Discover the revolutionary educational ideas of Ovide Decroly, a pioneer in child-centered learning. Learn how his approach emphasizes the child's natural evolution, interests, and needs, and how he created innovative schools that fostered democratic functioning and openness to nature. Read on to explore Decroly's life, work, and legacy.
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[...] Initially, he became interested in the mental difficulties of children and sought therapeutic responses. These field experiences will lead him to reflect on educational issues. In 1901, he created an experimental school for children with mental retardation. His idea: give children the means to satisfy their psychological needs by confronting them with social realities. Subsequently, in 1907, he created the School for Life for 'normal' children. He thought that what he developed for the sick was also valid for others. [...]
[...] Also, for this educator, the child develops mentally in a global way. It is important to follow this natural way of perceiving the world, starting from the concrete to refine later in the teaching methods. The child must experiment to build his knowledge. Decroly thinks that the classroom is a kind of workshop that allows action. In this sense, for this educator, openness to nature is essential for the proper development of individuals. His school organization is based on projects and work plans, the student chooses his study subjects with the group. [...]
[...] He was aware that his pedagogical practice nourished his theoretical ideas as a psychologist. For him, experience came first. Despite this, he never stopped his numerous researches in psychology and became a professor of child psychology at the University of Brussels. He criticizes society for instrumentalizing the school, thinking that if we do not respect the child, the educational institution can cause problems such as demotivation, disgust for studies. For him, education is essential for a positive evolution of a people. [...]
