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n.1.The system of education introduced by Pestalozzi.
References in periodicals archive ?
Although women who practiced Pestalozzianism significantly influenced the development of pedagogy in the early-nineteenth century, their names rarely appear in connection to Pestalozzi and some are absent from the historical record.
By the late 1820s, the seeds of Pestalozzianism were taking root in New York, Massachusetts, and other the New England states in two ways: first, educational reformers made trips to Prussia to see first-hand how his ideas were being implemented in their public schools and teacher training institutions; and, second, publications such as journals and books that explained his ideas and methods were printed in the eastern states and distributed widely in the West.
Educating with heart, head, and hands: Pestalozzianism, women seminaries, and the spread of progressive ideas in Indian Territory.
In Pestalozzi and Pestalozzianism Adolph Diesterweg described the revitalizing change that followed Johann Heinrich Pestalozzi's efforts in the field of education and educational methods of instruction.
Although Lyon put primary emphasis on religious instruction, teaching methodology contained strong evidence of Pestalozzianism.
to view American Pestalozzianism as having its origins in Horace Mann or Edward Sheldon.
While both Mann's and Sheldon's affinity for Pestalozzian pedagogy has been well documented, one tendency in the historical literature is to portray American Pestalozzianism as being watered down from its original formulation.
In The National Experience, Lawrence Cremin adheres to this basic assessment, arguing that Mann's "pedagogical ideas were wholly derivative--a potpourri of contemporary liberalism rooted in phrenology, Pestalozzianism, Scottish common-sense philosophy, and Boston Unitarianism .
One departure from this thesis is presented by Christine Ogren, who recognizes the beginnings of Pestalozzianism in America as being promoted by multiple educators including Henry Barnard, John Dickinson and Cyrus Peirce (Ogren 2005, 34-38).
Building upon Conn's work, this essay attempts to show, through an analysis of the thought and practice of Ohio educator Alfred Holbrook, that the origins of American Pestalozzian thought are less clear than the current historical literature suggests, and that Judeo-Christian spirituality is an important subtext to American Pestalozzianism.
This questions the tendency of the secondary literature to trace the origins of American Pestalozzianism to the Oswego Normal School.