Pedagogical heritage of Atis Kronvalds (1837-1875)
2017
Kalke, B., University of Latvia, Riga (Latvia) | Kruze, A., University of Latvia, Riga (Latvia)
The article is devoted to Atis Kronvalds – a teacher, public person, a member of the New Latvian movement, one of the most prominent Latvian personalities in the 19th century. We are celebrating A. Kronvalds 180 anniversary in 2017. The aim of this article is to analyze his pedagogical heritage. The main methodological approach is hermeneutic, and the research methods are sources and literature analysis. All his short, but active and creative life he has devoted to pedagogical work and education issues. Working in schools he has drawn to several essential conclusions, which he tried to implement in life. Firstly, teachers cannot and should not work alone, especially when Latvian pedagogy is making its first steps. Therefore A. Kronvalds organized the meetings of local teachers that have developed in first general conferences of Latvian teachers. Secondly, he cared a lot that there were textbooks that corresponded to the requirements of the particular time. Thirdly, as a practicing teacher he considered that the teacher was responsible for what was going on in the classroom and school not only to parents but also the nation. His works, articles, published reports and letters reveal important ideas in pedagogy that are rooted in the views of European Enlighteners and the experience gained in practical work at school. The article analyzes views and theoretical ideas of A. Kronvalds that are arranged in a definite system to give an insight into the initial stage of the formation of Latvian national pedagogy in which he played a leading role. The pedagogical legacy of A. Kronvalds is presented in the following fields: the development of pedagogical terminology and his thoughts about languages; working out the regularities between the subject of pedagogy science and upbringing; the link between school and society; the importance of parents in upbringing; working out the content and methods of a folk school; origins of adult education; pedagogy science as the theoretical foundation of teacher’s profession.
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