Abstract
Discover the educational principles of Ovide Decroly, a pioneering educator who integrated biology, sociology, and psychology to create a holistic approach to learning. Explore how Decroly's methods emphasize observation, association, and expression to foster effective learning and respect for human needs.
Extract
[...] In this sense, following our proposal, it is therefore necessary to recall that Decroly was interested in a true science of education and a so-called 'natural' pedagogy. He therefore recommended a new method of education. This last one is based on biological and psychological principles, hence the term 'psychopedagogy'. In the formulation of the method, his reasoning and approach were both scientific and pragmatic. He therefore focused on convergence, interrelations, and relationships between education and biology. The term science of education implied a continuous process taking into account the evolution of the child's psychological and social needs in full growth. [...]
[...] According to its pedagogical principles, the subject is organized into three main categories that correspond to the three stages of mental activity, namely observation, association, and expression. This is what we will appreciate in detail now. * Observation Observation is the rational basis of all thought processes. Therefore, the rational basis of educational exercises is the observation of living and tangible materials directly accessible to the child's senses. Whether it is living animals instead of stuffed animals, real plants instead of dried plants. We must therefore be in contact with living beings, with objects, with facts, with events. In summary, it's being in phase with reality. [...]
[...] His experiences prove that the sentence that expresses what the child has observed or a known idea of the child is simpler, more concrete than the word, the syllable, the letter. Finally, upon reading these pedagogical principles, it appears that Ovide Decroly remains always up-to-date in terms of educational sciences. In fact, for Sylvain Wagnon,Ovide Decroly relies on strong convictions to work towards a future based on reason, science, social progress, work, and respect for work, from an education that must take into account the entire children, regardless of their social origin2 » (Wagnon, 2008). It is inevitable to note that these convictions are still as important today. [...]
[...] * The association The purpose of association exercises is therefore to classify the data acquired by observation exercises. When direct contact with reality is not possible, association exercises reinforce what students already knew, and at the same time allow them to evaluate their vocabulary and expression, as well as their understanding of the subject. Thus, Ovide Decroly divided these association exercises into two categories: 1. Those who deal with objects and facts considered from the point of view of reality and space, in inaccessible places to observation. These are space association exercises, generally collectively called 'geography'. 2. [...]
[...] With such a method, school activities revolve in fact around a central point of interest. Decroly called his method 'the method of centers of interest.' Thus, to summarize our discussion, the principles of Ovide Decroly's educational system are based on a biological model focused on the human organism's needs for adaptation to the natural and social environment. These are four in number: The needs of children are considered in terms that make the child an organism that behaves well. 2. There is therefore a rational biological basis for schooling. [...]
