John Comenius was the youngest child and only son of Martin Comenius and his wife Anna. Due to his impoverished circumstances, he was unable to begin his formal education until late. He was 16 when he entered the Latin school in Přerov (he later returned to this school as a teacher 1614–1618).
The most permanent influence exerted by Comenius was in practical educational work. The practical educational influence of Comenius was threefold.
He was first a teacher and an organizer of schools, not only among his own people, but later in Sweden, and to a slight extent in Holland. In his “Didactica Magna” (Great Didactic), he outlined a system of schools that is the exact counterpart of the existing American system of kindergarten, elementary school, secondary school, college, and university.
In the second place, the influence of Comenius was in formulating the general theory of education. The third aspect of his educational influence was that on the subject matter and method of education, exerted through a series of textbooks of an entirely new nature.
General understanding:
1. What is the name of his famous book?
2. Why was he unable to begin his formal education until late?
3. What was the most permanent influence exerted by Comenius?
4. What was his occupation?
5. What were his ideas in formulating the general theory of education?
LESSON 3
THE PURPOSE OF EDUCATION
TEXT A
1. Read and translate the text.
There is a feeling that the schools are not succeeding – that standards are too low, that schools are not preparing young people with the skills, knowledge and personal qualities which are necessary for the world of work and schools have failed to instill the right social values. These are the criticisms and therefore there have been changes to meet these criticisms.
However, the criticisms take different forms. First, there are those who believe that standards have fallen, especially in the areas of literacy and numeracy – and indeed unfavourable comparisons are made with the other countries as a result of international surveys. For example, the recent Third International Mathematics and Science Survey (TIMSS) placed in England and Wales very low in mathematical achievement at 13 – although very high in science. Therefore, these critics emphasize «back to basis» and the need for more traditional teaching methods.