Publication details
Not too Well-known "Predecessors" of C. R. Rogers's Humanistic Pedagogy (J. A. Comenius, J. I. Felbiger, J. F. Herbart, O. Chlup)
| Authors | |
|---|---|
| Year of publication | 2018 |
| Type | Article in Periodical |
| Magazine / Source | Universal Journal of Educational Research |
| MU Faculty or unit | |
| Citation | |
| Web | http://www.hrpub.org/journals/jour_info.php?id=95 |
| Doi | http://dx.doi.org/10.13189/ujer.2018.060405 |
| Keywords | Humanistic Pedagogy; Predecessor Empathy; Active Listening |
| Description | The paper deals with the analysis of the works of selected pedagogical thinkers in relation to the humanistic pedagogy of C.R. Rogers. The aim of the research paper is to identify the components of humanistic pedagogy - Person Centred Education (PCE) in pedagogical theories that were created prior to the PCE. Based on the content analysis, we tried to identify the central components of PCE - empathy, authenticity and acceptance in pedagogical concepts of significant pedagogical thinkers. We focused on selected pedagogical thinkers who lived in Central European space from the first half of the 17th century until the first half of the 20th century. In particular, such thinkers were selected who were ideally close to the PCE bases influenced by European humanism - J. A. Comenius (Komenský) and his lesser known successor J. I. Felbiger, German thinker J. F. Herbart and later O. Chlup influenced by pedocentrism. The above-mentioned authors dealt with the subject of teacher empathy, at Comenius we even have the technique of active listening, and we also find authenticity and acceptance. We can say that these central components of PCE had been used in pedagogical theories to varying degrees before the PCE was established. In addition to enriching and modifying contemporary pedagogical theory, the article also aims inspire interest in pedagogical thinkers of past centuries who have dealt with similar problems in our theories that we are dealing with today. Thanks to this thematically defined reflection of the mentioned pedagogical theories, we can get inspirational insights into some of the problems of contemporary pedagogical theory and practice. |