 512 p.

3. Kodzhaspirova G.M. History of education and pedagogical thought: tables, diagrams, supporting notes / G.M. Kojaspirova. - M.: Publishing house VLADOS-PRESS, 2003. - 224 p. - pp. 67-69.

4. Komensky Ya.A. Teacher of teachers. Favorites. Maternal school or the caring education of youth in the first six years (abbreviated) / Ya.A. Comenius. - M.: Karapuz, 2008. - 288 p.

5. Konstantinov N.A., History of pedagogy / N.A. Konstantinov, E.N. Medynsky, M.F. Shabaeva. - M.: Education, 1982. - P. 31-33.

6. Pedagogical heritage. Komensky Ya.A. Great Didactics (Selected Chapters). - M.: Pedagogy, 1989. - 416 p.

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The great Czech humanist teacher and philosopher Jan Amos Comenius was born on March 28, 1592 in the town of Nivnica. His father, Martin, was from Komna, where a wealthy family moved from Slovakia. The name Komensky came from the name of the village. My father was a member of the Czech (Bohemian) Brothers community. The “Czech Brothers” denied class and property inequality, preached renunciation of armed struggle, supported the Reformation, and defended the right to national independence.

In 1604, a great misfortune befell Comenius: an epidemic claimed his entire family. The orphaned Jan Amos was taken in by relatives who lived in the town of Straznice. The school of the Czech Brothers community in Stražnice, where he became a student, enjoyed an excellent reputation. This school, like others, was imbued with the same scholastic-dogmatic spirit, but the fraternal schools were distinguished by the fact that they provided the knowledge necessary for practical activity and labor training.

At the age of 16, Comenius entered a Latin school in the city of Přerov, which he successfully graduated from. Here he discovered extensive talents and exceptional performance. Thanks to his brilliant abilities, the young man was sent at the expense of the community to the University of Herborn, which was dominated by representatives of the Protestant movement. Many Czechs studied here, having gone through fraternal schools and imbued with the spirit of Protestantism. After finishing his studies at the Herborn Faculty of Theology, Comenius traveled to Holland.

He completed his education at the University of Heidelberg. Before leaving for his homeland, he bought with his last money the manuscript of Nicolaus Copernicus “On Conversions” celestial spheres” and was forced to walk the thousand-kilometer route home. After returning to his homeland, Comenius took over the leadership of the school in Přerov; later he was appointed by the community as a Protestant preacher in the city of Fulnek, where he also led the fraternal school.

From this time on, a new stage began in Comenius’ life. He works at school with great enthusiasm and studies pedagogical works. Comenius becomes the bishop's assistant, marries, and has two children.

But from 1618, a period of wanderings, losses and suffering began for Comenius. At the Battle of White Mountain (1620), Czech Protestants were defeated by the troops of the Catholic League and the German Emperor. Comenius' life was in danger. During the hostilities in the Czech Republic, Comenius' house burned down, his wife and children died during the plague epidemic. Comenius himself had to hide in the mountains and forests for several years. During these years, he does a lot to strengthen the Bohemian Brothers community.

In 1627, it was announced that Catholicism would become the only officially recognized religion in the Czech Republic. All Protestants were ordered to leave the country. The “Czech brothers” became refugees. More than a hundred communities ended up in Poland, Prussia, and Hungary.

From 1628 to 1656 Comenius and his community were in the city of Leszno (Poland). During these years, Komensky became one of the leaders of the community; he was also elected rector of the gymnasium. His responsibilities now include managing the school in Leszno and caring for the students.

Here he wrote in 1628 in Czech the famous book “Mother’s School” (published for the first time in 1657), which gained great popularity in the 19th century. Soon Comenius created the famous textbook “The Open Door to Languages” (1631). This is a kind of children's encyclopedia that made a real revolution in the teaching of languages: instead of dry and incomprehensible rules, it presented 100 short stories from various fields of knowledge in the native and Latin languages. The response to this book was very lively, it immediately began to be translated into other languages. Numerous congratulations came from everywhere. The book served as a textbook of the Latin language in almost all European countries in the 17th and 18th centuries.

Comenius lives in exile and great need. The family he created in Leszno is in poverty. But he hopes that the time will come when he will return to the Czech Republic.

Even in his homeland, Comenius began to develop “Didactics”, intended for the Czech people. He lived in hope of its completion even in a foreign land, taking up work again, to which he at first intended to give the name “Czech Paradise.”

In 1632, in Leszno, Comenius completed his main pedagogical work, which he called “The Great Didactics,” which contained universal theory teach everyone everything, written originally in Czech.

“The Great Didactics” by Comenius is a remarkable work of pedagogical thought both in its content and in the construction and relationship of its various parts.

The presentation of didactics itself is preceded by the headings of individual chapters. Both in content and in relationship, these headings resemble brief theses of a treatise.

In Chapter I it is proven that man is the most amazing, most excellent and most perfect creation;

in II – that the goal of man is beyond the boundaries of earthly life;

in III – that earthly life is only a calling to eternal life;

IV – that this preparation has three stages: 1) scientific education, 2) virtue and 3) religiosity, or piety;

in V– it is revealed that a person by nature has the makings of all three of the above steps;

in VI – that, despite the presence positive qualities which a person possesses by nature, in order to become fully human, he must receive a worthy education;

in VII – that education best occurs in adolescence;

VIII – that youth is best educated together, which is why schools should be established;

in IX – that all youth of both sexes should be entrusted to schools;

in X – that when educating youth it is necessary to study everything that has to do with man, and provide youth with wisdom, various arts, virtue and piety;

in XI – that there are still no schools that fully correspond to these goals;

in XII – that schools should and can be organized and transformed in the right direction;

in XIII – that the transformation of schools consists in establishing proper order in them;

in XIV – that the form and model of the school order must be borrowed from nature;

in XV – instructions are given on how to act so that, given the brevity of our lives, there is enough time for all educational activities in schools;

XVI– sets out the rules by which teaching and upbringing can occur with complete success;

XVII – how to arrange things so that learning occurs easily, that is, without fatigue and boredom;

XVIII – sets out the rules, following which you can achieve thoroughness in training;

in the XIX – rules on how to arrange things so that one teacher is able to teach several students at once and with the least difficulty;

in XX– a special method of teaching science is revealed;

in XXI – a special method of teaching the arts;

in XXII – a special method of teaching languages;

in XXIII – a special method of teaching morality;

in XXIV – a special method of instilling piety;

in XXV– Comenius’s attitude to pagan books is outlined;

in XXVI – we are talking about how school discipline should be administered;

in XXVII – it is proposed to divide schools into four levels, according to the age of students;

in XXVIII – an outline of the “mother’s school” is given;

in XXIX – an essay on the school of the native language;

in XXX – an essay on the Latin school;

in XXXI – about the academy and travel;

in XXXII – about the universal perfect organization of the school;

XXXIII deals with the conditions necessary for the practical implementation of this universal method.

A consistent analysis of pedagogical problems in the “Great Didactics” is preceded by three introductory independent small sections: 1) an appeal to “all those at the head of human institutions, rulers of states, pastors of churches, rectors of schools, parents and guardians of children”; 2) “Hello readers”; 3) “The benefits of didactics.” All these three introductory articles constitute, as it were, an introduction to the “Great Didactics”.

In the first part, Comenius draws a conclusion: if you need to use anti-corruption remedies human race, then this should be done mainly through the careful and thorough education of youth. However, children cannot achieve the necessary degree of development and perfection on their own; they need teaching and guidance. According to Comenius, to correct the human race, a widely developed system of education and upbringing is needed, covering the entire people, and not just the children of privileged strata of society.

The second section of the introductory part of “The Great Didactics” is called “Greetings to the Readers.” “Greetings to the readers” is, in essence, nothing more than the methodological basis of the “Great Didactics”, and in general it characterizes Comenius’s very clearly strict scientific approach to the system of pedagogy he expounds.

In the first paragraphs of this section, Comenius characterizes the state of didactics of his time as a theory of learning and begins to analyze the main issues that contemporary scientists who dealt with problems of pedagogy tried to resolve. If other authors were then dealing with individual issues of didactics, Comenius decided to “promise the “Great Didactics,” that is, the universal art of teaching everyone everything.”

Thus, from the point of view of our contemporaries, didactics under the pen of Comenius turns into general pedagogy, and Comenius was busy searching for a strictly scientific basis for pedagogy.

Unlike other authors who built their didactic conclusions from “external observations” (“apostori”), Komensky sets himself the task of clarifying all questions of pedagogy “a priori, that is, the very real, unchangeable nature of things” and, combining all the conclusions, builds “some the universal art of creating universal schools.”

The last section of the introductory part is entitled “The benefits of didactics.” Here Comenius reveals the benefits of didactics: 1) “for parents”; 2) “for teachers”; 3) “for students”; 4) “for schools”; 5) “for states”; 6) “for the church”; 7) “for heaven.” In the last two cases, Comenius talks about training “learned shepherds for the church” and transforming schools “for a genuine and universal culture of the spirit.”

“The Great Didactics” by Ya. A. Komensky is his most monumental and comprehensive pedagogical work. It was called “Great” by Comenius not so much because of its volume as because of the breadth of its coverage of pedagogical problems. In our time, when didactics is only one of the sections of pedagogy, it would be more appropriate to call this work “Pedagogy”. The already expanded title “Great Didactics” indicates that in the concept of “didactics” Comenius included all issues of training and education of the younger generations.

The characteristic features of Comenius' pedagogical worldview, very progressive for that time, become especially noticeable when reading the second part of the Great Didactics. In this part, Comenius reveals the methodological positions of his pedagogical thinking. Comenius laid the foundations of criticism in the field of pedagogy. Comenius's criticism decisively distinguishes his pedagogy from the stage of dogmatic thinking that preceded him, which dominated in medieval pedagogy and partly even in the pedagogy of the Renaissance.

The fact that Comenius puts his pedagogy at the service of social goals is also completely new and original.

Throughout his didactics, Comenius repeatedly criticizes bookish, purely verbal, verbal knowledge. The main vice old school Comenius considers superficiality in education, that is, the acquisition of knowledge of words rather than things. He considers this kind of knowledge not only extremely shallow, but also useless and even harmful. Comenius defends his method of thorough education and strongly condemns the old schools, the education in which did not bring any benefit to the youth. These schools “strive...to teach to see through someone else’s eyes, to think with someone else’s mind.” Comenius insists that everything that is taught should be so substantiated by arguments that there is no room left for doubt or oblivion. With this understanding of the thoroughness of teaching and the reasonable method of its implementation, Comenius laid a solid foundation for the pedagogy of modern times.

The thoroughness of teaching strengthened the principle of self-activity and independence of students in the learning process. Pedagogically, this teaching opened up space for that respect for students, to which all progressive pedagogical trends were imbued with their activity. At the same time, the idea of ​​thoroughness of teaching opens up vast horizons for the fruitful methodological ingenuity of practicing teachers and for improving their art of teaching and educating younger generations.

At the same time, Comenius’s teaching on the thoroughness of education leads to a statement about the greatest practical usefulness of education and upbringing. Accustomed from early childhood to independently explore everything, to deduce everything from the unshakable principles of things, without relying only on authorities, the younger generations are also accustomed to, mastering the knowledge of things and natural phenomena, to find ways and means to conquer nature and subordinate it to the interests of man.

Throughout the Great Didactics, Comenius repeatedly insists on the practical benefits of education received in schools. Comenius puts forward a revolutionary idea for his time - to teach everyone. To teach the rich and the poor, the noble and the ignorant, the gifted and the retarded, boys and girls. For this purpose, he proposes to create schools in all communities, cities and villages of each state, in which all youth of both sexes would study, without any exception.

A coherent system of universal education underlies all Comenius’ pedagogical and didactic ideas. Chapters XXVII-XXXII of the “Great Didactics” are devoted to the development of such a system.

Comenius envisions the planned system of schools in the form of four successive stages, covering all youth up to 24 years of age, regardless of origin, property and social status and even regardless of giftedness - children of rich and poor, noble and ignorant parents, highly gifted and with weak mental abilities, or even simply retarded.

From the moment of birth to 6 years of age, everyone should receive upbringing and education in every family - in a maternal care school, or maternal school.

From 6 to 12-13 years old - in an elementary school, called the Comenius school of the native language, which should be in every community, in every village or town.

From 12 to 18 years old - a Latin school or gymnasium, which should be in every city.

From 18 to 24 years of age, young people must receive education at an academy or university, and the course of study ends with travel. (According to Comenius’ plan, an academy or university should exist in every state or even in every significant province).

Some restrictions on this ladder of universal education are introduced by Comenius in the last two steps, but these restrictions do not arise from reasons of social order, but are dictated by the natural forces and talent of young people. Thus, if all children of both sexes receive education in the mother’s school and in the school of their native language, then in the Latin school or in the gymnasium “primarily those young men whose aspirations are higher than to be artisans” receive education. And to receive an education at an academy or university, from whose walls “scientists and future leaders of others will emerge,” Comenius recommends making a special selection in order to send there “only selected minds, the flower of humanity.” Komensky’s strict selection of students at an academy or university and his demanding attitude towards them is completely legitimate because those who graduate from the academy, as a rule, perform very important social functions.

It should be noted that in these four stages of Comenius’ education one must see not only the stages, but also the education system. All four stages are organically connected with each other both by the material and the methods of studying it, in accordance with the consistent development of students and their growing strengths and abilities, developing in connection with the material being studied and deepening teaching methods. So, Comenius proposed the study in all schools of the same material, initially delivered by the external senses, but at each level differently covered and developed, up to the expedient application and fulfillment of human needs, both individual and social.

If the last two stages in Comenius’ educational system – the “Latin school” and the university – were already known before Comenius in the practice of public education and training, then the first two stages “mother school” and “native language school” were developed for the first time with full validity Komensky.

It is necessary to pay attention to the fact that, outlining the content of teaching in the native language school, Comenius lays the foundation for the study of new living foreign languages ​​of neighboring peoples.

Comenius is one of the first thinkers who paid serious attention to the issues of organizing the pedagogical process. Before Comenius, the organization of the pedagogical process, if it took place, was more likely as a result practical experience, without theoretical justification. From Comenius's point of view, the creation and organization of schools is the primary subject of didactics. Therefore, in Comenius’ didactic theory, a significant place is occupied by the rationale for dividing schools into four levels, and subsequently the rationale for the entire organization of the school.

Having divided the unified school into four levels, he looks for grounds for such a division not so much in the material of study, but in the age periodization of children and youth: 1) up to 6 years; 2) from 6 to 12 years; 3) from 12 to 18 years old; 4) from 18 to 24 years old.

The main features of the organization of training according to Comenius.

If in the school of previous years the teacher taught each student individually, the students came to study at different times of the year and stayed at school for as long as they wanted, then Komensky found a different form of organizing education. This is a class-lesson system that assumes: 1) a constant composition of students of the same age; 2) conducting classes at a precisely defined time according to the schedule; 3) simultaneous work of the teacher with the entire class in one subject. School year- divided into academic quarters; The main form of classes is a lesson. Classes must be carried out daily for 4 - 6 hours, after each hour there is a break. You need to start learning in childhood. Komensky recommends studying only at school.

The Great Didactic defines four basic requirements for learning.

Successful learning is achieved if you teach things before words; start teaching from the simplest beginnings; teach from books intended for a given age.

Ease of learning is achieved if learning begins at early age; the teacher in teaching follows from easier to more difficult, from more general to more specific; students are not overloaded with knowledge, moving forward slowly; what is studied in school is linked to life.

The thoroughness of teaching requires that students become involved in truly useful things; the subsequent will be based on the previous; all study materials must be interconnected, and everything learned will be consolidated through gradual exercises.

Speed ​​of learning is possible when everything is taught thoroughly, briefly and clearly; everything happens in an inextricable sequence, when today reinforces yesterday, and classes in the class are taught by one teacher.

One of the most important links in Comenius’ didactics are didactic principles, that is, those general provisions on which teaching and learning are based and which dictate the use of specific methods and techniques in teaching. These are the following principles: 1) visibility; 2) consistency; 3) strength of assimilation of educational material; 4) independence and activity of students.

Jan Amos Comenius put forward the “principle of conformity to nature” in teaching. According to this principle, education must be carried out in accordance with the outside world and the nature of the child. Observing this principle, the teacher must proceed from the unity of the world and take into account the age characteristics of students. Komensky viewed education not as passive memorization, but as the purposeful development of children's inclinations.

When characterizing the content and methods of teaching in all four levels of school, Comenius pays special attention to the issue of eliminating everything from the path of education that, at least to a small extent, interferes with the normal course of the process of education and upbringing of the younger generations. He took into account the impact on students social environment. Jan Amos Komensky is one of the first teachers to draw attention to the fact that the pedagogical process is significantly influenced by factors such as the physical or external environment.

Comenius also paid serious attention to the issue of class time during the academic year, week, working day, vacation time in the summer and winter time.. Educational classes in the proper sense of the word Komensky proposes to organize them in the form of a class-lesson system in such a way that in the process of the classes themselves, under the guidance of a teacher, students basically already learn new material and become accustomed to presenting the acquired knowledge orally.

Goals and objectives of education: knowledge of oneself and the world around us (mental education), self-control (moral education), striving for God (religious education).

Thus, it can be argued that in Comenius’ “Great Didactics” we have a serious, deeply substantiated teaching about the organization of the pedagogical process as a whole. Here we find an extensive school system that provides a comprehensive education for all youth at various age levels. Comenius laid the foundation for a carefully developed system of preschool education entrusted to parents. The “Great Didactics” contains the first clear justification and disclosure of the independent purpose and role of education in primary school in the native language.

In their pedagogical views Comenius emphasized the practical goals of education. “To know, to speak and to act is the essence of wisdom,” he wrote. Having proposed a new system of training and education, Comenius defends the idea of ​​real education, without excluding educational subjects of a humanitarian nature.

Jan Amos Komensky was a supporter of the humanization of internal school discipline, opposed the use of corporal punishment, but at the same time emphasized that without discipline there can be no learning.

During these same years, Comenius became known as a philosopher.

Comenius' worldview is contradictory. In religious views, Comenius is a Protestant, approaching pantheism. In matters of the theory of knowledge, in his major work “The Great Didactics” and in other works there are materialist tendencies.

Comenius is a sensualist; he believes the world is knowable. He believes that one should cognize and explore the things themselves, and not just other people's observations and testimonies about things.

Comenius began to think about a new idea - the creation of “Pansophia” (“Universal Wisdom”). The work plan was published, and responses immediately poured in, and a discussion of Comenius' ideas began among the most prominent thinkers in Europe.

The main idea of ​​“pansophia” is the education of a new, highly moral person, a person of knowledge and work. Comenius’ “Pansophy” meant a requirement for comprehensiveness and systematicity of education and knowledge. His idea of ​​“teaching everything to everyone” stemmed from the argument that all people are capable of knowledge and education; the common people should have access to knowledge. Comenius considered cognition to be an active process closely related to rational learning.

Comenius was invited to different countries; his pansophic ideas and desire to unite all currents of Christianity attracted the attention of many European scientists to him. He accepted one of the invitations and, with the consent of the community, went to England, but in 1640 a revolution began there, and he did not dare to stay in the British Isles for long. Those close to Cardinal Richelieu asked Comenius to continue working on Pansophia in France, but he decided to go to Sweden, since the Swedes provided material support to the Czech Brothers.

In 1642, Comenius settled in Sweden, where he was offered to deal with the issues of teaching the Latin language and create a teaching methodology. He took on this work reluctantly, considering it to be of minor importance. The main thing for him was Pansophia, which, in his opinion, could help establish peace between nations. A wealthy Dutch businessman provided financial support to Comenius and his friends.

Comenius and his family settled in Elbing (on the Baltic Sea coast). During the period from 1642 to 1648, he prepared a number of works intended for practical use in schools, including “The Newest Method of Learning Languages.” In this work, instead of the memorization of ready-made conclusions and rules that prevailed in schools, a new method of teaching is outlined. It consists of the following: 1) first - an example, and then - a rule; 2) an object and, in parallel with it, words; 3) free and meaningful development. Not only was it new at the time, but it was largely unexplored and new years later.

In 1648, the chief bishop of the Czech Brothers died, and Comenius was proposed for this position. In the same year, Comenius, elected bishop of the community, returned to Leszno.

Soon he was invited to Hungary, where the brotherhood was given patronage. Comenius accepted this invitation. He went with his family to Hungary, where he was tasked with reorganizing the school business in Sáros Patak in accordance with his ideas. Here he wanted to create a “pansophical school.” And although he was not able to fully implement his ideas, he still changed a lot at school. Education there was conducted according to his textbooks and in accordance with his didactic concept. During the reorganization of school education, along with other works, the “Pansophical School” and “The World of Sensual Things in Pictures” were written. In 1658, The World in Pictures was printed and quickly spread to many European countries. This was the first textbook in which the principle of clarity was implemented; teaching with words is connected with objects, with a visual image. Since it was translated into many languages, it began to be used in different European countries not only as a textbook of the Latin language, but also as a tool for studying their native language.

During the years of Comenius' stay in Hungary, he created about 10 more original works, both methodological and general pedagogical.

Meanwhile, the situation of the community in Leszno deteriorated significantly. To prevent the collapse of the community, Comenius was summoned from Hungary. But in 1656, during the Polish-Swedish war, Leszno was captured by the Swedes, and Comenius, like other members of the disintegrated community, had to flee. His house burned down, and along with it most of his books and manuscripts perished. Comenius found refuge in Amsterdam with the son of his former wealthy patron.

Jan Amos Komensky (Czech: Jan Amos Komenský, Latin: Comenius). Born March 28, 1592 in Nivnica, South Moravia - died November 15, 1670 in Amsterdam. Czech humanist teacher, writer, public figure, bishop of the Czech Brotherhood Church, founder of scientific pedagogy, systematizer and popularizer of the classroom system.

Jan Komensky was born in Moravia, in the town of Nivnice. Son of Martin Komenský and Anna Chmelová. Martin Comenius was a native of the neighboring village of Kamen. Martin's father, Jan Segeš, moved to Moravia from Slovakia. And he took the surname Komensky - in honor of the village of Kamne, in which he settled... Martin and Anna Komensky were members of the religious community of the Czech (Moravian) brothers.

Ian received his initial education at a fraternal school. In 1602-04. His father, mother and two sisters died from the plague. In 1608-10, Jan studied at the Latin school in Přerov. In 1611, Jan Comenius, in accordance with the tenets of his church, underwent baptism and received his second name - Amos.

He then studied at the Herborn Academy, at the University of Heidelberg, where he began to create a kind of encyclopedia - “The Theater of All Things” (1614-27) and began work on a complete dictionary of the Czech language (“Treasury of the Czech Language”, 1612-56). In 1614, Comenius became a teacher at the fraternal school in Přerov. In 1618-21 he lived in Fulnek, studied the works of Renaissance humanists - T. Campanella, H. Vives and others. During the Fulnek period, Comenius wrote the book “Moravian Antiquities” (1618-1621) and compiled a detailed map of his native Moravia (1618-1627) .

In 1627 Comenius began to create a work on didactics in the Czech language. Due to persecution by Catholic fanatics, Komensky emigrated to Poland, to the city of Leszno. Here he taught at the gymnasium, completed his “Didactics” in Czech (1632), and then revised it and translated it into Latin, calling it “Great Didactics” (Didactica Magna) (1633-38), prepared several textbooks: “The Open Door” to languages" (1631), "Astronomy" (1632), "Physics" (1633), wrote the first manual for family education in history - "Mother's School" (1632). Comenius was intensely involved in developing the ideas of pansophia (teaching everything to everyone), which aroused great interest among European scientists.

In the 40s published a number of textbooks. In 1651, the Transylvanian prince Gyorgy II Rakoczi invited Comenius to carry out a reform of schools in his lands. Teaching by new system began in the city of Sárospatak. Comenius managed to partially implement the plan of establishing a pansophical school. The scientific basis for its principles, curriculum, and daily routine were set out by Comenius in his essay “Pansophical School” (1651).

In an effort to revive teaching and awaken children's interest in knowledge, Comenius applied the method of dramatizing educational material and, based on “The Open Door to Languages,” wrote a number of plays that made up the book “School-Game” (1656). In Hungary, Comenius completed the first illustrated textbook in history, “The World of Sensual Things in Pictures” (1658), in which drawings were an organic part of educational texts.

Having moved to Amsterdam, Comenius continued work on the major work “General Council for the Correction of Human Affairs” (Latin: De rerum humanarum emendatione culsultatio catholica), which he began back in 1644, in which he gave a plan for the reform of human society. The first 2 parts of the work were published in 1662, while the manuscripts of the remaining 5 parts were found in the 30s. 20th century; The entire work was published in Latin in Prague in 1966. Comenius summed up his long life in his essay “The Only Necessary” (1668).

1618 - marries the stepdaughter of the burgomaster of Psherov, Magdalena Vizovskaya.

1622 - wife and two children died of the plague.

1624 - in Brandys Comenius marries the bishop's daughter Maria Dorothea.

1648 - Comenius's second wife died.

1649 - Komensky marries Yana Gayusova.

According to their own philosophical views Comenius was close to materialist sensationalism, which Comenius himself saw as the philosophy of the common people. Recognizing three sources of knowledge - feelings, reason and faith, Comenius attached the main importance to the senses. In the development of knowledge, he distinguished 3 stages - empirical, scientific and practical. He believed that universal education, Creation new school will help raise children in the spirit of humanism.

At the same time, in defining the purpose of education in Comenius, the influence of religious ideology is clearly felt: he talks about preparing a person for eternal life.

Based on the knowability of the world, Comenius considered all phenomena associated with pedagogical process, concluding that it is possible to control it. Since man is a part of nature, then, according to Comenius, he must obey its general laws and all pedagogical means must be nature-conforming. At the same time, the principle of nature-conformity of education, according to Comenius, presupposes the study of the laws of human spiritual life and the coordination of all pedagogical influences with them.

The great didactics of John Amos Comenius:

Comenius’ most famous theoretical work on pedagogy is “Didactics”, i.e. general theory of learning. It was originally written in Czech, and then translated into Latin in a revised form, at that time international language science, called “The Great Didactics”.

Human education must begin in the spring of life, i.e. in childhood.
Morning hours for classes are most convenient.
Everything to be studied must be distributed according to the stages of age - so that only what is perceptible at a given age is offered for study.

Preparation of material: books and other teaching aids - in advance.
Develop your mind before your tongue.
Real educational subjects are preceded by formal ones.
Examples should be used as a prelude to the rules.

Schools should establish a routine in which students study only one subject at a time.

From the very beginning, young men who need to be educated should be given the basics of general education (distributing educational material so that subsequent classes do not introduce anything new, but only represent some development of the acquired knowledge).
Any language, any science must first be taught in its simplest elements, so that students develop general concepts of them as a whole.

The entire set of educational activities must be carefully divided into classes - so that the preceding always opens the way for the subsequent and illuminates its path.
Time must be distributed with the greatest precision - so that each year, month, day and hour has its own special work.

The education of youth must begin early.
The same student should have only one teacher for the same subject.
By the will of the teacher, morals must first of all be harmonized.

Everyone possible ways it is necessary to affirm in children an ardent desire for knowledge and learning.
The teaching method should reduce the difficulties of learning so that it does not arouse displeasure in students and does not turn them away from further studies.

Every science must be contained in the most concise but precise rules.
Each rule must be stated in few but the clearest words.
Each rule should be accompanied by numerous examples so that it becomes clear how varied its application is.

Only those things that can be beneficial should be seriously considered.
Everything that follows must build on the previous one.
Everything must be strengthened by constant exercises.
Everything needs to be studied sequentially, focusing on one thing.
You need to dwell on each subject until it is understood.

“A school without discipline is a mill without water”
To maintain discipline, follow:
Constant examples The teacher himself must set an example.
Instructions, admonitions, and sometimes reprimands.

9 rules of the art of teaching science by John Amos Comenius:

1. Everything you need to know needs to be taught.
2. Everything you teach must be presented to students as something that really exists and brings some benefit.
3.Everything you teach must be taught directly and not in a roundabout way.
4. Everything that you teach must be taught as it is and happens, that is, by studying causal relationships.
5. Everything that is to be studied, let it first be offered in general view, and then in parts.
6. All parts of a thing must be considered, even less significant ones, without missing a single one, taking into account the order, position and connection in which they are with other parts.
7. Everything needs to be studied sequentially, focusing attention on each at the moment only on one thing.
8. You need to dwell on each subject until it is understood.
9. The differences between things should be conveyed well so that the understanding of everything is clear.

16 rules of art to develop morality by John Amos Comenius:

1. Virtues must be instilled in young people without exception.
2. First of all, the basic, or, as they are called, “cardinal” virtues: wisdom, moderation, courage and justice.
3. Young men should gain wisdom from good instruction, learning the true difference of things and their dignity.
4. Let them learn moderation throughout the entire period of study, getting used to observing moderation in food and drink, sleep and wakefulness, in work and play, in conversation and silence.
5. Let them learn courage by overcoming themselves, restraining their attraction to excessive running or playing outside or beyond the allotted time, in curbing impatience, grumbling, and anger.
6. They learn justice by not offending anyone, giving each their due, avoiding lies and deception, showing diligence and courtesy.
7. Types of courage especially necessary for youth: noble straightforwardness and endurance in work.
8. Noble straightforwardness is achieved by frequent communication with noble people and carrying out all kinds of assignments before their eyes.
9. Young men will acquire the habit of work if they are constantly busy with some serious or entertaining activity.
10. It is especially necessary to instill in children a virtue akin to justice - the willingness to serve others and the desire to do so.
11.The development of virtues must begin from a very young age, before vice takes possession of the soul.
12. Virtues are learned by constantly doing honest things!
13. Let examples of the decent life of parents, nurses, teachers, and comrades constantly shine before us.
14.However, examples must be accompanied by instructions and rules of life in order to correct, supplement and strengthen imitation.
15. Children must be protected most carefully from the community of spoiled people so that they do not become infected from them.
16.And since it is unlikely that in any way it will be possible to be so vigilant that no evil can penetrate to children, then discipline is absolutely necessary to counteract bad morals.