Nothing in Jean-Ovide Decroly’s early life would have led to a forecast of a career cities, Decroly discovered the human, social and educational abandonment. Ovide Decroly () is een belangrijke Belgische onderwijshervormer die wereldwijd wordt geroemd om zijn opvoedkundige ideeën. Ovide Decroly. LC. Laia Cunill. Updated 27 March Transcript. OVIDE DECROLY. BIOGRAFIA. CENTRES D’INTERÈS. ANTECEDENTS. – Rousseau.

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Scientific Pedagogy of Learning for Life: Holistic Curriculum of Dr. He is best known as a highly influential pedagogue and the pioneer of experimental pedagogy. Decroly was particularly interested in the relationship between philosophy and psychology, both normal and pathological.

He founded two educational establishments based on the principles of human biosocial needs Ecole Decroly. Decroly’s method of study was based on first-hand observations of children in a milieu which suited them He introduced an eecroly methodology with which to educate children ‘for life and through life’ ‘pour la vie par la vie’.

The guiding principles bioyrafia his ‘method’ are always fresh and effective for both teaching and learning because they are based, not on some a priori theoretical base of decroky or social doctrine but on biological principles underlying the intrinsic need of the human organism as a social organism to adapt oide changing social conditions.

According to Decroly the fundamental purpose of education is to learn how to live successfully. Such conditions it is for a school to provide. His father was a worker of French origin. As a child he was greatly interested in the natural world of the countryside. His interest was encouraged by his family and especially his father who spent a lot of time with his children, working in the outdoors and at the same time demanding obedience oovide respect.

Decroly’s biofrafia interests in the natural sciences led to his scientific interests and the medical profession in adulthood. From experimental research he learned that in order to draw valid conclusions about the behaviour of the invariable in any rigorous description of an experimental situation, one must adhere to the fundamental rules of scientific investigation and abide by the concept of the ‘experimental control’. In l he did research on the action of toxins and antitoxins on general nutrition for which he received a scholarship for a six-month study at the University of Berlin in pathological anatomy, neurology and psychiatry.

He spent the following year in Paris studying neurology and psychiatry. When he returned to Brussels he became associated with the Neurological Clinic where he was in daily contact with handicapped children. In l90l biogdafia Decroly family home became the Institute for mentally handicapped children Institut du Vossegat. In l9l0 it was transferred to a rural setting in Uccle, Brussels where it continues to function today.

His pedagogical methods were so effective that often the so-called ‘retarded’ children truned out to be more advanced than children of the neighboring official school who were with traditional methods. He was its doctor-director for more than thirty years. During this time he organized and directed the first psychological clinic for handicapped children.

In l he created a school for so-called ‘normal’ children The Hermitage School l’Ecole de l’Ermitage still functions today. Until l the school comprised a kindergarten section for year old children, six primary school grades and the first three secondary biogrxfia. In l the Science section was added and in l Greek and Latin Sections were boigrafia offering secondary school certificates for the completion of the last three years of secondary school. In l the section of the kindergarten for year old children was added to the kindergarten section for year olds.

The school continues to function with three years of kindergarten, six years of primary school and six years of secondary school, offering the baccalaureate university standard certificate to l8 year olds completing the official state requirements. In defroly to fully understand the school’s program, as well as the social environment, it is necessary to visit classes and demonstrations and speak with students and teachers and administrative personnel.

Decroly realised decrooly with the majority of children there is a latent interest in natural phenomena and this provides a wealth of subjects about which they can be led to think, talk, calculate and write about in the most normal and rational manner. In his time, Decroly had an international audience in the field of education. Decroly came away from his years of scientific experience with the conviction decro,y an ethic and a philosophy impregnated with science was the only proper way to find solutions to the problems facing humanity.


He published over a hundred works and left numerous manuscripts including lecture notes from his professorship at the University of Brussels, and other educational institutions. The unifying principle of all his pedagogical work: The best environment is one in which the child Decroly’s educational theory stems from three the integration of three sciences: Decroly’s political conception of education: From birth to 8 years the function of globalization which ‘links matter to thought’, transforming immediate sensation into perception and representation, is utilised in comprehension in response to the child’s needs and interests.

The child wants to analyse his own global perceptions.

Ovide Decroly by Laia Cunill on Prezi

From 8 years on: Annual work plan around a cernter of interest Centers of interest: An annual work plan is designed to coordinate learning activities around the centers of interest, able to incorporate the diversity of subject ovie and also decrlly the main current events.

Globalization becomes a scientific method? The child is respected as a person and is given the opportunity to evaluate his own work and progress on a non-competitive basis. Decroly’s holistic curriculum is based on the biological principles of human development The guiding principles of the the Decroly school in Brussels, are based on the recognition and respect for intrinsic human needs. Founded by experimental pedagogue Dr.

Ovide Decrolythe school is for education for life. It is based on educational policies which which foster the maturation of intellect, of personal potential, of social intelligence, of individual capacities and sensitivites. Decroly’s pedagogy is of significance to the decro,y of a rational basis for brain-based wholistic education. Decroly was interested in a true ‘science of education’ and a ‘natural’ pedagogy. He recommended a new ‘method’ of education. Based on biological and psychological principles, it was referred to as niografia.

In the formulation of the method, his reasoning and his approach were both scientific and pragmatic. He focused on the convergence, their dscroly and their relationships to education of biology, sociology and psycholgy.

The term ‘science of education’ implied a continous process taking into account the growing child’s changing psychological and social neeeds.

Like any other science, the science of education would comprise bioggafia pure science, called ‘pedology’, science of the decrkly based on objective methods, and applied science, called ‘pedotechnie’, techniques for the improved education of the child.

Decroly’s reasoning for his method of teaching was the following: With such a method, school activities revolve around a central core of interest. Decroly called his method “la methode des centres d’interet” the method of central interests. Principles of the Decrolyen biological educative system Such conditions it is for a school to provide”.

Decroly cited by J. The Decroly ‘plan’ is a biological model centered on the needs of the human organism for adaptation to the natural and social environment. Consequently there is a rational biological basis for schooling 3. A rational curriculum is based on knowledge of biological needs which xecroly the themes for learning activities Cooperation in work is needed to satisfy the survival needs.

In practice, each of these four fundamental needs of general interest are the biogravia of study over several months of the school year. All the other activities converge on the central theme, the ‘center of interest’.

The four centers of interest are 1. The guiding principles of the Decroly school in Brussels are based on the recognition and respect for intrinsic human needs and ‘metaneeds’. Ovide Decrolythe school is for education for life Self-preservation biografiaa on productive work which involves skills of problem-solving and decision making; acquisition of food depends on knowledge of cultivation, preparation, nutrition etc. According to his pedagogical principles, the subject matter is organized into three main categories which correlate with the three stages of mental activity, namely observationassociation and expression.


Obervation is the rational basis of all thought processes. Therefore the rational basis for educational exercises is observation of palpable and living materials directly accessible to the child’s senses; living animals instead of stuffed animals, real plants instead of dried plants, contact with living beings, biografa objects, with facts, with events, in effect with reality.

Consequently children must have plants and animals in the classroom so they can follow their development, as well as objects which they collect during the course of the school year. They classify and compare the objects and materials which they themselves bring to the school and the classroom.

Exercises on continuous and discontinuous quantities which can be estimated as numbers can be connected to the comparison of objects and give rise to the conventional number system and arithmetic. And when the comparisons are related to length, weight, time, value etc. Decroly summarizes the essence of observation exercises in the following terms: The aim of the exercises in association is to classify the data acquired by the exercises in observation.

Decroly divided these exercises of association into two categories: These are exercises of association in space, usually referred to collectively as ‘geography’. These are exercises of association in time, traditionally referred to as ‘history’. Expression consists of a concrete form kvide an abstract form and both have to be connected closely with the central ideas, and to the various exercises of observation and association.

Decroly demonstrated that the memorization of words for reading is more visual than auditory, that the visual function develops earlier and more rapidly than the auditive function and that sight results in more numerous and more precise notions than the hearing function.

Decroly concluded that the usual procedure of teaching of reading by way of auditive phonetics, beginning with the study of sounds and syllables to arrive at words and sentences, was not valid from the psychological point of view nor from the pedagogical or methodological. His experiments prove that the sentence which expresses what the child dscroly observed or an idea known by the child is more simple, more concrete than the word, the syllable, the letter.

Ovide Decroly – psychopedagoog

The attempts to apply this procedure proved that normal children of six years learn to read everything which they can understand at the end of six months to a about a year, and after several exercises are able to read ordinary books; they spend less time learning to read than children learning with the traditionnal method. Furthermore, with the method called “lecture globale”, the child acquires a large number of words and enriches his spoken vocabulary, develops his speech and improves his elocution and spelling.

The pupil succeeds more quickly with the mechanism which allows him to write short spontaneous sentences on the subjects of his own observations and feelings. The method uses a center of interest as a pivotal idea – an ‘axis’ of the curriculum – allowing for the expression of spontaneous motivation and at the same time serves as a springboard for gaining knowledge of the natural and social sciences.

The stages of mental operations are followed in the learning process: During the course of study, the program can be interrupted and time allowed for the pursuit of information regarding an important contemporary event which is presented in a manner appropriate to children’s ages. Documentation in the way of objects for young children and pictures and texts for older children are collected by the children themselves, discussed and classified according to the prevailing themes of the center of interest.

As a response to questions raised by children themselves, the method is successful in motivating children to learn. As a means of training children in the habit of consistent and integrating work, the method is successful in meeting the demands of intellectual study.