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Pierre Abelard

Pierre Abelard pioneered scholasticism in the 12th century while teaching at Notre Dame cathedral school. He presented theological and philosophical propositions to students and allowed them to examine the evidence and arrive at their own conclusions, rather than simply citing authorities. This transformed theology into interpreting Scripture and shocked colleagues but helped make students responsible for much of their own learning. While later criticized, Abelard contributed to breaking from tradition and led to scientific inquiry.

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150 views2 pages

Pierre Abelard

Pierre Abelard pioneered scholasticism in the 12th century while teaching at Notre Dame cathedral school. He presented theological and philosophical propositions to students and allowed them to examine the evidence and arrive at their own conclusions, rather than simply citing authorities. This transformed theology into interpreting Scripture and shocked colleagues but helped make students responsible for much of their own learning. While later criticized, Abelard contributed to breaking from tradition and led to scientific inquiry.

Uploaded by

Lovie Fuentes
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© © All Rights Reserved
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Pierre Abelard

Scholasticism is one of the forerunners of experiential learning or learner-based instruction as once the
information has been presented, then the learners have to use various methods to judge and arrive at
the real meaning of the evidence.

It was pioneered by Pierre Abelard (1079-1142) while at at Notre Dame cathedral school (now the
University of Paris). He presented the pros and cons of theological and philosophical propositions,
leaving the formulation of conclusions to his students. He allowed any subject or thought to be
reasonably examined for the purpose of understanding, verification, or qualification. Thus he helped to
transform theology from the mere citing of authorities into the interpretation of Scripture. This shocked
many of his colleagues, who felt that Abelard gave his students the freedom to arrive at heretical
conclusions. Today, this type of learning often shocks the learner for there is often no right answer —
the learners are responsible for much of their learning, and the learners work harder using this
methodology.

While scholasticism later degenerated into a cumbersome formalistic method, it does not take away
from Abelard's contribution as one of the forerunners of educational technology by breaking away from
traditional and irrational doctrines. It also led the way for scientific inquiry and experimentation. His
work greatly influenced St. Thomas Aquinas, who added the use of a series of syllogisms to propose a
solution.

John Comenius

John Comenius ( or Jan Komensky, 1592-1670) was a Czech educational reformer and religious leader.
He was born in Moravia (now part of the Czech Republic), and educated at the University of Heidelberg.
In 1638 he was invited by Sweden to assist in educational reforms.

In the mid 17th century, John Comenius created a new educational philosophy called Pansophism, or
universal knowledge, designed to bring about worldwide understanding and peace. He advised teachers
to use children's' senses rather than memorization in instruction. To make learning interesting for
children, he wrote The Gate of Tongues Unlocked (1631), a book for teaching Latin in the student's own
language. He also wrote Orbis Sensualium Pictus (1658; The Visible World in Pictures, 1659) consisting of
illustrations that labeled objects in both their Latin and vernacular names. It was one of the first
illustrated books written especially for children.

Herbart paved the way for the systems first instructional approach. He had four steps to this
method. The first step was clearness. In this step learners were introduced to new ideas. The
second step was association. This step creates a connection with the students' prior knowledge
with new ideas. The third step was system. When information is presented in a certain order
students can complete the process of apperception. The fourth step is method, which shows
student comprehension.

Robert M. Gagne, the wrote The Conditions of Learning. In this first edition, Gagne described
five domains of learning outcomes: verbal information, intellectual skills, psychomotor skills,
attitudes, and congnitive strategies. He provided descriptions of how each one promotes
learning.

Pressey

, one of Pressey major models was his invention of the first teaching machine which tested
student’s knowledge in a rote-drill style method. Although the teaching machine itself may not
have caught on as a primary use for students, it did plant the seed for a significant change in
education. According to the research of Dr. Petrina, an associate professor of technology
studies at the University of British Columbia, in the spring of 1930 Pressey was quoted as
stating that, “Within the next twenty years special mechanical aids will make mass psychological
experimentation commonplace and bring about in education something analogous to the
Industrial Revolution." (Petrina, 2004). Indeed Pressey was correct, for his idea of using
mechanized aids in education led to what we now call standardized testing.

Another major idea of Sidney Pressey was his mode of study in the learning sciences and
his determination that education needed to be both challenging and interactive to the student’s
ability and intelligence. He was not content to experiment in laboratory settings; rather he
pushed himself to study students of all types within their everyday learning settings. His
exploration of the types of teaching and study habits that led to the most successful students,
along with his work with gifted students, led Pressey to the determination that “a practicing
genius is produced by giving a [student] early encouragement, intensive instruction, [and]
continuing opportunity as he advances (Pressey, 1955)”. The idea that students needed
intensive instruction in order to progress led Pressey to another of his major ideas:
acceleration. Acceleration was a mode of accommodation, particularly for gifted graduate
students, that allowed students to move forward in their education without having to work in the
traditional manner and length of time normally expected. Pressey’s five modes of accelerating
one’s education included: early college entrance, credit by examination, lengthening of the
school year, taking extra heavy loads, and curricular streamlining (Pressey, 1944). Although
many administrators seem to oppose acceleration, studies have shown that students are far
more capable of managing and finding success in education as a result of their pursuits of
acceleration

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