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OVIDE DECROLY



Ovide Decroly Ovide Decroly
FAMOUS PHRASES

"A PERVERTED INTELLIGENCE, ANY THING THE CORROMPE"
"THE CONSCIENCE OF A STRAIGHT MAN LAUGHS AT THE DECEPTIONS OF THE REPUTATION"
"THE HOPE DOES THAT THERE WAVES THE SHIPWRECKED PERSON OF HIS ARMS IN EMDIO OF THE WATERS, STILL WHEN IT DOES NOT SEE LAND FOR ANY SIDE""THE SCHOOL HAS TO BE FOR THE CHILD, NOT THE CHILD FOR THE SCHOOL"



OVIDE'S PEDAGOGIC THOUGHTS DECROLY

FIRST IN TREATING TO KNOW AS THE ALONE ONE
Between the thinkers of the education that at the end of the 19th century and beginning of the XXth they refuted the model of the school who existed till then and proposed a new conception of the education, the Belgian Ovide Decroly (1871-1932) was most attacked probably.For having been, in the infancy, an undisciplined student, who was adapting neither to the authoritarianism of the room of class nor to that of the own father, Decroly devoted himself to experience passionatly a school centred on the pupil and not in the teacher, and that was preparing the children to live in company, instead of providing to them only knowledge destined for his vocational training.
Decroly was one of the predecessors of the active methods based on the possibility that the pupil was leading the own learning and, this way, to learn to learn. Some of his thoughts last in the salas of class and coincide with pedagogic offers spread at present. It is the case of the idea of the global knowledge that includes the so called global method of literacy and of the centers of interest.
The beginning of including of Decroly is based on the idea of that the children apprehend the world on the base of a vision completely, that later one can organize in you divide, that is to say that goes from the chaos to the order. The most suitable way of learning to read, therefore, has his beginning in the activities of association of meanings, of complete speeches, and not of the knowledge isolated of syllables and letters. " Decroly throws the idea of the global character of the intellectual life, the beginning of which a knowledge evokes other one and so on ", says Marisa del Cioppo Elías teacher of to Faculty of Education of San Paul's Catholic Pontificia Universidad.
The centers of interest are points of apendizaje organized according to the different ages of the students. Also they were conceived on the base of the stages of the neurological infantile evolution and of the conviction of which the children enter the school endowed with biological sufficient conditions to investigate and to develop the knowledge of his interest. " The children have spirit of observation; coarse sewing not to kill it ", wrote Decroly.
NEED AND INTEREST
The concept of interest is fundamental in Decroly's thought. According to him, the need generates the interest and only this one leads to the knowledge. Strongly influenced by the idéas on the intrinsic nature the human being spread by Jean-Jacques Rousseau (1712-1778), Decroly was attributing the basic needs the determination of the intellectual life. For him, four human principal needs were to eat, to wrap up itself, to defend itself and to take place.
But, unlike Montessori whose method was foreseeing the individual attention in the room of class, Decroly preferred the work in groups, since he was thinking that the school had to prepare to coexist in company. Another difference takes root in that the school montessoriana was receiving the children in environments prepared to return productive his natural impulses, whereas at Decroly's school - office it was employed with royal elements, obtained of day after day.
The methods and the activities proposed by the educator had as aim essential develop three attributes: the observation, the association and the expression. The observation was understood as a constant attitude in the educational process.
The association was allowing that the knowledge acquired by the observation should understand in terms of time and of space. And the expression was doing that the children were expressing and sharing what they learned.
MULTIPLE LANGUAGES
In the field of the expression, Decroly dedicated carefully to the language. For him, not only the word was the way of expression, but also the body, the design, the construction and the art.
With the extension of the concept of language, which the linguistics corroborated, Decroly it was trying to separate the idea of intligencia from the aptitude to name the conventional language, and to value "concrete" expressions, since you handicrafts, the sports and the designs.
SCHOOLS THAT ARE WORKSHOPS
The principal brand of the school decroliana are the centers of interest, in which the children choose what they want to learn. They are they also those who construct his own curriculum, according to his curiosity and without the traditional separation between the disciplines. " Today one speaks very much of interdisciplinaridad and didactic projects. It nothing any more is about what one speaks in centers of interest ", says the teacher Marisa del Cioppo Elías. The plans of study of the centers of interest can arise, between the minor children, from the most habitual questions.
Of the need to eat it can turn out to be the study of the food, of the history of his preparation, of the economic mechanisms of the agriculture and of the trade, etc. For the students, the centers of interest are structured as workshops.
The manual activities between them, the games and the jokes you have special embossment. The exercises, outdoors and in group, are stimulated. Decroly was criticizing the overvaluation of the intellectual work and of the verbal expression. " The (traditional) school puts on weight physically and obstructs mentally ", he wrote.


SOME OF THE WORK ARE EXPLAINED HERE OVIDE DECROLY


Proposed Decroly really means to offer the child an intellectual heritage should be progressively acquired as part of active methods.
His work constituted a taking a stand against "sensory education". This indicated a limited guidance to the initiation of sensory input. Justified as a ” intellectual gymnastics,” this pedagogy is not enough emphasis to the training of the major functions of thought.
Decroly complaint further isolated from the sensory exercises and specialization, and global media becomes observation, attention and association.
To mobilize the interest of the child in respect of a pedagogy based on the initiative, freedom, the answer to the fundamental needs, decide to make an introduction to the activity in the form of games.
Decroly to create the term "educational game" is a seminal work of deriving the current form of preschool education and the design of modern educational material.
Gestalt theory, design of a special attitude towards the environment be mental attitude that makes this being present in its entirety against innate and acquired objects and events, the noticeable, think or react to them with whole person  Globalization
Sensory learning, reading or any other teaching in the spirit of the analytical method of data drawn from the experience of adult the child will seem arbitrary and abstract geometric figure for the perception point for language.
This language allows the child, gradually understanding, a construction of the world.
The overall method is based on the discovery of perception "syncretic" of the child. It is inappropriate to take as a starting point perfectly distinct notions. The child himself will perform this differentiation: sensory games allow you to isolate certain details of their life context. Then learn by association games and intellectual initiation, to make their grouping: synthesis which is the testimony of the idea.
Decrolyana education rests on the spontaneous activity, which attests to the true interests of the child and puts their personal level of understanding that education is proposed.
In life, perceptions are linked. Teaching Analytical offers the notion of form first and then size.
The actual data are searchable field experience for the child, preschool education should be put into play: Before you can reason abstractly through the use of elaborate language, practical reasons the child establishes relationships among them.
Decroly seeks to develop sensory skills for sensory exercises have the effect of providing the child a chance to record their impressions, to classify, to combine and associate with others.
This is exactly the idea which is based on the actual teaching. Proposed by Decroly, confirmed by the progress of psychology and the new disciplines of early anticipation of reasoning and logic. Therefore, the work has lost none of its value with the introduction of material and methods of teaching modern theme. The progressive set of educational games on it integrates perfectly, and the new ranking exercises multiple, crosstabs, charts, etc.. They are the extension and development.
Decroly is concerned with the notion of number and initiation mechanisms in the early operations. The calculation reappears in the programs; be found in educational games making an outline of arithmetic depth study based on the reasoning of the child.
Decroly was first introduced by its spatial relations games pedagogical ideas concerning body image, the lateralization, guidance, situations and analyzing reciprocal temporary phenomenon.
We also discuss global reading (ideo-visual) that generalized in the framework of its syncretic method. The child learns to read by using the global method and learned to speak spontaneously on contact with his mother, from what lived to distinguish their parts and, as in the other exercises, combine parts and rebuild new language sets.
Decroly insists that its games, as well as ideo-visual reading can not be superimposed on a traditional teaching method that, to be useful, must be applied in a particular environment and a spirit to guide the whole education.
Willingness to respect the person of the child and their interests, teaching wing back the spontaneity that have destroyed traditional pedagogies, questioning our procedures with each new finding of psychology.
Decroly did not want his educational games were witness to a finished work, but the fruit of incessant toil, always reinventing itself.


Decroly forged through the study, treatment and education of children with disabilities, was the basis for developing normal children school run the famous Ecole de I 'Ermitage, which became a mecca for reformist educators around the world during the first third of this century. His research interests fall within the mainstream of psychological research and experimental teaching in vogue ne his time.



OVIDE DECROLY - PEDAGOGICAL FOUNDATIONS EDUCATION OVIDE DECROLY - PEDAGOGICAL FOUNDATIONS EDUCATION



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