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A Pedagogy of Humanist Moral EducationIntroduction

A Pedagogy of Humanist Moral Education: Introduction [This chapter opens with an overview of the outstanding features of the personality of Janusz Korczak (1878–1942) and his accomplishments as a world-class educator. There is a broad consensus among educational thinkers, researchers, and practitioners familiar with his life, writings, and educational practices that he was at once one of the outstanding humanist educators of the twentieth century—some would even say, in the annals of human history—and an exceptionally gifted, path-breaking social-pedagogue of international standing. The well-known American developmental psychologist and moral philosopher Lawrence Kohlberg places Korczak among those exceptional humanists and great moral educators, such as Socrates, Mother Teresa, Gandhi, and Martin Luther King Jr., who reached the highest possible stage of moral development. Korczak’s originality as an educator is embodied in the system he developed and implemented, which enabled abused, emotionally and intellectually deprived children from broken families, who suffered from considerable social-interpersonal pathologies, to undergo significant processes of self-reformation over a period of six to eight years by virtue of their residence in the two orphanages he headed. The effectiveness of this system under his supervision and leadership earned him worldwide recognition as an exceptionally gifted pedagogue and moral educator of the highest order. In many European educational circles, he was called the twentieth century’s Polish Pestalozzi after the famous Swiss social-pedagogue and educational reformer Johann Heinrich Pestalozzi (1746–1827) whom Korczak himself greatly admired. In some very significant ways, once one accesses his educational theory and practices, it would be fair to say that Korczak is the twentieth century Polish equivalent of John Dewey (1859–1952).] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Pedagogy of Humanist Moral EducationIntroduction

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Publisher
Palgrave Macmillan US
Copyright
© The Editor(s) (if applicable) and The Author(s) 2017
ISBN
978-1-137-56067-4
Pages
1 –18
DOI
10.1057/978-1-137-56068-1_1
Publisher site
See Chapter on Publisher Site

Abstract

[This chapter opens with an overview of the outstanding features of the personality of Janusz Korczak (1878–1942) and his accomplishments as a world-class educator. There is a broad consensus among educational thinkers, researchers, and practitioners familiar with his life, writings, and educational practices that he was at once one of the outstanding humanist educators of the twentieth century—some would even say, in the annals of human history—and an exceptionally gifted, path-breaking social-pedagogue of international standing. The well-known American developmental psychologist and moral philosopher Lawrence Kohlberg places Korczak among those exceptional humanists and great moral educators, such as Socrates, Mother Teresa, Gandhi, and Martin Luther King Jr., who reached the highest possible stage of moral development. Korczak’s originality as an educator is embodied in the system he developed and implemented, which enabled abused, emotionally and intellectually deprived children from broken families, who suffered from considerable social-interpersonal pathologies, to undergo significant processes of self-reformation over a period of six to eight years by virtue of their residence in the two orphanages he headed. The effectiveness of this system under his supervision and leadership earned him worldwide recognition as an exceptionally gifted pedagogue and moral educator of the highest order. In many European educational circles, he was called the twentieth century’s Polish Pestalozzi after the famous Swiss social-pedagogue and educational reformer Johann Heinrich Pestalozzi (1746–1827) whom Korczak himself greatly admired. In some very significant ways, once one accesses his educational theory and practices, it would be fair to say that Korczak is the twentieth century Polish equivalent of John Dewey (1859–1952).]

Published: Feb 3, 2017

Keywords: Moral Development; Educational Practice; Moral Education; Educational Theory; Civic Education

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