Pedagogy
Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning.
Instructive strategies are governed by the pupil's background knowledge and experience, situation and environment, as well as learning goals set by the student and teacher.
This approach is often based on the idea that the most central aspects of teaching are only acquired by practice and cannot be easily codified through scientific inquiry.
Some theorists give an even wider definition by including considerations such as "the development of health and bodily fitness, social and moral welfare, ethics and aesthetics".
[6] Due to this variety of meanings, it is sometimes suggested that pedagogy is a "catch-all term" associated with various issues of teaching and learning.
Usually, didactics is seen as the more limited term that refers mainly to the teacher's role and activities, i.e how their behavior is most beneficial to the process of education.
The term "pedagogy" is also found in the English discourse, but it is more broadly discussed in other European languages, such as French and German.
[6] In the Western world, pedagogy is associated with the Greek tradition of philosophical dialogue, particularly the Socratic method of inquiry.
[20] Quintus Septimius Florens Tertullianus (155 – 240 CE) was a Christian scholar who rejected all pagan education, insisting this was "a road to the false and arrogant wisdom of ancient philosophers".
On the contrary, encourage her by commendation..."[20] Jean Charlier de Gerson (13 December 1363 – 12 July 1429), the Chancellor of the University of Paris, wrote in De parvulis ad Christum trahendis "Little children are more easily managed by caresses than fear," supporting a more gentle approach than his Christian predecessors.
[21] The educational philosophy and pedagogy of Johann Friedrich Herbart (4 May 1776 – 14 August 1841) highlighted the correlation between personal development and the resulting benefits to society.
[23] Herbart suggests that pedagogy relates to having assumptions as an educator and a specific set of abilities with a deliberate end goal in mind.
He envisioned a divergence from the mastery of a pre-selected set of skills to the cultivation of autonomy and critical-thinking within the teacher and student alike.
Confucius (551–479 BCE) stated that authority has the responsibility to provide oral and written instruction to the people under the rule, and "should do them good in every possible way.
[30] The term is commonly used as a more definitive alternative to "classroom",[31] but it may also refer to an indoor or outdoor location, either actual or virtual.
Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a world view, is acquired or changed and knowledge and skills retained.
[47] Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student.
The term is also used to denote an emphasis in education as a specialty in a field (for instance, a Doctor of Music degree in piano pedagogy).
This arrangement "deals in a specific way with the new generation, allows for a particular relation to the world, and for a particular experience of potentiality and of commonality (of making things public)".
(European Commission, 2012, p.7) [58]This is, according to Masschelein and Simons a plea for learning outcomes and demonstrates a vision of education in which the institution is no longer the point of departure.
In Scandinavia, a pedagogue (pædagog) is broadly speaking a practitioner of pedagogy, but the term is primarily reserved for individuals who occupy jobs in pre-school education (such as kindergartens and nurseries).
A pedagogue can occupy various kinds of jobs, within this restrictive definition, e.g. in retirement homes, prisons, orphanages, and human resource management.
The pedagogue's job is usually distinguished from a teacher's by primarily focusing on teaching children life-preparing knowledge such as social or non-curriculum skills, and cultural norms.
As of 2013, the six-year training period was re-installed in place of the undergraduate and postgraduate division which characterized the previous practice.
[63] An article from Kathmandu Post published on 3 June 2018 described the usual first day of school in an academic calendar.
This situation entails a differentiated strategy in pedagogy and not the traditional approach for teachers to accomplish goals efficiently.
[64] American author and educator Carol Ann Tomlinson defined Differentiated Instruction as "teachers' efforts in responding to inconsistencies among students in the classroom."
Primary principles comprising the structure of Differentiated Instruction include formative and ongoing assessment, group collaboration, recognition of students' diverse levels of knowledge, problem-solving, and choice in reading and writing experiences.
[67] He named seven of these intelligences in 1983: Linguistic, Logical and Mathematical, Visual and Spatial, Body and Kinesthetic, Musical and Rhythmic, Intrapersonal, and Interpersonal.
Said differences dispute an educational system that presumes students can "understand the same materials in the same manner and that a standardized, collective measure is very much impartial towards linguistic approaches in instruction and assessment as well as to some extent logical and quantitative styles.
