Цхарацтерекпериенце
Неуспех у раном детињству
1604,12-year-oldComeniusNewcelosthisparents;histwosistersalsodiedoneafteranother.Helosthislifeatanearlyage,becameanorphan,andwasfosteredinhisaunt'shouse.TheblowofthisunfortunatefateinterruptedhisstudylifeintheBrotherhoodElementarySchool.
In1608,supportedbytheBrotherhood,ComeniusenteredtheLatinGrammarSchoolinPlerovCity.Duringhisthreeyearsinschool,heworkedhardandworkedhardtostudy,withexcellentgradesandoutstandingtalents.
Aftergraduatingin1611,Comeniuswasselectedbythe"fraternity"onMarch30ofthesameyeartostudyphilosophyandtheologyattheUniversityofHelborninGermany.TheBrotherhoodchosethisschoolbecausetheCalvinistideologyprevailedinthisuniversity,anditsreligiousviewsweresimilartothoseoftheBrotherhood.Duringcollege,undertheinfluenceofprogressiveprofessorssuchasAlstede(1588~1638),hesystematicallystudiedthewritingsofancientthinkers,studiedtheideasofhumanists,cameintocontactwithemergingnaturalscienceknowledge,andlearnedabouttheReformationSincethen,theeducationaldevelopmenttrendsofvariouscountrieshavediscussedtheeducationalinnovationideasofthefamousGermaneducatorsRatkeandAndreyaatthattime,whichlaidagoodfoundationforhislaterculturalandeducationalactivities.Sincethen,ComeniushasbeencollectinginformationandpreparingtocompileaCzechdictionaryandanencyclopediainCzechforthecompatriotsofthemotherland.
Duringthisperiod,ComeniusmadeashorttripinWesternEuropein1613,visitedtheculturalcityofAmsterdamatthattime,andattendedclassesattheUniversityofHeidelberg.Healsoinsistedonkeepingadiary,inwhichherecordedhisfamousphilosophicalproposition:"Everythingintheminddoesnotoriginatefromfeeling".Hebelievesthatonlythematerialsprovidedbythesensesarethemostreliable.
Thistripgavehimatasteofnature,experiencedpeople’slives,andbecamefamiliarwithculturalandfolkcustoms.Theseundoubtedlyexpandedhishorizons,unearthedhisknowledge,andmadehisthoughtsmorevividandpractical.
Бегиннингасатеацхер
In1614,ComeniusreturnedhomeonfootfromHeidelbergandwasappointedbythe"Brotherhood"ashisalmamater,thePlerovLatinGrammarSchoolPrincipal.Hedevotedhimselftothecauseofeducationwithgreatenthusiasmandbegantostudytheissueofeducationreform.In1616,hemadehisfirstattemptoneducationalinnovation,andcompiledasmallgrammarguide"SimplifiedGrammarRules"basedonClark'smethod.
Inthesameyear,hewaselectedasthepastorofthe"Brotherhood"andheldthepriesthoodinAlganza.
In1618,ComeniuswastransferredtoFurneck.Heholdstwopositions,bothasapastorandastheprincipalofafraternityschool.Helovesandrespectsstudentsverymuch.Inordertocultivatestudents'loveofnature,theyoftentakethemoutofthecityforexcursions.
Duringhistenureasateacher,Comeniusdidnotforgetthemembersofthe"fraternity".Inadditiontothecharityworkperformedbythepastor,healsocaredaboutthelivesofthemembers,guidedthemtodevelopbeekeeping,andbenefitedthemembers.Self-sufficiency.
CommeniussqueezedtimefromhisbusyscheduletostudythewritingsofThomasMoore,Campanella,LouisWeaves,etc.;extensivelyreadeducationalworks,writeeducation,Philosophy,theologyandotherpapers.Atthesametimelearningtheartofpainting,especiallyincartography,his"RefinedNewMapofMoravia"waspublishedin1627,andithasbeenreprintedmanytimesandhasbeenwidelyadopted.
Commeniusstartedasateacher,lovesstudents,hasthecouragetoexplore,hasawiderangeofinterests,andshowsamazingtalent.
Тхецоунтри бреакедовн
TheeducationandresearchcareerofComeniusjuststarted,butluckily,thirtyyears(1618-1648)warbrokeout.Europewasembroiledinwarandsufferedunimaginableravages.IntheBattleofBaishan,the"AlliedForcesofGod"defeatedtheCzecharmy.TheCzechRepubliccompletelylostitsindependence.TheProtestantswereexpelledandexiled,theirpropertywasconfiscated,andthepeopleweremassacred.The"Brotherhoods"werepersecuted.
In1621,SpanishmercenariescapturedFurníkandsetfiretothecity.Comenius’possessions,bookcollections,andallthemanuscriptsofhispaperswerereducedtoashes.HehimselfsurvivedthedisasterandescapedFurnekwithonlyafewremainingclothes.Atthattime,thewifewaspregnant,soshehadtoreturntohernatalhomeandstaywithherparentstemporarily.
Misfortunenevercomessingly.Atthebeginningof1622,thewarbroughttheplague.Hiswifeandtwochildrenwerekilledbytheepidemic,andhewashithardagain.Thewartookawaythedignityofthemotherlandandthelivesofhiswifeandchildren,aswellashisgoodtimeinresearchandeducation.
Inthisdarkageofthecountry’sruinedhome,Comeniusgrievesthefallofthemotherland,resentstheinternationalpredatorywarthatoverpowersthesmallandtheweak,andlongsforpeace,tranquility,andabrightworld..Withatenaciousfightingspirit,hestoodonthefrontlineofthestruggle,foughthardagainstthereactionaryforces,andbecameananti-feudalfighter.In1618,hepublished"ALettertotheKingdomofHeaven,"claiminghimselfas"theaccusationoftheoppressedpooragainstGod,"andprofoundlyexposedallkindsofinequalitiesatthattime.People)Therearecountlesspeopleintheworld,butwearepoorandpoor,butwewerecreatedbyyoujustlikethem.Theirfoodishoarded,andeventheratseat,wearereducedtostarvation;theyarepiledinthecloset.Itisfullofendlesssilkandsilk,eatenbysilverfish,butwearenotcoveredinclothes."
Commeniushatedwar,worriedaboutthecountryandthepeople,andtookactionagainsttheunequalsocialsystematthetime.Inordertocriticizeruthlessly,showfearlessintegrity.
Збогом домовини суза
In1624,EmperorFerdinandIIissuedadecreeorderingtheexpulsionofallProtestantsfromtheCzechRepublic.Comeniusandothermembersofthe"fraternity"liveinseclusioninthedenseforestsofBohemia,continuetoengageinnationalsalvationactivities,conducteducationandresearch,andteachmembers'children.Theyareconvincedthatagoodeducationisthemainmeansofrejuvenatingthemotherlandandimprovingsociety.
InMarch1625,the"Brotherhood"heldameetingoftheeldersinDubravichavillage.ThemeetingdecidedtogetintouchwithPolandimmediately,requestasylum,andchoseComeniusasthenegotiator.Forthebenefitofthe"fraternity"andthemotherland,Comeniusranbackandforthattheriskofbeingarrested,andfinallyreachedanagreement.
OnJanuary31,1627,theKaiseragainorderedthatCatholicismistheonlylegalreligionintheCzechRepublic.ThecitizensmustopenlybelieveinCatholicismwithinsixmonths,ortheywillbeexiledabroad.Therefore,inFebruary1628,Comeniusbidfarewelltothemotherlandwithmorethan30,000"fraternity"familiesandmovedtothecityofLeica,Poland,totakerefuge.
Whileleavingthemotherland,Comeniusfeltextremelysad,thinkingofthetroubledmotherlandundertheruleofaforeignrace,groaninginpain,butherchildrenandgrandchildrenaretryingtosurviveandstrengthen.Buthewantstoleaveher...Atthismoment,hecouldn'tsuppresshispassionforthemotherland.Heclimbedupthemountainangrily,facedthelovelymotherland,fellonhisknees,tearslikerain,andmoistenedwiththetearsofanakedboy.Mother’sheart:"Motherland-mother,goodbye!"
МатернитиСцхоол
In1632,Comeniuspublishedthebook"МатернитиСцхоол".Forthefirsttimeinhumanhistory,adetailededucationprogramforchildrenundertheageof6wasformulated,whichisoneofhisgreatachievements.Infact,hewasalsooneofthefirsteducatorsandthinkerstostudyfamilyeducation.
Commeniusbelievesthatthefamilyisthefirstschoolforchildren,andfamilyeducationistheinitialstageofschooleducation.Parentsarethechildren’sfirstteachers,especiallythemother’sresponsibilityforthechildren’seducation.Specialresponsibilitiesandobligations.Children"shouldbemorepreciousandamiablethangoldandsilverjewelry.Childrenarethemirrorthatmakesusnotforgetthevirtuesofhumility,kindness,kindness,andcoordination."
In"MaternalEducationSchool",Comeniusfollowstheprincipleofchildren’snaturalness,andbelievesthatthecontentofeducationshouldbesimpletocomplex,fromsensory(seeing,listening,tasting,andtouching)trainingtothecultivationofreligiousbeliefs,formingagradient,andproceedingstepbystep;educationalmethodsshouldbesimple,flexible,andeasyoperate.Heattachesgreatimportancetochildren'smoraltraining,with12itemsincontent,rangingfromdietanddailylifetoreligiousetiquette,requiringreasonableandproperrequirements.
Once"MaternalEducationSchool"waspublished,itwaswidelydisseminatedwithitsuniquestyle.Itbecameapracticalmanualforparentsandaguideformotherstoconductfamilyeducation.Italsoopenedthedoortochildren’swisdom."GoldenKey".
ПасседаваиинХолланд
In1668,Comeniuswrotethebook"TheOnlyNecessity".HededicatedthisworktoPrinceRublachoftheNetherlands,beggingthePrincetopreachpeaceandseekpublichappiness.Thisbookalsoexpresseshisnostalgiaforthemotherland:"...Mywholelifeisnotinthemotherland,butAfterspendingtimeinthewanderings,myresidencehaschangedfromtimetotime,andthereisnoplacewhereIhavelivedforever."
AtthebeginningofNovember1670,Comeniusfellillinbed,buthestilldidnotforgetthefutureanddestinyofthe"fraternity",evenattheendofhislife,the"pan-intellectualism"thathadnotyetbeencompletedThebooksarestillbrooding,andtheystilldon'tforgetthecauseofeducation.Hecalledhissontothebedandrepeatedlyaskedhimtoorganizeallhismanuscriptsanddraftsforpublicationandsavethemtofuturegenerations.
OnNovember15,1670,Comeniuspassedawaywithnostalgiaforhismotherland,andhisbodywasburiedinLaerdennearAmsterdam.
Comeniusisthefounderofnewpedagogy,agreatthinker,andanoutstandingdemocraticeducator;this"Czechculturalgiant"hasalwayslovedhismotherland.HeisthedefenderofCzechnationalindependenceandapeacefighterwhohasworkedtirelessly.
"Comeniusisaprofoundandindependentphilosopher,andalsoaknowledgeableandtalentededucator.Hehascompletedarevolutionintheteachingandeducationtheorypracticeofthenewgeneration."
ЕдуцатионалТхоугхтс
Commeniusisdeeplyinfluencedbyhumanismandisfullofconfidenceinthewisdomandcreativityofpeople.Headvocatesthatpeoplecanachieveharmoniousdevelopmentthrougheducation.HopeImprovesocietythrougheducationandachieveequalitybetweensectsandethnicgroups.Pan-intelligencetheoryisthecoreofComenius'educationalthoughts.Theso-called"pan-intelligence"meansthatallpeopleobtainextensiveandcomprehensiveknowledgethrougheducation,sothatwisdomcanbedevelopedinanall-roundway.Headvocateslearningawiderangeofknowledgeandmasteringtheessenceofsubjectknowledge;emphasizingthatwhatislearnedshouldbeusefulinreallife;attachingimportancetothelearningofnaturalscienceknowledgeandthelearningofvariouslanguages;payingattentiontothetrainingofstudents'abilitytoact.Inhismasterpieceofeducation,"TheGreatTeachingTheory",hestatedclearlythat"itclarifiesalltheartofteachingallknowledgetoallpeople",andtriestorealizetheidealsof"pan-intelligenceeducation"and"pan-intelligenceschool"througheducationalexperiments.Comeniusalsoputforwardmanyimportantteachingprinciplesinthe"LargeTeachingTheory",suchastheprincipleofintuition,theprincipleofenlightenment,theprincipleofcapacity,theprincipleofgradualandorderlyprogress,theprincipleofconsolidation,andtheprincipleofteachingstudentsinaccordancewiththeiraptitude.Theseprinciplesarestillthebasicprinciplesthatourteachersfollowinteachingactivitiestoday.
AnotherimportantcontributionofComeniusisthatinthehistoryofeducation,heelaboratedontheclassteachingsystemandrelatedschoolyearsystem,schooldaysystem,examinationandexaminationsystemindetail.AlthoughasearlyasthetimeoftheEuropeanReformation,intheteachingpracticeofJesuitsandLutheranschools,therehavebeenclassesandgradedteachingsystems,andtheteachingscheduleisregulatedbyyear,month,andweek.However,Comeniuswasthefirsttomakeasystematictheoreticalexplanationoftheclassteachingsystem.Hedemonstratedthenecessityandfeasibilityoftheclassteachingsystembasedonthe"lightandwarmthofthesungivingeverything"and"notdealingwithanysinglething,animalortreealone".Hebelievesthattheclassteachingsystemisapowerfulmeanstostimulateteachersandimproveteachingefficiency.Hepointedoutthatthespecificmethodoftheclassteachingsystemis:accordingtotheagecharacteristicsandknowledgelevelofchildren,childrenaredividedintodifferentclasses;eachclasshasadedicatedclassroom;eachclasshasateacherwhoteachesallstudentsintheclass.Headvocatedthatundernormalcircumstances,eachgradeshouldstartandendtheschoolyearcourseinthefallofeachyear,andnochildrenshouldbeadmittedtoschoolatothertimestoensurethatthelearningprogressofthewholeclassisconsistent,andtheycanendthesamecourseattheendoftheschoolyear.Theexamispromotedtoahighergrade.Thedailyclasstimeis4hours,withahalf-hourbreakaftereachhourofstudy.Thereare4longerholidayseachyear,with8daysoffeachtime.Regardingtheexaminationandexaminationsystem,heproposedtoestablishclasshourexamination,schooldayexamination,schoolweekexamination,schoolquarterexaminationandschoolyearexamination.Amongthem,theschoolyearexaminationisthemostimportantexamination.Itisusuallyheldattheendoftheschoolyear.Theoralexaminationisconductedthroughalottery.Thosewhopasscanbepromoted,andthosewhofailmustretakeorbeorderedtowithdrawfromschool.ComeniusestablishedanimportantpositioninthehistoryofWesterneducationalthoughtwithhisoutstandingcontributionstoeducationaltheory.
Commeniusadvocatesuniversalcompulsoryeducation."Teachallthingstoallhumanbeings"isactuallytoteachallchildrenpre-schooleducationandelementaryeducation.Secondaryeducationcanonlybeenjoyedbymenandwomenwhoareaspiringtoengageinmentalwork,andhighereducationistherightofafew"wisemen".However,underthehistoricalconditionsatthattime,Comeniusbrokethefeudalismandadvocatedthateveryonehastherighttoreceiveeducation,whichsuitsthedevelopmentrequirementsofsocialproductiveforcesatthattime.
Маинворкс
Извођење радова
CommeniuslivedinLisafor13years(1628-1640),puttinghimselfAllofhisenergyisdedicatedtoeducation.Hefirsthelpedthe"fraternity"setupaschoolandservedastheprincipal,activelyengagedineducationalpracticeandaccumulatedpracticalexperience.Onthisbasis,hedevotedhimselftothestudyofeducationaltheoryandachievedfruitfulresults.Hewrote"IntroductiontoLinguistics"(1631),"FirstListeningofLinguistics"(1633),andthemasterpieceofpedagogy"LargeTeachingTheory"(1632).,Pre-schooleducationmonograph"MaternalEducationSchool „(1632), уџбеник физике „Увод у физику” (1633) и „Илустрација света” (1658), итд. Међу њима, „Теорија велике наставе” је репрезентативан рад.
"LargeTeachingTheory"comprehensivelydiscussesthereformofoldeducationintheMiddleAgesandtheestablishmentofnewcapitalisteducation.Itproposesacompleteeducationaltheoreticalsystem,andforthefirsttimeindependentofpedagogyfromphilosophy.Comeoutandcompleteamajorchangeineducationtheoryinhistory.Itcreatedaprecedentformoderneducationaltheoryandbecameanepoch-makingmasterpiece.Therefore,Comeniusisknownasthe"masterofeducation"and"theancestorofeducationaltheory"inmoderntimes,andsomepeoplecallhimthe"Copernicus"inthehistoryofeducation.
In"LargeTeachingTheory",Comeniushighlyappraisedtheroleofeducationinsociety,believingthat“theimprovementofthechurchandthecountryliesintheyouthgettingproperinstruction.”HehopestoreformsocietythrougheducationThephenomenonofuniversaldegenerationofmorality,soasto"reducedarknessandoverwhelming",andobtain"lightandpeace".Atthesametime,healsohighlyaffirmedtheeffectofeducationonhumandevelopment.Hebelievesthat"Ifapersonistobeformed,itmustbeformedbyeducation",and"Onlyafterreceivingapropereducationcanapersonbecomeaperson."(TheGreatTeachingTheory,p.39)Hecomparesthehumanmindtothesoilinthegarden,whichcanplantallkindsofflowersandtreesandbearmanyfruits.
Commeniussharplycriticizedalltheshortcomingsoftheoldschool."Theschoolhasbecomeaplaceofterrorforchildrenandaslaughterhouseoftheirintellect",andproposedtheprinciplethateducationshouldadapttonature.Educationshouldbebasedonthenaturalnatureofpeople,thatis,children'snatureandagecharacteristics.Hesaid:"Ourmottoshouldbe:Followtheteachingsofnatureineverything,followthedevelopmentofobservationskills,andmakeourmethodsbasedontheprincipleofthisorder."Therefore,heproposedtheideaofdividingtheageofchildren,dividingtheageof0-24intofourstages,namelyinfancy,childhood,adolescenceandadolescence,eachof6years.
Commeniusputforwardthedemocraticpropositionofuniversaleducation,believingthat"allyoungmenandwomen,regardlessofrichorpoor,shouldgotoschool".Inordertorealizethisproposition,hecreatedtheschoolsystemandinventedtheclassteachingsystem.Thispropositionandsystemarestillinusetoday.
In"LargeTeachingTheory",Comeniusanalyzedandexplainedtheteachingcontent,methodsandartindetail,andputforwardasetofteachingprinciples,suchastheprincipleofintuitivenessandtheprincipleofgradualprogress.,Theprincipleofconsolidation,etc.,laidthetheoreticalfoundationofteachingtheory.
Thismasterpiece,withitsimmortalthoughts,hasbeentestedformorethan300yearsandhasbecometheessenceandcoreofmoderneducationandteachingtheories.
Решење „све у једном“
Inthe17thcentury,scienceopenedafascinatingandcontroversialwindowoftheuniverse,andknowledgeofallaspectsincreaseddramatically,Peopleareexploringanewworld,thisissomethingthatthepreviousgenerationsofComeniuscouldnoteventhinkof.Comeniuswassensitivelyawareofthischangethatwastakingplaceandputforwardtheideaof"pan-intelligence".Theso-calledpan-intelligenceistoenableallpeopletoobtainextensiveandcomprehensiveknowledgethroughreceivingeducation,andtoenablepeople'swisdomtobefullyandfullydeveloped.
Theproposalof"pan-intelligence"violentlyimpactedthetraditionaltheoryandhierarchyoffeudalism.Comeniusbelievesthatallpeople,regardlessoftheirstatusandculturalstatus,whethermaleorfemale,regardlessoftheirreligiousbeliefs,canbeeducated;everyone,regardlessoftheirintelligence,ability,orEducationispossibleandnecessary."Healsocitedalargenumberoffacts,refutingtheerroneousideathat"peoplewithstupidnaturecannotbeeducated",andassertedthat"Althoughhumanintelligenceisbornwithdifferences,thereisnooneintheworld.Peoplewhoaretoolowtobeeducated."("TheTheoryofTeaching",page69)
Commeniusbelievesthateducationcandeveloppeople'sintelligenceandenablethemtomasterawiderrangeofknowledge.Inthisway,people"caninspireeachother,urgeeachother,eliminatechaos,getridofpoverty,resisttheinfluenceofhumiliation,andthususherinsocialstability,nationalindependence,andpeaceandhappinessintheworld."Hecalledpan-intelligencetheorytocureallhumanbeings.The"all-in-oneprescription"forillnesses.Althoughheoverlyaffirmedtheeffectofeducationonsocietyanddidnotseetherealcauseofsocialchaos,thisideastilldoesnotloseitshistoricalandprogressivesignificance.
Commenius’pan-intellectualthoughtreflectsthespiritofthetimessincetheRenaissancethattheemergingbourgeoisieopposedreligiousobscurityandadvocatedthedevelopmentofscience,andalsoreflectedthedemocraticrequirementsoftheextensivedevelopmentofeducationatthattime.In1639,his"Pan-Intellectualism"writingoutlinewaspublishedintheUnitedKingdomunderthetitle"Pan-Intelligence'sPreamble"(alsotranslatedas"Pan-IntelligentIntroduction"),whichwontheadmirationoftheprogressivesinEuropeancultureandalsoarousedWideattentionfromEuropeancountries.
Утицај карактера
ЕнлигхтенментВисдом
DuringhisworkinHungary,Comeniusdevotedhimselftoreform,pioneeringandinnovating,andwrotethefamousChildren’senlightenmentbook"IllustrationoftheWorld".Thisisthefirstchildren'sencyclopediawithillustrationsinthehistoryofWesterneducation.Thebookisnovelinconcept,extensiveincontent,andrichinillustrationsandtexts.Itisagreattextbook.
У предговору, Коменијус је објаснио карактеристике књиге: „Ова књига је мала, али је поглед из птичје перспективе на цео свет и читав језик, пуне илустрације и имена ствари. И опис“. Стога је назвао „Илустровани свет“ „Преглед света“.
Thecontentof"WorldDiagram"isall-encompassing,notonlyinvolvingtheanimalkingdomandtheplantkingdom,butalsoinvolvinghumanbeings,theoriginofhumanbeings,allages,thecomponentsofhumanorganisms,humanactivities,andmoralcharacteristics.,Therelationshipbetweenpeopleinthefamily,urbansociety,thecountryandthechurch,etc.Twohundredillustrationsareattached,allofwhicharemadebytheauthor.Thepicturesarevividandvivid.Theymatchthetext,fascinating,arousereaders'interest,andimpresswhattheyhavelearned.Thisallowschildrentograduallyandfreelyacquireknowledgeinnaturalandhappysituations;moreimportantly,whilemasteringknowledge,childrenarenurturedbybeauty,theirabilitytothinkinimagescanbedeveloped,theyhavecultivatedtheirthinkinghabits,andopenedup.Thedoorofwisdom.
From"IllustrationoftheWorld",onecanseeComenius'profoundknowledge,superbdrawingqualityandamazingideas,aswellasaglimpseofhiseducationalthoughtsandteachingprinciples.Comeniusintegratesknowledge,paintingandbeautyintoone,representingtheprogressivetrendofeducationinhistime.Nowondersomepeoplesay;"TheIllustrationoftheWorld"isthecrystallizationandsymbolofComenius'thoughts."
"IllustrationoftheWorld"waspublishedin1658andcausedasensationinEurope.Ithasbeenpopularfornearlytwohundredyears,andComeniushasgainedaworldwidereputationforthis.TheGermanphilosopherandscientistLeibniz(1646-1716)advocatedthatthe"IllustrationoftheWorld"shouldbeusedasatextbookforelementarylanguageteaching;GermanthinkerandwriterGoethe(1749-1832)andRussianeducatorUschensky(1823-1870)alsospokehighlyofthisbook,sayingthatComeniuswas"thefounderofchildren'sillustratedbooks."
"жива писма"
"жива писма"(symbolizedalphabet)comesfromthebook"WorldIllustrated".Inthealphabet,theletterscorrespondtothedrawingsofsomeanimals.Thesoundsmadebytheanimalsrepresentthepronunciationoftheletters,andthe"livingletters"arenamedafterthem.
Comeniusbelievesthatthetraditionalmechanicalmethodofmasteringlettersisveryrigid,andstudentsoftenfallintomeaninglesspronunciationpracticeandgettiredoflearning.Inresponsetothisdrawback,hewasingeniousandunique,composinga"symbolicalphabet",turningdeadlettersintopronounced"livingletters".
У трећем делу сценарија „Школске игре“, Коменски је описао наставни процес „живих слова“ које је измислио:
Учитељ: Хајде децо! Хајде да погледамо ову слику.
Ученик: Учитељице, вољни смо да урадимо ово.
Учитељ: (показује на прву слику) Шта је ово?
Ученик: Птица.
Учитељице; тачно. Која птица?
Ученик: Не знам.
Учитељ: (питање другог ученика) Да ли знате?
Ученик: Не знам ни ја.
Учитељ: Тхисистхецров. Да ли знате како се зове?
Студент: Не знам.
Учитељ: То се зове овако; ах—ах—ах.Можете научити од тога!
Ученик: Ах-ах-ах.
Учитељ: Да. Да ли знате како да напишете овај глас?
Студент: Не знам.
Учитељ:Ја ћу те научити.Овде је реч о "А".Свако од вас који имате такву глифину у било којој књизи мора да чита као акроу под називом "Ах-ах-ах".
Учитељ: Да ли желите да знате како је написано?
Студент: Иванттокнов.
Teacher:That'seasytolearn.Yisheng,youcanstartwritingandlettherestofyouseeit.Hereisthewoodenpenholderfordrawingpictures.Holditwiththethreefingersofyourrighthandandwritefromtoptobottom(everyoneimitatesit,andtheteachersaidagain).Hereischalk.Writethisletterontheblackboard.Besidealetter,look,youhavelearnedtowritethisletter.Howdoyoupronouncewhatyoujustwrote?
Ученик: "Ах".
Учитељ: Реадитригхт, врло добро.
The"livingletters"ofComeniusplayedagreatroleinthehistoryofpreliminaryliteracyteaching,andallsubsequentchangesintheteachingmethodsofpinyinliteracybeganhere.
Тхе МессенгерофПеаце
In1654,ComeniusreturnedtoLisaagaintocontinuehisresearchon"pan-intelligence".InAprilofthisyear,the"ThirtyYearsWar"spreadtoPoland.PolishauthoritiessuspectedthattheCzech"Brotherhood"supportedtheSwedes,sotheyburnedLeisaCity.TheCzech"Brotherhood"lostitslastmainrefuge.Comenius'house,libraryandthemanuscriptof"TheTreasureTreasureofCzechLanguage"whichhehadpreparedfor40yearswerealsodestroyed.Comeniusfellintoextremepainagain.
Duringhislife,Comeniussufferedfromwars,sufferingfromexile,andeventheunspeakableconcealmentofsubjugatedslaves.Therealitymadehimsoberlyawarethatitisdifficulttoachievepeaceonlybyeducation.Therefore,inhislateryears,hemainlyengagedinpoliticalandreligiousresearchinordertoseekpeaceandlongfornationalindependence.Inhislateryears,hewrotethebook"GeneralRecommendationsonImprovingHumanAffairs"(atotalofsevenvolumes),inwhichheproposedaplanfortheoverallimprovementofhumansocialaffairs.
Inordertopromotethedevelopmentofculture,educationandscienceandtechnology,Comeniusproposedtoestablishaninternational"lightcommittee",responsibleforcollectingandpromotingscientificinventionsofvariouscountries;helpingbackwardcountriesdevelopculturaleducation;Setupacademiesofsciences,variousscientificsocieties,openlibraries,andtranslateandpublishvariousbooksandmaterials.Inordertoimprovereligiousaffairs,headvocatedthatthechurchesofallcountriesreachanagreementonthebasisofthebasicChristiandoctrinesandestablisha"courtofreligionsoftheworld"toeliminatesectariandisputes.Inordertoimprovepoliticalaffairs,heproposedtoforma"WorldSenate",thehighestinstitutiondealingwithinternationalpoliticalaffairs,tostopwarsand"defendpublichappiness."
InMay1667,Comeniussenthisnewwork"AngelofPeace"torepresentativesoftheUnitedKingdomandtheNetherlands.Asa"AngelofPeace",heappealedtoallnationsintheworldtodiscussinternationalrelations.Theideaofreligioustoleranceshouldbepromoted.
Inhislateryears,Comeniusscreamedforworldpeace.Hewasreallyamessengerwhoyearnedforpeace.