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The Pestalozzi Method: Mathematics as a Way to the Truth

机译：Pestalozzi方法：数学作为真理的一种方式

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Johann Heinrich Pestalozzi (1746-1827), the father of modern pedagogy (Soetard, 1985), dedicated his life to the pursuit of truth for mankind. This quest considered the education and teaching of children as a whole hence, his famous formula of “head, heart, and hands” was conceived not just as a slogan but, particularly, as a concept of comprehensive education. But how do you get to the truth behind education and teaching? How do you teach and educate children? What method ought to be used for this task? Pestalozzi wrote five volumes on his own Method (in Germany), which were later translated into French, and in these, he aimed to address the three questions mentioned above. Ever since the first attempt to explain the Pestalozzi Method, by Marc Antoine JULLIEN in his work Spirit of the Method of Pestalozzi education (Esprit de la Méthode d’éducation de Pestalozzi) (1812), followed by Daniel Alexandre CHAVANNES in his Elemental Method of H. Pestalozzi (Méthode élémentaire de H. Pestalozzi) (1819) and the works of Soetard (1994) and Throler (2008), many of the Method’s concepts have been discussed and defended. However, the various authors do not appear to have settled on a common ground. Nevertheless, this article aims to offer a reflection on the subject based on a reading and analysis of the texts by Pestalozzi that were translated into French. It will attempt to defend the argument that Pestalozzi appropriated the inductive Method of Locke and Comenios who, like himself, were protestants, and whose methodological resources for finding the “Truth” through both education and teaching involved geometry and mathematics; these were elements that Pestalozzi considered useful for approaching and identifying truth and accuracy.
机译：Johann Heinrich Pestalozzi（1746-1827），现代教育学的父亲（Soetard，1985年），致力于为人类追求真相。这种任务考虑了儿童的教育和教学，因此，他的着名“头部，心脏和手”的惯例不仅是一个口号，而且特别是作为综合教育的概念。但是你如何遵守教育和教学背后的真相？你如何教育和教育孩子？这项任务应该使用什么方法？ Pestalozzi以自己的方法（在德国）编写了五卷，后来翻译成法国，在这些中，他旨在解决上述三个问题。自从第一次尝试解释Pestalozzi方法，由Marc Antoine Jullien在他的Pestalozzi教育方法的精神中（Esprit delaMéthoded'éducationdepestalozzi）（1812），其次是他的元素方法中的丹尼尔·亚历山大Chavannes H. P.Pestalozzi（MéthodeÉlémentairedeh.P.Pestalozzi）（1819）和苏雷德（1994）和Throler（2008年）的作品，已经讨论并辩护了许多方法的概念。然而，各种作者似乎没有落在共同的地面上。尽管如此，本文旨在基于翻译成法语的Pestalozzi的文本的阅读和分析，对该主题提供反思。它将试图捍卫Pestalozzi互相拨出的洛克和圆形的归纳方法，他是新教徒，以及通过教育和教学找到“真理”的方法学资源涉及几何和数学;这些是Pestalozzi被认为是用于接近和识别真理和准确性的有用的元素。

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