China's thought of "natural education" can be traced back to Laozi in the pre-Qin period. He advocated that "man should obey the local law, and the land should obey the heavenly law;" "Heaven, Taoism and Nature" reveals that "everything should conform to nature", which is the earliest sprout of "nature education" in China. Taoism totally denies the value of cultural education, advocates returning to nature, and thinks that everything is the best education. Only by "governing by doing nothing" can we conform to nature.
Zhuangzi inherited Laozi's thought that Tao is nature, and thought that we should not try to change nature by manpower. Everything has the nature of nature and the way of nature. Only by following this "Tao" can we reach the realm of freedom.
Second, Plato
As early as Plato's Republic, the thought of nature education has sprouted. For example, in the Republic, it is advocated that children's education should be supervised by special personnel and implemented by outstanding citizens, and the sooner the better. He also advocates telling stories, playing games and learning music to promote children's development.
Plato's "perfect" education for children means attaching importance to the performance of early childhood education and emphasizing the need to follow nature.
Third, Aristotle's naturalism.
Aristotle believes that "education should follow the laws of the movement of things and human nature and develop all kinds of talents in an all-round way", which is recognized as the bud of naturalistic education. Aristotle is considered to be the first educational thinker who suggested that education should follow nature.
Fourth, Comenius
It was Comenius who really expounded "nature education". Comenius discussed nature education in On Great Teaching. He believes that "old education has imprisoned children's development, violated nature and filled children's minds with useless knowledge".
Comenius advocates that "education should conform to nature". His views are mainly two points: First, education should conform to the laws of nature. Comenius believes that there is an order in nature to ensure the harmonious development of all things, that is, the law of the universe. Therefore, all kinds of human activities, including educational activities, should follow this natural and universal order or law. Second, education should adapt to children's natural nature and age characteristics. Comenius believes that man belongs to nature, and his development should adapt to the laws of natural development. However, there are remnants of religious belief and scholasticism in Menius's educational thought. When he demonstrated the principles of naturalistic education, he quoted quotations from holy books as arguments. Comenius also believes that nature is sacred, that is, the creation of God's will. "If there is no God, there is no power naturally."
Five, Rousseau's nature education
Like Comenius, education should follow the natural law of children's physical and mental development. However, Rousseau's natural law is a stage feature of children's physical and mental development, rather than a simple simulation of nature.
Rousseau's natural education refers to the education in a natural state that excludes human social factors. There are three meanings: (1) belongs to nature education. People have good human nature in the natural state, and the education of returning to nature lies in maintaining and developing people's good nature in the natural state. (2) Advocating negative education in educational methods. Children gain an active position in education and growth, and are not indoctrinated, suppressed or forced by adults. Teachers only need to create a learning environment to prevent adverse effects. (3) The goal of education is to cultivate natural persons. Natural persons are different from citizens in society. Citizens depend on society, have a hierarchy, are bound by work and lose their freedom. Natural persons are independent, equal and free, that is, they are completely free from the bondage of social environment to individuals.
The intransitive verb pesta Loch.
Influenced by Rousseau's natural education thought, Pestalozzi attached importance to children's education and devoted himself to educational research. His thought that "education must conform to nature" means that everyone has some potential abilities endowed by nature, and these abilities are all expected to be developed. The purpose of education is to promote people's all-round and harmonious development and tap their natural potential. Therefore, education should conform to nature and consider children's needs in order to achieve its goals.
Like Comenius and Rousseau, Pestalozzi advocates that "education adapts to nature" is the most basic educational principle. Moreover, Pestalozzi first put forward the idea of "educational psychology". He once said, "I try to make the teaching process of human beings psychological". He attaches importance to children's psychology and opposes mechanical indoctrination.
Seven, Froebel
It is believed that people and things are always in constant change and development, and children's body and mind are always in change and development. Children's physical and mental development is "automatic", and any repression and restraint is unfavorable to children. Therefore, before teaching children, we should fully observe and understand them and conform to their nature, otherwise it will be detrimental to their development. He took pruning grapes as an example. If gardeners go against the nature of plants and the correct path of their development, even out of kindness, they may endanger the growth of grapes and reduce the yield. Therefore, he said: "Only after a thorough, full and thorough understanding of human nature, on the basis of this understanding, and diligent exploration, will naturally have all other knowledge necessary for conservation and education ... real education can blossom and bear fruit."