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Juan Amos Comenius
-Creator and father of didactics.
-It appears when the pedagogue Juan Amós Comenio launches a book called "Didáctica Magna". Comenius proposes what you have to "teach everyone" and proposes a set of rules that shows how to achieve it. They allow teaching to be effective, teaching to be accessible to all human beings. It proposes a series of "hard devices", which give structure and mark the limits of the learning processes: Simultaneity, Gradualness, and Alliance. -
Johann Heinrich Pestalozzi (18th century)
-It is necessary to provoke the development of children's faculties since education is a process of self-formation in which all knowledge arises from the intimate experience of the individual. -Didactics is the art of teaching taking into account the development of people and respecting the interests of each one. -
Jean-Jacques Rousseau
-The child is not a miniature adult, he is a being subject to his own laws and evolution.
-It establishes that learning must be progressive and not so ambitious, adapting to the development of the student, which is why education is conceived as a liberating process.
-Educational systems must be based on nature and experience, and not on prejudices, preconceived ways. -
Johann Friedrich Herbart (19th century)
He shared Comenius' idea of didactics but considered that education should be carried out following steps instead of rules as previously stated, for this reason, it focuses on instruction. In this period, the didactics is of a humanistic or traditional nature, since it focuses on the right of man to learn. -
Methodology didactic (Maria Montessori)
The student is the protagonist of his own learning, giving him the freedom to experiment, manipulate, and feel. -
A rational pedagogy (Ovidio Decroly)
The school by and for life thought that everything it did had to be related to the needs of the children in order to carry out a better job with them. -
John Dewey
The didactics must be transformed into an active didactics where its purpose must be to educate by and for life, recognizing in people the capacities to achieve their own development by putting them in contact with reality and where they feel it is a guide of the interests of the students. -
Behavioral theory
Iván Pávlov, John Watson, and Frederic Skinner in behavioral theory argue that people learn by repetition, pressure, and reinforcement by modifying their behaviors and it is not necessary to take into account their interests and needs but those of the teacher. -
Jean Piaget (20th century)
He is the first to study the evolution of the child's thinking, its development. It happens to be very similar to what evolutionary psychology is today. -
Active school (20th century)
As a consequence of the child's research, the new school movement arose, authors who created learning experiences. Some authors are: Montesson, Decroly, Ferriere, Freinet. They created different teaching proposals, which had to do with how the school had to be organized based on the discoveries of child psychology. -
Adolphe Ferriere
Students are trained both individually and socially. Ferriere supports the connection between the school and the community, for him, the school must train competent individuals for work for the betterment of society. -
Technological or technical current (20th century)
-In it, the emphasis is placed on strategies, technique within education.
-It was believed that if the teacher taught in a way, the students would react in an expected way because the correct technique was used, which was called behaviorism, in which the teacher was seen as an executor.
-At this stage, the curriculum emerged, which were programs to be taught, as a response to the need to organize the content. -
Critical currents
Critical currents are formed, which question the technical approach and begin to study education from the social sciences, give importance to what is taught and see the classroom as a micro-society immersed in the culture from its micro-cultural focus. -
Two critical currents
-European: This approach returns to provide a humanistic cut to education but from a social perspective since it sees the individual in the relationship.
-Latin American: Led by Paulo Freire, which studies the social effect of teaching as a transformer and modeler of society, the purpose of education. -
Technicalist approaches vs. humanistic approaches
When the critical approach was socialized in the 1990s, there were still teachers who were trained by technical approaches. -
Miguel De Zubiría Samper (1951-2020)
He has stood out for his contributions to contemporary pedagogy as manager of the conceptual pedagogy approach, which postulated training purposes from school: to train the talent of each and every one of its students, to form affective competences. Purposes that are achieved through the teaching of instruments of knowledge (notions, propositions or thoughts, concepts) and mental operations typical of each stage of student development.
