14. Make thorough analysis of the questions given below. Derive a proper rule for making questions. Try to remember the main principles of the famous educators. Compose your own questions:

General, Alternative, Disjunctive, Subject, Indirect, and Special using the famous educators’ biographies below.

1. Did Amos Komensky approach learning in a logical way? (General)

2. Did Amos Komensky write many textbooks or scientific papers? (Alternative)

3. John Lock was an English educator, wasn’t he? (Disjunctive)

4. Who identified two levels of effective teachers? (Subject)

5. I wonder, who had a romantic view on education? (Indirect)

6. What should a school resemble according to Pestalozzi? (Special)

a) John (Jan) Amos Komensky (Comenius) (1592 - 1670), Moravian educational performer, teacher, administrator in Poland and Netherlands attempted to identify the developmental stages of learners and to match instruction to these stages. He also approached learning in a logical way, emphasized using concrete examples before abstract ideas including practical applications of what is taught. He believed that caring teachers should guide children’s learning. He wrote many textbooks and scientific papers on education, one of them being called “The World in Pictures” where he employed pictures as a teaching device. The value of Comenius’ creative work is hard to underestimate.

b) John Locke (1632 - 1704), was an English philosopher and educator who inhibited the development of education. Lock’s major work was “An Essay Concerning Human Understanding”. This work determined the further development of educational policy. He claimed that the child is born clean like “tabula rasa” and receptive to education irrespective of its origin or background. According to Locke the prime concern for educationalists is to ensure physical development of a child as the basis of its intellectual development. He also stressed the importance of willpower in a personality.

c) Joan Jacques Rousseau (1712 - 1778), French philosopher saw children as developing through stages. He believed that the child’s interests and needs should be the focus of a curriculum. Rousseau like Comenius believed in the method of instructing through the senses. According to him, the senses are more efficient and desirable than learning in the schoolroom. He had a romantic view on education.

d) Johann Heinrich Pestalozzi (1746 - 1827), the Swiss educator identified two levels of effective teachers. At the first level, teachers were taught to alleviate (облегчить) the special problems of poor students. According to him the school should resemble a loving home. At the second level, teachers should focus on learning through the senses.

e) Johann Herbart (1776 - 1841), the German philosopher and educator believed that the primary goal of education is moral education. Herbart was concerned with presenting to students the relationship among different subjects. His structured approach to curriculum encouraged careful lesson planning.

f) Emma Hart Willard (1787 - 1870), the American teacher committed her life to opening higher education to women. She was a pioneer in the struggle for women’s intellectual and legal rights.

g) Horace Mann (1796 - 1859), the American educator worked to improve the quality of education. He also worked to increase teacher salaries, to prepare better teachers. He established school libraries and encouraged the writing of textbooks that included practical social problems.

h) John Dewey (1859 - 1952), the American educator has been referred to as progressivism, pragmatism, and experimentalism. Children should learn how to structure their lives and develop self-discipline. Education consists of change and reconstructing experiences. He called for experimenting and trying out new methods. Dewey’s philosophy is also called instrumentalism.

i) Janusz Korchak (1876 - 1942) Polish educator, physician, writer beliefs were that children should be respected and listened to rather than shaped and trained according to the wants of adults.

j) A.S. Makarenko (1883 - 1939) A Ukrainian Soviet educator and writer, warden of two major youth colonies in the mid 1920 to the mid 1930, he is also the founder of Soviet pedagogy who elaborated the theory and methodology of upbringing. In 1933 he published the first part of “Pedagogicheskaia poema.”