KERSCHENSTEINER, GEORG (1854 –1932) A dominating figure in the German Progressive education movement, gained an international reputation as promoter of activity schools, civic instruction,. Born into an impoverished merchant family, Kerschensteiner taught at elementary schools ( Volksschule ) before he attended gymnasium and university, passed the state examination for teachers (1881), and earned the Ph.D. Degree at the University of (1883). In 1895, after twelve years of teaching at a gymnasium, he was elected school superintendent of Munich, a position he held until his retirement in 1919. In this capacity, he devoted his energies to a reorganization of elementary and, implementing in particular two innovations: the 'activity school' ( Arbeitsschule ) and the 'continuation school' ( Fort-bildungsschule ). To the activity school, Kerschensteiner introduced workshops, kitchens, laboratories, and school gardens for the upper grades of the, and developed a kind of project method, with the intent to increase and elevate the students' learning motivation, their problem-solving capacities, their self-esteem, and their moral character. Kerschensteiner's continuation school was a mandatory part-time school for all boys and girls between the ages of fourteen and seventeen who had finished the compulsory eight-year and were working.
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As apprentices and young laborers they received eight to ten hours of instruction weekly; in addition to practical training they attended classes in religion, composition, mathematics, and civics –subjects that were taught in close connection with their specific trades. Citation styles Encyclopedia.com gives you the ability to cite reference entries and articles according to common styles from the Modern Language Association (MLA), The Chicago Manual of Style, and the American Psychological Association (APA).
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Kerschensteiner, Georg (1854 –1932) was born and raised in,. His family background was poor, and his childhood was filled with chaos and contradiction. He was arrested at the age of eight for gang theft, yet he was also educated at the Seminary and demonstrated an aptitude and interest in art, books, nature, and technique. Kerschensteiner gained experience in teaching through a combination of in-service classroom training, a position as an assistant schoolmaster, and the pursuit of ongoing studies in science and math. Praxis, experience, and participation are central tenets of Kerschensteiner's theory of education, along with order, obedience, and responsibility. As had his predecessor Johann Pestalozzi (1746 –1826), Kerschensteiner also recognized that children want to develop and express themselves.
Kerschensteiner considered the value of an individual's work to be directly related to its importance to the state. The most valuable citizens worked in positions that used their full capacities. Teaching methods were transformed from trade and craft to qualified and skilled work processes that also trained the pupil's thinking, emotions, and will. The ongoing industrialization and struggle for democratic reforms in Germany are not explicitly reflected in his theory, however.
Kerschensteiner believed that skilled work processes support and create capacities to learn, to explore, to investigate, and to act; these jobs also require punctuality, care and precision, task prioritization, and self-reliance. He found that organizing education into workshops and laboratories helped his students learn specific activities and also helped build character and self-reliance through praxis and reflection. Citation styles Encyclopedia.com gives you the ability to cite reference entries and articles according to common styles from the Modern Language Association (MLA), The Chicago Manual of Style, and the American Psychological Association (APA).
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