‘The basis of education is the passionate relationship of a mature man to expectant people, and for its own sake, that he had on his life and his form come. This educational relationship builds on an instinctive basis, in the natural implications of human life...’
(Nohl 1970, p. 134, quoted. Bern after 1992, p. 57)
I wrote about H. Plessner before my post on Gestalt therapy. This time, I wish to continue again the introduction of great people whose thoughts might have an impact of A. Peto’s Conductive Education idea. Herman Nohl (7. Oktober 1879 Berlin – 27. September 1960 Göttingen) is well known in the field of western education. He can be named as one of the first educational anthropologists. I do not want to introduce him and his work, but I aim to draw attention to his couple of fundamental thoughts about human education what are also seem to be basics at Peto. He is fully touched by the philosophy of gestalt and the roots of his thoughts emerged from it.
He highlights the importance of observation in sense of education hence; he underpins the “direct fellow-being relationship” saying that pedagogy can be understood only through live interactive kind of relationship. The teacher has to learn a fully comprehensive observation in a similar manner as physicians should do. He assumes that education, upbringing is like an art: art of pedagogy, as insight into character. If the teacher is able to build up a “correct”, reasonable vision of the educated person’s future it will cause to get the most of the education of him. Simply, “let it be” derives to “be”. In his words in German “Sollen” takes you to “Sein” where Sollen has to be well thought-out, well baked. At the end, education has to have a dualistic point of view: find the best between idealistic and realistic where idealistic should take a good place which guaranties the approach of a higher level of real. (I hope dear reader that my English is not confusing….but understandable.) This is very “conductive” – conductors should have a very special relationship to their clients, they need to be very good observant: as we know about operative observation, and visualize the possible higher level: orthofunction of the clients.
Nohl also says that the legitimatization of education roots to the system of culture, man as such, has an end in itself; thereby upbringing is not arbitrary but culture concentric. Education should lead us to a higher level of life. Nohl expresses that there are three assumptions what he thinks already exist:
The individual (the person) has all those marks in him what typify the system of the whole humankind.
The individual (the person) has all those marks in him alongside with his unique (personality) what typify the general of humankind.
Every individual (person) has got an inner point of drive what forms the psycho-multifariousness.
He assumes that human is historical since there is no act of us which would not related to our whole psycho-past what affects our present and future.
Notes:
Nohl, H. Character und Schicksal. Eine Peadagogische Menschenkunde, Frankfurt/M 1959
Schaffhauser F. A nevelés alanyi feltételei, Telosz Kiadó, Budapest, 2000
www.wikipedia.com
(Nohl 1970, p. 134, quoted. Bern after 1992, p. 57)
I wrote about H. Plessner before my post on Gestalt therapy. This time, I wish to continue again the introduction of great people whose thoughts might have an impact of A. Peto’s Conductive Education idea. Herman Nohl (7. Oktober 1879 Berlin – 27. September 1960 Göttingen) is well known in the field of western education. He can be named as one of the first educational anthropologists. I do not want to introduce him and his work, but I aim to draw attention to his couple of fundamental thoughts about human education what are also seem to be basics at Peto. He is fully touched by the philosophy of gestalt and the roots of his thoughts emerged from it.
He highlights the importance of observation in sense of education hence; he underpins the “direct fellow-being relationship” saying that pedagogy can be understood only through live interactive kind of relationship. The teacher has to learn a fully comprehensive observation in a similar manner as physicians should do. He assumes that education, upbringing is like an art: art of pedagogy, as insight into character. If the teacher is able to build up a “correct”, reasonable vision of the educated person’s future it will cause to get the most of the education of him. Simply, “let it be” derives to “be”. In his words in German “Sollen” takes you to “Sein” where Sollen has to be well thought-out, well baked. At the end, education has to have a dualistic point of view: find the best between idealistic and realistic where idealistic should take a good place which guaranties the approach of a higher level of real. (I hope dear reader that my English is not confusing….but understandable.) This is very “conductive” – conductors should have a very special relationship to their clients, they need to be very good observant: as we know about operative observation, and visualize the possible higher level: orthofunction of the clients.
Nohl also says that the legitimatization of education roots to the system of culture, man as such, has an end in itself; thereby upbringing is not arbitrary but culture concentric. Education should lead us to a higher level of life. Nohl expresses that there are three assumptions what he thinks already exist:
The individual (the person) has all those marks in him what typify the system of the whole humankind.
The individual (the person) has all those marks in him alongside with his unique (personality) what typify the general of humankind.
Every individual (person) has got an inner point of drive what forms the psycho-multifariousness.
He assumes that human is historical since there is no act of us which would not related to our whole psycho-past what affects our present and future.
Notes:
Nohl, H. Character und Schicksal. Eine Peadagogische Menschenkunde, Frankfurt/M 1959
Schaffhauser F. A nevelés alanyi feltételei, Telosz Kiadó, Budapest, 2000
www.wikipedia.com
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