History of educational psychology

Quintiliano

95

He established surveillance as a technique to improve student behavior. The knowledge of the students was used to establish hierarchies among them. There were differences between the children and the elderly. It also recommended the examination of the student's abilities and character, highlights individual evaluation and proposes a hierarchical model among students based on the results. Teacher role: The teacher had to discipline the student according to his temperament

Clemente de Alejandría

180

Pedagogy as "leading children to virtue"
It raises a double definition of childhood. On the one hand, the children would be the Christians, that is, the true believers of any age. Clemente establishes this identification between childhood and true Christian from the name of children with which Jesus Christ named his disciples.
There was something in the nature of childhood that distinguished it from the other ages of man, and on which his education must be founded.

Childhood

Period: 180 to 215

Childhood was a concept and an object constituted within the pedagogical practice. That is, it was the ways of talking about children from pedagogy and of looking and acting on students in schools, which largely formed what has historically been called childhood.

Vives

1530

As Vives, he considered that childhood was a critical age for the education of the human being, due to its intense receptivity.
He is that says "The brain of the child is like wax" Role of teacher: The teacher had to discipline the student according to his temperament. Vives' pedagogy indicates a transformation in
the assessment, visibility and treatment of children.

Comenio

1631

Comenius's conception of childhood represented a movement toward greater confidence in the nature of childhood. Comenius shared with Vives his ideas about the tendency of children to imitate, and about their moral and intellectual malleability.

Pestalozzi

1781

In Pestalozzi's pedagogy, the examination and individualization practices were articulated to a new strategy of productive efficiency of the schools that under various forms would be at the heart of pedagogical practices to this day.

Dewey

1882

Dewey's childhood would naturally neither be sinful nor virtuous: the child would be amoral: "primitive impulses are neither good nor bad in themselves, they become one or the other according to the objects towards which they are directed"

Pedagogy

1885

the most obvious end of pedagogy would be adaptation to a pre-existing natural and social world, for Dewey adaptation would be a means and not an end. The end that at the same time was the means of his pedagogical proposal would be the permanent reconstruction of the experience.