Discuss how Froebel 's educational strategies fostered the inner qualities of the human being.
Froebel, like many other educational philosophers is still celebrated today, with many of his theories still being applied in classrooms and schools. Most notable of all his work is his work with young children, especially in developing the concept of the kindergarten. Through his kindergarten and teaching ideals, Froebel was able to foster the development of the inner qualities of the human being within his students. This was achieved through helping his students develop a full and complete understanding of the world through the idealist philosophy. To begin, it is important to understand the principals behind idealist philosophy. Stating it …show more content…
In the kindergarten, children are to learn that they are members of a great, universal, spiritual community. Froebel saw no conflict between the individual and group or between individual needs and differences and a universal theory of human development. Each individual child was active and autonomous but also associated spiritually with every other person and thing (Gutek, 2011, p. 276).
It is this spiritual growth that Gutek mentions that helps us develop this sense of 'humanness ' – that inner quality Froebel seeks to develop and instill within his students. In conclusion, the connection is clear to see. The idealist philosophy – the idea of an interconnectedness, community, and building on knowledge – can be so closely associated with Froebel 's teaching philosophies. The idealist philosophy was key in Froebel instilling those essential qualities of the human being within his students, in turn, creating a teaching philosophy that is still widely followed and supported …show more content…
At the time in which she lived, the societal norm was for women to get married quite young – often before age twenty; however, Wollstonecraft believed that women should marry at a bit of an older age, they would have more time and life experience in order to inform their choosing of a life partner. Gutek explains, 'Cautioning young women against early marriage, Wollstonecraft advised that education, experience, and reflection should be personal guides for deferred but happy marriages....Properly educated women, she predicted, were more likely to marry men of principal ' (Gutek, 2011, p. 213). Wollstonecraft believed that choosing a life partner would be particularly difficult if not informed through proper education, experience, and self reflection as one would not necessarily have the ability to understand what one requires of a partner without these elements. This, of course, could result in an uhappy marriage and an unfulfilling life. Following on in this theme of women 's education, Wollstonecraft rejected the idea that women could only ever be wives and mothers and must therefore be given an education to prepare them solely to fulfil those roles. She did not deny the fact that women could choose to take on these roles; however, Wollstonecraft, against the beliefs of her time, felt women should be educated on more than just the tasks associated with domesticity as
Froebel, like many other educational philosophers is still celebrated today, with many of his theories still being applied in classrooms and schools. Most notable of all his work is his work with young children, especially in developing the concept of the kindergarten. Through his kindergarten and teaching ideals, Froebel was able to foster the development of the inner qualities of the human being within his students. This was achieved through helping his students develop a full and complete understanding of the world through the idealist philosophy. To begin, it is important to understand the principals behind idealist philosophy. Stating it …show more content…
In the kindergarten, children are to learn that they are members of a great, universal, spiritual community. Froebel saw no conflict between the individual and group or between individual needs and differences and a universal theory of human development. Each individual child was active and autonomous but also associated spiritually with every other person and thing (Gutek, 2011, p. 276).
It is this spiritual growth that Gutek mentions that helps us develop this sense of 'humanness ' – that inner quality Froebel seeks to develop and instill within his students. In conclusion, the connection is clear to see. The idealist philosophy – the idea of an interconnectedness, community, and building on knowledge – can be so closely associated with Froebel 's teaching philosophies. The idealist philosophy was key in Froebel instilling those essential qualities of the human being within his students, in turn, creating a teaching philosophy that is still widely followed and supported …show more content…
At the time in which she lived, the societal norm was for women to get married quite young – often before age twenty; however, Wollstonecraft believed that women should marry at a bit of an older age, they would have more time and life experience in order to inform their choosing of a life partner. Gutek explains, 'Cautioning young women against early marriage, Wollstonecraft advised that education, experience, and reflection should be personal guides for deferred but happy marriages....Properly educated women, she predicted, were more likely to marry men of principal ' (Gutek, 2011, p. 213). Wollstonecraft believed that choosing a life partner would be particularly difficult if not informed through proper education, experience, and self reflection as one would not necessarily have the ability to understand what one requires of a partner without these elements. This, of course, could result in an uhappy marriage and an unfulfilling life. Following on in this theme of women 's education, Wollstonecraft rejected the idea that women could only ever be wives and mothers and must therefore be given an education to prepare them solely to fulfil those roles. She did not deny the fact that women could choose to take on these roles; however, Wollstonecraft, against the beliefs of her time, felt women should be educated on more than just the tasks associated with domesticity as