Johann heinrich pestalozzi, (born jan. 12, 1746, zürich—died feb. 17, 1827, brugg, swiss educational reformer, who advocated education of the poor and emphasized teaching methods designed to strengthen the student’s own abilities. pestalozzi’s method became widely accepted, and most of his principles have been absorbed into modern elementary education. pestalozzi’s pedagogical doctrines stressed that instructions should proceed from the familiar to the new, incorporate the performance of concrete arts and the experience of actual emotional responses, and be paced to follow the gradual unfolding of the child’s development. his ideas flow from the same stream of thought that includes johann friedrich herbart, maria montessori, john dewey, and more recently jean piaget and advocates of the language experience approach such as r.v. allen. pestalozzi’s curriculum, which was modelled after jean-jacques rousseau’s plan in émile, emphasized group rather than individual recitation and focussed on such participatory activities as drawing, writing, singing, physical exercise, model making, collecting, map making, and field trips. among his ideas, considered radically innovative at the time, were making allowances for individual differences, grouping students by ability rather than age, and encouraging formal teacher training as part of a scientific approach to education. pestalozzi was influenced by the political conditions of his country and by the educational ideas of rousseau; as a young man he abandoned the study of theology to go “back to nature.” in 1769 he took up agriculture on neglected land near the river aare—the neuhof. when this enterprise near zürich collapsed in 1774, he took poor children into his house, having them work by spinning and weaving and learn simultaneously to become self-supporting. this project also failed materially, although pestalozzi had gained valuable experience. he also took an active interest in swiss politics. as practical realization of his ideas was denied him, he turned to writing. die abendstunde eines linsiedlers (1780; “the evening hour of a hermit”) outlines his fundamental theory that education must be “according to nature” and that security in the home is the foundation of man’s happiness. his novel lienhard und gertrud (1781–87; leonard and gertrude, 1801), written for “the people,” was a literary success as the first realistic representation of rural life in german. it describes how an ideal woman exposes corrupt practices and, by her well-ordered homelife, sets a model for the village school and the larger community. the important role of the mother in early education is a recurrent theme in pestalozzi’s writings. , надо! перевести на

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