Correctional Pedagogy

Defectology

1. Special pedagogy- is theory and practice special(special) education persons with disabilities in physical and mental development, for whom difficult or impossible education in ordinary pedagogical conditions, determined by the existing culture, with the help of general pedagogical methods and means.

Special Pedagogy - an integral part of pedagogy, one of its branches.

How does a scientific discipline, along with general pedagogical terms, use own conceptual apparatus.

Terms "special pedagogy" And "special education" are generally accepted in modern international theory and practice.

In the US, the concept "special education" includes the education of all children who differ from the generally accepted norm, including gifted ones.

2. Defectology - the science of psychophysiological features of development abnormal children, laws of their training and education.

The term "defectology" comes from lat. defectus(lack) and Greek. logos(word, doctrine). It has been used in our country for 70 years as the title name of the theoretical and practical field of special education for people with developmental disabilities.

Abroad, instead of the concept of "defectology", more limited concepts are used "special education" And "medical pedagogy" having mainly practical orientation.

Main areas of defectology:

Deaf pedagogy(training and education of the deaf, deaf-mute and hard of hearing);

Tiflopedagogy (training and education of the blind and visually impaired);

Oligophrenopedagogy (training and education of the mentally retarded);

speech therapy (theory and practice of overcoming developmental disorders
speech).

The formation and scientific design of defectology is associated with the development pedology, enriched pedagogy with the concept of a comprehensive study of the developing personality of the child.

Correctional Pedagogy- branch of pedagogical science, developing the theoretical foundations, principles, methods and means of education, upbringing and correction of children and adults with various disorders and developmental disabilities. The term "correctional pedagogy" was introduced in the early 90s of the XX century. as an alternative to the concept of "defectology".

According to N.D. Nikandrov and G.B. Kornetov, in modern Russia correctional pedagogy is called in aggregate defectology And its components.

In the definition concepts curative pedagogy there is still no consensus among experts.

S.A. Kozlova and T.A. Kulikov is called curative pedagogy integrated medical and pedagogical science, whose main subject is the system of educational and upbringing activities of teachers with sick, ill and sick schoolchildren.

The problem of gentle pedagogical technologies arose in connection with an increase in the incidence among school-age children, the penetration of such negative phenomena as drug addiction and substance abuse into the school environment.

There is also an interpretation of the term "curative pedagogy" as treatment of patients with pedagogical methods. However, Yu.V. Morozova believes that it is outdated, does not reflect the essence of the studied subject area, and therefore is little used in modern domestic pedagogical science.

1. Aksenova L.I., Arkhipov B.A., L.I. Belyakova and others; Ed. N.M. Nazarova. - M.: Publishing Center "Academy", 2002. S. 5-12.

Topic: Subject, object, subject, goals and objectives of special pedagogy

Issues for discussion

Therapeutic pedagogy is a system of therapeutic and pedagogical measures aimed at preventing, treating and correcting various developmental disorders, neuropsychic and somatic disorders that can lead to permanent disability, school and social maladaptation.

Therapeutic pedagogy is a complex effect on the body and personality of the child. Its tasks include stimulation of mental and physical development, correction of existing deviations in development (retardation in mental development, behavior, speech, communication disorders, motor skills and other psychomotor functions) in order to comprehensively develop a sick child.

When carrying out medical and pedagogical measures, one should rely on the preserved functions and capabilities of the child.

Therapeutic pedagogy is closely connected with clinical medicine, primarily with pediatrics, child neurology and psychiatry, as well as psychotherapy, age-related physiology.

The main tasks of medical pedagogy are to develop special individual and group methods and programs aimed at correcting impaired functions and stimulating the child's psychomotor and emotional and personal development.

The most important task of medical pedagogy is also the psychotherapeutic impact on the child and his family with the development of individualized programs for family education, family psychotherapy, adequate, developing interaction between mother and child.

Based on the analysis of the structure of the leading disorders that cause a lag in the development and maladaptation of the child to the environment, curative pedagogy solves both general pedagogical and general educational tasks, as well as purely specific correctional ones, taking into account the specifics of abnormal development and the individual characteristics of the child and his family.

The main principle of therapeutic pedagogy is the close relationship between therapeutic and pedagogical processes.

The program of pedagogical and educational work is built taking into account general pedagogical and general educational tasks using specific pedagogical techniques and methods differentiated depending on the nature of the child’s disease, the specifics of impaired development, the structure of the leading disorder, the severity of secondary deviations in development, the general level of physical and mental development, age , the degree of social and pedagogical neglect and maladaptation. Therapeutic and corrective impact should have a positive impact not only on the child, but also on his family. This is especially important, since it is well known that in a family in which a sick child is brought up, a special psychological conflict is usually created, especially in cases where family members begin to feel the futility or low effectiveness of their efforts aimed at stimulating the development of the child. If there is also a decrease in the social status of the family, more often a mother caring for a sick child, then the family psychological conflict may deepen. In these cases, systematic family psychotherapy is necessary, one of the main links of which is teaching the mother special correctional techniques and involving her in work both with her child under the guidance of a psychotherapist and a speech pathologist, and gradually to work with other children as an assistant defectologist.

An important principle of medical pedagogy is the need for an individual approach to each child, taking into account the most intact, “healthy” neuropsychic functions and positive personality traits.

An important principle of curative pedagogy is the "principle of correspondence". This means that the requirements and loads imposed on a sick child must correspond to the state of his health, his physical and mental capabilities. Only under these conditions can a child develop self-confidence, an emotionally positive attitude towards classes. It is recommended that at the initial stages of work, pedagogical requirements even somewhat lag behind the psychophysical capabilities of the child, which will help increase his emotional tone.

The most important task of medical pedagogy is the mental education of the child, while it is especially important to develop mental abilities, and not just expand the amount of knowledge and ideas about the environment.

Distinguish between general and private medical pedagogy. Private medical pedagogy is based on the specifics of individual diseases and deviations in psychomotor development.

At present, the role of curative pedagogy in the education and training of children with developmental disabilities is increasing dramatically. This is due both to an increase in the number of children in need of special medical and pedagogical assistance, and to the humanization of education, which necessitates the creation of special conditions for the possibility of successful education for each child, including children with developmental disabilities, various neurological, mental and chronic somatic diseases. . The number of children who, without special training with the use of therapeutic and pedagogical measures, cannot successfully start schooling is increasing. Conventionally, they are united in a group of children with special needs. Among them are children with mental retardation, speech, sensory and motor defects, non-contact children, patients with chronic somatic diseases, including the so-called congenital immunodeficiency, when a child with normal mental development is characterized by a sharp somatic weakness and an increased tendency to various diseases of the internal organs. Many of these children are bedridden and are taught either at home or in inpatient children's hospitals.

Among children with special needs, a large group is made up of children with neuropsychiatric diseases and developmental disabilities. These are children with mental retardation, speech, sensory and motor defects, non-contact children, or children with communication disorders, behavioral disorders, mental and neurological diseases such as childhood schizophrenia, epilepsy, myopathy and many others. A special group is made up of children with complex developmental disorders who have several abnormalities or diseases. For example, a combination of mental retardation with impaired vision, hearing, behavior, diseases of the musculoskeletal system or internal organs, endocrine and other disorders.

Of great importance for the school and social adaptation of these children is not only the nature of the disease itself or the variant of abnormal development, but, above all, the time of the start of treatment, correction and developmental measures. It has now been established that early and systematic treatment and correctional measures and training can significantly contribute to the more successful development and social adaptation of children, including children with disabilities with the most severe developmental disabilities and diseases.

The specificity of carrying out treatment and correctional measures at an early age, both in the family by parents and in special classes by teachers, psychologists and speech therapists, is little developed. This is especially true for children with chronic somatic diseases, which are often combined with neuropsychiatric disorders, as well as children with communication disorders (RDA), mild developmental disabilities and complex, multiple defects.

Despite the presence of specific developmental and learning difficulties in each of the children of these groups, some common difficulties and patterns of disturbed neuropsychic development are also revealed in them. First of all, these are low mental performance, lack of concentration, memory, immaturity of the emotional-volitional sphere, emotional instability, lag in the development of speech, limited stocks of knowledge and ideas about the environment, lack of motor functions, lag in the development of spatial representations.

Some of them are characterized by affective excitability, motor disinhibition, for others, on the contrary, lethargy, passivity, insufficient motor and mental activity, indifference to the environment.

Most of these children are characterized by insufficient expressiveness of cognitive interests, violation and slowing down of reception and processing of sensory and speech information. By the beginning of schooling, many of these children's hand is "not ready" for writing.

Large individual differences in the specifics and severity of these developmental disorders are largely due to the nature and time of CNS damage, the specifics of a mental, neurological or somatic disease, as well as genetically determined characteristics of the child's organs.

Of great importance for the further development of a child with developmental disabilities is not only the nature or variant of abnormal development, but, above all, the time of the start of treatment, correction and developmental measures. At present, it has been established that systematic medical and pedagogical corrective measures, started early and carried out, can significantly contribute to the more successful development and education of the child. This is due to the fact that it is in the first years of life that the child's brain develops most intensively.

In addition, in the early stages of development, children more easily learn motor, speech and behavioral stereotypes. If, in the absence of medical, pedagogical and corrective measures, these stereotypes were initially formed and fixed incorrectly, then it is extremely difficult to correct them later.

Therapeutic and pedagogical impact involves both overcoming existing deviations in development and preventing possible disorders associated with overexertion of the nervous system, as well as various mental traumas that lead to the emergence of special painful conditions of the nervous system that easily occur in children of early and preschool age - neuroses. . The younger the child, the less significant stimuli can lead to psychological trauma. This determines the need to train parents and teachers in the correct interaction with a young child in the process of his upbringing and education. This requires special medical and pedagogical correctional and developmental programs for the interaction of mother and child; proofreader teacher and child.

Until recently, many children with severe developmental disabilities were viewed as unteachable and parents were generally encouraged to place them in welfare institutions. At present, the situation has changed. The development of techniques and methods of therapeutic pedagogy shows their high efficiency when applied early, and especially in those cases when a mother becomes an active participant in the therapeutic and pedagogical work, well-oriented not only in the problems of her baby, but also in the main correctional areas of therapeutic pedagogy. We pay special attention to the role of properly organized emotional and developmental interaction between mother and child and to the stimulation of his mental, speech and motor development in the process of this interaction. Therefore, it is important that the mother of a sick child master the basics of medical and pedagogical work with her baby and carry it out systematically in the process of emotional interaction with him. When conducting medical, pedagogical and corrective measures with children with developmental disabilities, it is important for specialists to observe the following basic principles.
1. Based on the observance of the rights of the child, enshrined in the Convention on the Rights of the Child, strive to the maximum extent possible to realize the right to education, aimed primarily at the development of personality, mental and physical abilities, as well as the right of a child with special needs to preserve their individuality.
2. Inclusion in correctional and developmental classes of all, including the most difficult children with multiple developmental disabilities, developing an individual developmental and correctional program for each of them.
3. When evaluating the dynamics of a child's progress, do not compare him with other children, but compare him with himself at a previous stage of development.
4. To create an atmosphere of goodwill for the child, to form a sense of psychological security, to strive for the safe acceptance of the child with an understanding of the specifics of his difficulties and developmental problems.
5. Correctly and humanely evaluating the dynamics of the child's progress to realistically provide further opportunities for development and social adaptation.
6. Determine the pedagogical prognosis on the basis of an in-depth understanding of the medical diagnosis, but always with pedagogical optimism, striving to find in each child the safe potential, the positive aspects of his mental and personal development, which can be relied upon in pedagogical work.
7. All children, and especially those who are physically weak, easily excitable, unbalanced, should be treated calmly, evenly, kindly.
8. To develop for each child, together with the doctor, a program for the rational organization, hygiene of mental and physical activity, aimed at preventing fatigue.
9. Remember that signs of overwork, along with a decrease in concentration, deterioration in motor coordination, are sleep disturbances. When overworked, the child often falls asleep badly or, conversely, quickly falls asleep, but then wakes up soon and may not sleep all night. When overworked, the child's nervous excitement and irritability increase, tearfulness is often observed, and all the disorders that he has are intensified.
10. Each child must be accustomed to a certain daily routine. All activities of the child must be built according to a specific schedule.
11. All personnel working with a child must comply with professional ethics. The diagnosis and prognosis of each child should be the subject of professional secrecy of specialists.
12. When conducting correctional and developmental education and upbringing, it is important to strengthen and develop the positive unique originality of each child, his individual abilities and interests.
13. Develop a dynamic individual developmental and correctional program for each child.
14. Stimulate mental and emotional development based on the mental state of joy, calmness, looseness.
15. Gradually but systematically include the child in self-assessment of their work.
16. Patiently teach the child to transfer the existing mode of action to similar conditions, switch from one mode of action to another, stimulate creativity and ingenuity when completing each task.

When developing a special methodology for pre-preschool and preschool education and training, rely on the general and specific patterns of age-related development, both in the norm and with developmental deviations.

Observe the basic principles of a methodical approach to upbringing and education: create special conditions to ensure the motivational side of activity, implement a communicative orientation of education, strictly individualize education, comprehensively develop all productive activities in a child: drawing, modeling, manual labor, applications, etc.

In corrective work, use special techniques and techniques based on various types of activities: subject-practical, gaming, elementary labor, all types of productive activities, but focus on the game as the leading activity of this age stage of development. When carrying out medical and pedagogical work at preschool and preschool age, it is necessary to scientifically and practically substantiate each type of lesson, depending on the individual, personal, emotional and intellectual capabilities and characteristics of the child: individual, subgroup, frontal, as well as the differentiated use of various games: didactic, role-playing, dramatization games, musical and rhythmic, etc.

Proper upbringing of a child with developmental disabilities is possible only if parents and teachers understand his problems correctly and at the same time the family, and especially the mother, maintain peace of mind. Only such a mother becomes an active assistant to the teacher and, above all, to her baby. She tries to understand the problems of her child as best as possible, carefully listens to the advice of specialists. Such a mother often keeps a diary of observations of her baby. Keeping a diary is very important not only for parents, but also for specialists who observe the child.

A necessary condition for proper upbringing and the most favorable development of a sick child is an adequate attitude of those close to his condition. Therefore, parents who have children with developmental disabilities need the qualified help of specialists, the moral support of others.

For the development of a healthy and especially sick child, his communication with his mother is of great importance, during which the child develops emotional and communicative behavior, which is important for all further mental development.

We have already noted that the mother's stress, which occurs at the birth of a sick child, interferes with the establishment of normal relationships with her baby. Such a mother is constrained, tense, she rarely smiles, is extremely inconsistent and uneven in her handling of the baby. As a result, in this situation, not only is it difficult to carry out therapeutic and pedagogical measures aimed at correcting existing violations and deviations in development, but the child also develops secondary neurotic reactions, he grows nervous, excitable, and his developmental lag is even more pronounced. , speech development is especially delayed.

In order for parents to be good assistants to the teacher, it is important that they do not become isolated in their grief, but, remaining active members of society, gradually introduce the child into it, constantly expanding its contacts with the outside world. It is important that a sick child does not feel exclusive or deprived. It is also necessary that the mother does not feel guilty or inferior, remains attractive and sociable, retains her interests and hobbies, acquaintances and friends. In no case should the interests of healthy brothers and sisters of a sick child be infringed upon. Quite often, a healthy child in such families is given little attention, they are required to always yield to the sick child, not to complain about his inadequate actions. All this adversely affects the development of the personality of both a sick and a healthy child, as well as the psychological climate of the family.

The irritability of adults towards a sick child is also completely unacceptable. Parents should not be allowed to shout at a child for nothing, punish him unfairly, while setting a healthy brother or sister as an example and not taking into account the limited capabilities of a sick baby.

When raising a child with developmental disabilities, it is very important to develop his self-service skills in a timely manner, to include him in the life of the family.

Parents of a sick child should be in their family not only specialists in curative pedagogy, but also psychotherapists. To create a normal psychological environment in every family that has a child with developmental disabilities, the union of parents in associations helps. Currently, all over the world, including in our country, the network of associations of parents of children with developmental disabilities is expanding.

Therapeutic-pedagogical and correctional work with a child with developmental disabilities is not an easy task. It is very important that parents and teachers treat him naturally, whatever his defect.

Thus, the success of medical and pedagogical and corrective measures depends on the possibility of proper joint work of a teacher-defectologist, speech therapist, doctor, psychologist and parents.

An important component of therapeutic and pedagogical measures is early restorative and developmentally stimulating treatment. Early use of special treatment stimulates development and helps to prevent irreversible changes in the nervous, muscular and skeletal systems. Many children with developmental disabilities need early comprehensive treatment, which involves specialists from various fields: a pediatrician, a pediatric neurologist, a child psychiatrist, an orthopedist, a doctor or a therapeutic gymnastics methodologist. Often, consultation and treatment of an ophthalmologist, audiologist, endocrinologist, geneticist is also necessary.

Especially important is specialized care and treatment in the first years of life, when the most intensive development of the child's brain takes place.

Parents play an important role in the treatment of a young child with developmental disabilities. First of all, they should realize that the treatment of a child with damage to the nervous system and developmental disabilities is a long process that should be carried out in close conjunction with the conduct of special pedagogical classes, speech therapy, and physiotherapy exercises. The mother must be taught the special skills of caring for the child, taking into account the specifics of his disease, the basic techniques of massage, therapeutic exercises, the rules of the orthopedic regimen, and the methods of speech therapy.

Therapeutic pedagogy is a separate independent branch of social pedagogy at the intersection of medicine, psychology and general pedagogy, which considers the issues of raising children with health problems. Prominent domestic and foreign scientists dealt with the problems of medical pedagogy: V.P. Kashchenko, D.S. Vygotsky, J. Korchak, A.G. Kogan, A.A. Dubrovsky.

Carrying out the strengthening of the health of the child, curative pedagogy involves the means of psychotherapy, art, nature and is based on the child's right to health, enshrined in the UN Convention on the Rights of the Child.

The following principles of medical pedagogy should be highlighted:

responsibility of the teacher for the health of the child;

empathy and respect for a sick child;

prevention of a mental, physical and social crisis in a child's condition: it is easier to prevent an ailment than to treat it later;

individual approach to work with a child; uniting the efforts of a doctor, parents and a child in the process of rehabilitation;

implementation of the main commandments: "Do not harm the health of the child", "Help and teach the child to take care of himself", "Respect the personality of the child";

encouraging the child in his activities;

use in the work of environmental factors, nature, communication of the child with adults and peers.

Based on the main goal of medical pedagogy - the improvement of the child - its main means are allocated:

general therapeutic, which are aimed at strengthening the health of the child, at his positive communication as the basis of mental health;

medical - organization of consultations of specialists for diagnosing a state of health and determining treatment;

preventive - involving children in a variety of creative activities in order to prevent deviations in the physical, mental state of health, teaching the culture of spending their free time, organizing a regime at school, at home; health care training; creation in the center or school of peculiar niches where the child could be freed from his experiences, fears, negative emotions and tensions.

The primary method of therapeutic pedagogy is the method of persuasion - thinking together with the pupil about his life, the society that surrounds him, about his place in it, the importance of living and defeating the disease. Having prepared the child in this way, the teacher inspires him with the idea of ​​the need for treatment (suggestive suggestion).

It is important to teach a sick child to independently regulate his emotional state. This is the instillation of the qualities of self-discipline, self-restraint, self-criticism.

Aesthetic means of influence have a positive effect on the treatment, strengthening the health of the child: cinema and theater, music and singing, rhythm and fine arts.

The method of organizing games (game therapy), especially in the fresh air, is one of the mandatory methods of therapeutic pedagogy. Games, from the simplest, like, for example, rounders, to such multi-part ones, like "Zarnitsa" and "Seeing Mastenitsa", are widely practiced in children's medical institutions.

Education on the positive - aretotherapy - a method that protects a sick child from negative emotions.

Therapeutic pedagogy is based on the methods of pedagogical assistance to the child - imagotherapy.

Nature has an invaluable therapeutic and educational effect on the child. Activities in the park and forest, swimming in the river and the sea, hiking in the mountains, etc. are obligatory in planning the work of an educator, a social teacher of children's health institutions.

It is useful for a social pedagogue working with sick children to refer to the experience of the sanatorium school created by V.P. Kashchenko in 1908 in Moscow on Pogodinskaya Street at 8. hysterical, lethargic children from 4 to 16 years. Children with organic disorders of the central nervous system, leading to idiocy, severe mental retardation and epilepsy, were not admitted to school. There were 22 pupils in the school, who were divided into three "families", at the head of each "family" was a teacher who lived in the family. Each family ate, treated, played separately. For classes, the “family” was divided into small groups.

The task was to combine treatment with education and upbringing, to give children knowledge, to develop cognitive interests, opportunities, abilities, creativity and independence.

Children studied history, language, arithmetic, geography, natural science. Primary was manual labor, which was seen as a method of mastering and consolidating knowledge and as a means of correcting the personality. Children themselves weighed, measured, sketched, made collections, made models.

Primary attention was paid to the relationship between the educator and the child, to individual work with children. The guys accepted the schedule, the strict routine themselves, they were against violations of it, since this required new nervous costs to adapt to new conditions.

Trust in the child and exactingness were manifested in involving children in responsible, serious work, in carrying out important assignments, such as lending books to the library, being responsible for the order and serviceability of tools in the workshop, and being on duty in the museum.

Misdemeanors of children were considered as mistakes, a mistake - as a result of a temporary illness. For misconduct, the pupil was not scolded, but temporarily put to bed, which led to a rest of the nervous system. The child then tried to behave normally.

Therapeutic activities (massage, gymnastics, games, walks, etc.) reasonably alternated with training and various educational activities.

In working with disabled children, the social pedagogue will be helped by the experience of A.A.

According to A.A.Dubrovsky, trees have a healing, emotional effect on the child. He describes how the guys are drawn to the plane trees, considering them to be their friends. All this is because children with a disturbed, inhibited psyche are favorably affected by trees with large crowns of a conical or pyramidal shape and a pointed top (poplar, spruce, fir). In the park of the sanatorium, "sparing", "soothing" trees with sprawling, drooping, umbrella-shaped, spherical, weeping crowns, with pale leaves were planted.

The success of the treatment depends on whether the child's loneliness and depression are overcome during the treatment.

At the first stage, the teacher had a confidential conversation with the child, from which he found out "the main desires of the child." He considered the primary task to distract the child from "going into the disease", to make him believe in his recovery. “Often,” Dubrovsky writes, “the cause of the disease is the underdevelopment of the soul, without

1 See: Dubrovsky AL. Pearl of Russia // Pedagogical search. - M., 1987. - S. 501-540. *

business, boredom, idleness, callousness and heartlessness, rudeness and misunderstanding, coldness and indifference, narrow-mindedness and aggressiveness. Therefore, we see our main task in helping the child learn to become a man and live among people with respect and trust in the child. Understanding, generosity, mercy, tolerance and faith in a child are our main medicines. And yet - a full-blooded, joyful, bright, filled with work, communication and care for others life. Only in this way can a sick child feel like a full-fledged person. "Learn to be active in spite of the disease, do not focus on the disease, and it will recede!" - we inspire children all the time.

The teacher writes about “work-care”, which the whole sanatorium, every child is passionate about, about the traditions of joint work, about “work-joy”, which brings romance to the life of sick children.

The pride of the sanatorium - the park was cultivated by educators together with the children. The guys planted trees, collected dried wood, dug up the ground for flowers. In this work, the guys grew up.

Romance, which is simply necessary in the lives of sick children, is also introduced into the games. During the Naval Squadron game, the guys in high spirits choose the names of ships for their teams, prepare to meet the guests of the border guards, smooth out the sea uniform, study the Morse code, the history of the fleet, the life of wonderful naval commanders - heroes of naval battles.

The solemn line, the departure of children's crews, the sailors' stories about the glory of the Russian fleet - all this has an extraordinary attraction for the children, and besides, it has great educational power.

Ethical education in the sanatorium serves as a room for reflection. The purpose of the room is to encourage the child to think about his relationship with others, to check himself and his behavior. There is an inscription on the door of the room: "Come in and think about whether you are doing" 10 is impossible "".

These "10 are impossible".

1. You can’t sit back when everyone is working, it’s shameful to indulge in entertainment ...

2. You can not laugh at old age and old people - this is the greatest sacrilege.

3. You can not enter into disputes with respected and adults, especially the elderly.

4. You can not express dissatisfaction with the fact that you do not have this or that thing.

5. You must not allow your mother to give you what she does not give herself. Know how to refuse a gift if you know that the thing that she gives you, the mother refuses herself.

6. You can not do what the elders condemn, neither in front of them, nor on the sidelines.

7. You can’t get ready for the road without asking permission and advice from the elders ... without saying goodbye to them, without waiting for their wishes for a happy journey and without wishing them to stay happily.

8. You can’t sit down to dinner without inviting an elder ... you can’t sit when an adult is standing, especially an elderly person, especially a woman.

9. You can’t expect an adult to greet you, you should be the first to greet him when meeting, and parting, wish good health.

10. You can’t leave an older “native person” alone, especially a mother, if she has no one but you. Remember that in a person’s life there comes a period when he can no longer have any other joy than human communication.

Therapeutic pedagogy of A.A.Dubrovsky is aimed at helping the child cope with the disease, get out of it persistent, able to live among people. He sets the task of captivating sick children with self-improvement and "doing good", instilling love for nature, developing creativity. According to the teacher, these problems can be solved by involving children in work and communication.

Dubrovsky formulates the main directions of work of a social pedagogue with sick children. This:

conducting ethical conversations;

organization of children's self-government;

obligatory participation of children in labor, gymnastics;

cooperation between children and educators;

the whole team to play with children;

help to be creative;

organize recreation: at the stadium, in the room of fairy tales, in the park, in the library;

conduct psychotherapy and autogenic training sessions.

The Raduga Rehabilitation Center for children and adolescents with disabilities was opened in the city of Klin, Moscow Region. The social workers of the Center were tasked to provide children and adolescents with medical, social, pedagogical and legal assistance, to normalize, if possible, their health, attitude to life, family, education,

Employees of the Center identify sick children and adolescents, as well as disabled children of the city, study the causes and timing of the onset of illness and disability of a child (adolescent), fix the social status of the family, the state of health of the child in each of the periods of his life. Individual rehabilitation programs are being developed, the work of medical, school, boarding, sports and health institutions is being coordinated. The Center's specialists work with parents of sick children, teaching them the basics of psychological, medical and pedagogical knowledge, involving them in active work to improve their children.

The Center has created conditions close to home, cultivated a friendly attitude towards children, respectful of

wearing between teachers, between teachers and children. The children are consulted by doctors, a speech therapist, a defectologist, a psychologist, a lawyer.

There are two departments in the Center: organizational and methodological and department of psychological, pedagogical and social assistance.

The organizational and methodological department studies the health status of children (teenagers) with developmental disabilities, the social status of the family, and develops individual rehabilitation programs. The implementation of the programs is monitored, and amendments are made to them in a timely manner. A computerized database of sick children has been created.

The phased implementation of individual programs is carried out in the inpatient medical department. Medical, vitamin, non-traditional and herbal therapy is carried out. In agreement with the health authorities, the department sends children to medical institutions for special assistance.

The Department of Psychological and Pedagogical Rehabilitation provides medical, social, pedagogical and psychological rehabilitation of preschool children from 4 to 7-8 years old.

These are children with speech disorders of varying degrees. For some - against the background of mental retardation on an organic basis, as well as concomitant diseases of the respiratory system, heart, kidneys, orthopedic abnormalities, neurosis, allergies, somatic debilitation ™. Groups are formed by diseases and by age.

Most of them are children from incomplete or dysfunctional families. Therefore, the primary task of the Center's specialists was to create a favorable psychological climate, an attentive, friendly attitude towards children. With the help of portable screens, corners of psychological relief have been created, where the child can retire. The rooms are decorated with elements of Russian applied art (Gzhel, Khokhloma, Gorodets, etc.). The music hall is in the style of a carved wooden box in golden tones.

The predominant direction in the work of the Center is the correction of speech disorders, which is done by speech therapists. Classes of a speech therapist teacher are held in the form of a game, then the teacher continues the classes, and the parents consolidate the skills acquired by the children.

Since children have severe speech disorders, which leads to school failure, educators and teachers work on a program of advanced literacy and reading. This work is carried out in the form of a journey to the country of sounds, letters, syllables, stress, punctuation marks.

To eliminate violations of coordination of movements, calligraphy exercises are carried out. The children's favorite activities are "swimming" in a dry pool, riding an exercise bike, running on a mechanical track, massage, logorhythmics and choreography classes.

The guys work in the garden, help clean up the territory, take care of plants and animals, prepare costumes and scenery for performances.

During ethical conversations and specially created pedagogical situations, the rules of behavior in society are instilled in children in a playful way.

The staff of the Center works closely with the family. Parent consultations are organized daily. Parent meetings are held with children. Together with children and parents, employees of the Center go to museums and hikes, hold open days, parents actively help in organizing holidays.

Dubrovsky A.A. Pearl of Russia // Pedagogical search. - M., 1987.

Dubrovsky A.A. Medical pedagogy. - M., 1989. Dubrovsky A.A. Kuban teacher about medical pedagogy. - Krasnodar, 1989.

The art of non-verbal pedagogy. - Eagle, 1993.

Kashchenko V. P. Pedagogical correction: correction of character flaws in children and adolescents. - M., 1994.

Kogan A.G. Therapeutic pedagogy in a children's sanatorium - M., 1977.

Krivtsova L.N. The work of social service institutions in the Klin district of the Moscow region. - M., 1999.

Mastyukova EM. Medical pedagogy. - M., 1997.

Maslova N.F. Diagnostic test cards for studying the professional activities of a teacher in the development of a student's personality. Eagle. 1991.

Social Pedagogy. - M., 1998.

Social education of the individual: goals and regional design of protection from the dehumanization of the environment. - Eagle, 1994.

Tikhomirova O.V. The use by the teacher-educator of the means of therapeutic pedagogy. - M., 1993.

When I tried to develop ideas about the history of curative education, I was aware of the complexity of such an intention. Even the process of collecting historical material ran into unforeseen obstacles; the more intensively the search for historical events and facts was carried out, the stronger were the fundamental questions that were hardly realized before. What is curative pedagogy in general? Where can we see the beginning of the medical-pedagogical movement?

It is not easy to answer these questions, because taking into account only historical events in the field of special or medical education, we will not get a sufficient explanation. For example, in England and America, the expressions "curative pedagogy" ("Heilpadagogik") or "custodial education" ("Curative Education") do not exist at all. Despite the fact that in the West the curative-pedagogical movement was developed everywhere already 30 years ago, the term curative education itself is not so well known here. There is "Child-Guidance" - a trend that aims to take care of the psychological health of children, but this movement can hardly be called curative pedagogy. They do not contain titles that reveal a connection with curative education, and leading textbooks and magazines. So, for example, one leading American magazine is called "American Journal of Mental Deficiency", which means something like "American Journal of Dementia". And Tredgold's leading English textbook is simply called Mental Deficiency.

In Germany, the expression "therapeutic pedagogy" appeared at the end of the 19th century, but where it was mentioned for the first time, I could not establish. It appeared in the pedagogical literature and has since come to mean the special education of children who do not have the opportunity to attend a normal school. It was only with the beginning of this century that "auxiliary school education" made its way and won recognition throughout the world. By 1925, only in Germany there were 1,500 independent auxiliary schools in which curative pedagogy was practiced.

But the answer to the question: "What is curative pedagogy?" All of this doesn't help in the slightest. Although the medical-pedagogical movement reveals itself with the advent of auxiliary schools, it is by no means limited to them, since at the same time, along with auxiliary schools, there are other branches of social security that also belong to the field of medical pedagogy. Thus, a whole movement called "Fursorge-Erziehung" appears, the purpose of which is to help children and adolescents.

But the roots of this "custodian education" go back to earlier attempts to help children in distress and to prevent many of the adverse consequences that follow. Large charitable organizations that emerged in the period from the middle of the 19th century set themselves the task of educating homeless children, providing shelter for orphans, protecting young children from premature recruitment as labor force, opening nurseries and kindergartens, "postponing" school age, and much more.

This also includes the emergence of pediatrics as a special section of therapy (innerenMedizin). This process, preparations for which continued throughout the 19th century, led to the fact that in 1896 a department of pediatrics appeared at the University of Berlin. The next starting points of this process are the introduction of public education for midwives and nurses in the care of infants, special attention to infant mortality and the speech of Semmelweis (1818-1865), the "savior of mothers." It turns out that in the course of the 19th century, in all civilized Western and Central European states, a process is being carried out that can be described as "the awakening of attention to the child." Industrialization and the accompanying middle class plight, the emergence of the proletariat and the monstrous impoverishment of large segments of the population have led to the need to pay attention to the needs of children.

In this general process of “awakening attention to the child”, curative pedagogy occupies a special place.. Let us now try to characterize what this feature is.
II. What is curative pedagogy?
When in 1887 Professor G. Eminghouse published his book "Psychic Disorders of Childhood", in the chapter "History of Childhood Psychoses" he could rely on only a very few works on childhood mental illness. There were separate publications devoted to child psychology, cretinism, epilepsy and its relation to childhood dementia. All these works were aimed mainly at the classification of mental disorders in childhood; but the most significant thing was that all these attempts (undertaken in the period about 1830) paid attention to the child and the anomalies of childhood. G. Maudsley, in his book "Psychology and Pathology of Consciousness", which appeared in 1867 and was translated into German in 1870, introduces the following sections of childhood dementia and anomalies of mental states:

1. Monomania or partial insanity in presentation;

2. Choreic delirium;

3. Cataleptic madness, especially in small children;

4. Epileptic insanity.

6. Melancholy;

7. Affective or moral insanity.

I cite this classification, not because it seems to me essential, but only to show that even then there were a sufficient number of observations to allow such classifications to be created.

Just shortly before the appearance of this book, the English physician Langdon Down published a short article "Review of the Ethical Classification of Idiots", in which he tried to group various forms of idiocy and imbecility along racial lines. Here, for the first time, a description of Mongolism is given, from where this name has become widespread.

In Emminghouse's book, the following paragraph is important for our consideration: "In the early 50s in the Paris hospital of Bicêtre [Bicetre] created a special department for mentally ill children (and young people). Paulmier was the leading physician there., which has earned recognition for its collection of statistics on the incidence of childhood psychosis and experience in the clinical treatment of children and young people suffering from mania".

Thus, a special department for children with mental disorders was created there; however, the result was statistical and psychiatric research.

But in the same Bicêtre hospital, with its glorious history, at the same time there was a doctor who can probably be called the founder of curative pedagogy. Already then, in 1843, Seguin published his two-volume work "Moral Education, Hygiene and the Education of Idiots", in which he outlined the experience gained over the previous 15 years. Simultaneously with the release of the book, a department for children with mental disorders was opened in the hospital, created by his teacher I. M. Itard.

Itard was, in fact, an otologist, and was the author of the first textbook on otiatry "Treatment of hearing in children". In 1798, when he was raising deaf children, he was brought to the "savage from Aveyron" - a street child whom the hunters of the department of Aveyron in southern France found in the forest. Itard took this child to him and with love and enthusiasm tried to bring him up; and he really was able to "socialize" him, however, he failed to awaken in him the highest spiritual abilities. The results of this experience were summarized in a short article, and thus he laid the foundation for curative pedagogy. His student was Seguin, already mentioned above, who in 1846, together with the American Samuel Gridley Howe, not only founded in Massachusetts was the first home for mentally ill children, but also tried to organize a real medical and educational movement.

A few years before, In 1836, the following happened: a young man, a medical student, Hans Jacob Gyggenbühl, walking through the Swiss Alps, in the town of Seedorf in the canton of Uri, met a man suffering from cretinism, who was kneeling before the icon of the Virgin Mary and praying to her.

"Cet aspect emut ta sensibilite en taveur de ces malheureix et fixa ma vocation. Un etre susceptoble de concevoir encore la pensee de Dieu est digne de tout soin et de tout sacrifice. Des individus de noire cspece, des l" reres abatardi ne sont ils pas plus dignes de notre interet quc ces races d"animaux qu"on traivaille aperfectionner?"

(The sight of this unfortunate man incredibly excited and strengthened me in the correctness of my vocation. To be able to comprehend the thought of God - is it not worth all the effort and sacrifice. Why, then, should our wretched brethren be of interest to us only as animals ennobled by work??)

This is how Guggenbühl himself describes this event. One of his biographers says that this experience was so strong that he took a solemn vow "Dedicate your life to eradicate this scourge and die rather than leave this battlefield of mankind".

After this incident, Hugenbühl intensively deals with the essence of cretinism, while he comes across the work of the great physician and naturalist P.V. Trokhler, begins to correspond with him, and then communicates personally. Then, in 1837, he obtained admission to the practice of medicine at the University of Bern, and three years later he published his work Appeal for Help from the Alps to Combat Terrible Cretinism. A year later, in 1841, in Abendberg near Interlaken, he opened a boarding school for the education of patients with cretinism. Here, for the treatment of Guggenbühl, he is trying to lay the methods of medical and pedagogical therapy.. He firmly believes that

elevated location,

Excellent drinking water

And special installations for heating will serve as the basis for successful therapy.

He develops special methods of teaching writing and counting, propagates the idea of ​​\u200b\u200bcreating "model villages" for the benefit of the sick, and his great desire leads to the fact that such institutions will soon actually appear in Europe and America. However, he turns out to be too busy to pay serious attention to the intrigues of his compatriots, and in 1863, before reaching 47 years old, he dies of a heart disease.

According to his will, in the form of a charitable act, the boarding school was to pass to the Herrenhuter brotherhood; the community, however, rejected the legate, and soon the boarding school had to be closed. But the case of Guggenbühl and the example of his self-sacrifice in medical and pedagogical undertakings continue to live on.

Thus, Itard, Séguin and Güggenbühl can be considered as the three founders of curative pedagogy. But why exactly them? Why, for example, not Emminghouse or Maudsley, which were mentioned above? Recall once again Itard and Guggenbühl, and it will become quite clear to us where to look for the answer. Both have a special experience at the beginning of their medical and pedagogical activity. Itard meets the "savage from Aveyron", and Gyggenbühl meets a praying cretin. At this moment in each of them the decision to help matures, namely: to help by direct action. This means not only to study and register, not only to explore and learn, but "to want the good."

But it is precisely this “wishing for the good” that often stands at the beginning of success in the pedagogical or social fields. What makes Itard and Guggenbühl's solution special? Both face a special type: "man". A French doctor sees a child who has degraded due to loneliness and homelessness. A Swiss medical student discovers in a person who is praying cretin disfigured human being, which, despite its ugliness, is able to express "divine thoughts." Both in Itard and Guggenbühl, the will to return to the mutilated human image its original, eternal appearance is growing stronger. This is not just an impulsive desire to cure the patient, it is the will to connect what has fallen away to its source.

In this desire to act, I see the ancestral phenomenon of awakening curative pedagogy. Because the curative pedagogy, in my opinion, does not consist of some combination of two components - treatment and education, but represents something new, the third. When a salt is formed from sodium and chlorine, the latter is something more than the sum of the first two; similarly, curative pedagogy is something completely new, a kind of impulse that did not exist before in humanity, or did not exist so clearly.

Curative pedagogy is an impulse aimed at restoring to a person the likeness of God, which he has lost due to circumstances, inner need or delusion; that is, in every man, by certain actions or training, it is possible to awaken the ability to walk, talk and think, since all this is an expression of the true human. This impulse lived in Itard, in Seguin, in Guggenbühl. Where, however, can this impulse be found yet?
III. Where does the therapeutic-pedagogical impulse appear?
“In this wretched land, I observed the miserable condition of peasant children hired by communities; I saw how the overwhelming rigidity of self-interest, one might say, kills these children both physically and spiritually, how many, without hope, enduring need, grow up, yet do not losing humanity, not losing faith in yourself, in your homeland ...

For me, this is an experience that allows me to understand that from a state of deepest misery, underdevelopment, they very soon grow to a sense of humanity, to feelings of trust and friendliness - an experience showing that humanity can also manifest itself in relation to the weakest human souls, which from the eyes a suffering, abandoned child, when after all the ordeals a helping hand is extended to him, amazement full of feelings can radiate.

Is this not a general outline of what later engulfed all of Europe in the form of the plight of children? Homelessness brought children into such states, as the armies of the French Revolution spread across Switzerland. It is amazing how Pestallotzi displays one recurring motif: his inner attachment to the French Revolution and his power as a curative educator.

In just a few weeks, these children in Stans began to look like people. Whereby? In the same letter he says: "I spent day and night with them. All the good that had an impact on their bodies and souls came from my hands. Any help, any support in need, any advice that they received came directly from me. My hand lay in their hands, my eyes looked into theirs, my tears flowed with theirs, and my laughter accompanied their laughter, they were outside the world, outside Stans, they were with me, and I was with them. food, their drink is my drink."

These words sound like the gospel of curative pedagogy, and they were written in the same year when the curative-pedagogical impulse awakened in Itard. But in the same year, Napoleon interrupts his Egyptian campaign and carries out a coup d'état in Paris on 18 Brumaire (November 9). He becomes the first consul and, at the same time, the ruler of France with unlimited powers. The orphans of Stans and their father, the curative educator Pestallotsi, find themselves in need again.

66 years later (twice 33 years later), in December 1866, the same year that Dr. Langdon Down wrote his work on the classification of retarded children and introduced the term "Mongolism" into scientific circulation, the following conversation takes place in the eastern London slums. It involves a young medical student (he is 21 years old) and a ten-year-old boy. The classes that this student is teaching at the night school for the poor (which is a half-timbered wooden building) are over. All the students, except for one boy, Jim Jarvis, went home. The student wanted to send him home too, but he asked to be allowed to stay, since he had neither father nor mother, just like at home. So student Thomas John Barnardo took him to his place, fed him, and at midnight, and this was also in December, he set off with Jim. Where? Jim told him that besides him, there were hundreds of other children in London who spent their nights outdoors. Barnardo, who has been trying for four years (first in Dublin and then in London) to preach the gospel to the poorest (he belonged to the Awakened), at first did not want to believe Jim. But that night, in the cold and nightmare of the great city, he saw many children dressed in rags and sleeping in sheds without blankets.

Barnardo was going to be a missionary in China, but that night he discovered that his China was here in London and he had to help these neglected, homeless, orphaned children. He establishesTheEastendjuvenileMission". In March 1868, he managed to open the first Home for the Homeless in London. The Barnardo case moved surprisingly quickly. House after house was opened, hundreds of homeless children received the means of subsistence and education, and when on February 14, 1873, the doors of a huge hall that had previously been used as a tavern were opened before them, Lord Shefstbury delivered a speech that said something like this: "Without a doubt, the church today is a good thing. But she is devoid of offensive spirit, she thinks: you just need to build a building and let everyone know that religion can be found here. But in order to restore faith to the masses, this is just not enough. We must follow the words of the Gospel, which say: "go out into the streets of the city and call the poor and the crippled, the lame and the blind" and: "go out beyond the fence to call the needy so that my house may be full"".

Spirit, possessed by Dr. Barnardo, couldn't be better described. He did his job from the mind of a "royal wedding". He sought out the poor and the crippled, the homeless and the homeless, and tried to restore their human form.

When he died on September 19, 1905, he was a father, a teacher and an example for 60 thousand children, for whom he created conditions for a normal human life in various houses and rural settlements.. His will began with the following words: "Death and the grave are transitory bonds; Christ has overcome them. I hope to die as I lived; in a humble but firm faith in Jesus Christ, whom I tried to serve, albeit not enough, and in which I I recognize my savior, my teacher and my king."

In the year of the death of Dr. Barnardo, who, like Hugenbühl, died of heart disease, the writer Yakov Wasserman tirelessly works on his book, dropping and starting over until he manages to find the right style and the right title: "Kaspar Hauser or laziness of the heart". The prologue to this book goes like this:

"The Same Sun

Smiles at the same Earth;

From the same mucus and blood

God, Man and Child are created.

Nothing is left, nothing is gone

Everything is young and old

Death is related to life.

In 1841 (the same year that Jacob Güggenbühl establishes his boarding school at Abendbeer), a young Italian completes his theological education and is ordained a Catholic priest in Turin. The son of a landless peasant from Piedmont, he is exactly one year older than Gyggenbühl. At the age of two, he loses his father, and from early childhood he works on his mother's estate instead of going to school. Finally, at the age of 11, he leaves home, and in order to finally be able to attend a Latin school, he works for peasants, herds goats, milks cows. At the same time, in order to ensure his existence, he works for a tailor, and then for a confectioner. So, he attends a Latin school, then a seminary and, finally, is ordained a priest.

Now begins the real work, which he has chosen for himself. He gathers all the homeless children of Turin, beggars and thieves, vagabonds and parasites. Every Sunday he meets them on the outskirts of Turin, teaches them a little, but above all plays with them. He runs, jumps and laughs better than all of them put together. He becomes their recognized leader and protector. During the year he gathered 200 children, and not strictness, but his strength, kindness and obsession to be always with them kept this "gang" in unity. Two years later, he already has 700 children, newspaper sellers, messengers, cart workers - half of all vagabonds, and maybe all. They squint at him. "What connects the priest with this rabble?" The bishopric is doing everything to recognize him as mentally ill, but Giovanni Bosco, thanks to his mind, slips out of this trap.

Now he is trying to get a permanent home for his children. After much effort, he succeeds, and he creates not only a school, but, even better, training workshops; it takes place in 1853. After school and workshops, he begins the construction of a church, opens a gymnasium for the poor and forms a core of teachers around him. He founded the Salesian Order, which after his death (Don Bosco died in 1888) spread throughout Europe and South America. Today, the order has about 12 thousand members and takes care of hundreds of schools and workshops. Don Bosco was convinced that any child, any young person, is inherently good. Only if social conditions suppress this good in him does he lose the opportunity to form himself. In his no one was allowed to beat children in schools, suppress them or punish them in some other way. Prevention, not punishment, was his educational program. Teachers should lead by example and inspire in their students confidence and a love of goodness. Don Bosco became a father to hundreds of thousands of teenagers, thanks to him they became real people. Many years later, the Catholic Church canonized him and elevated him to the rank of saint. The revolutionary Pestallotsi, the Methodist Barnardo, the Catholic priest Don Bosco - in the South, in the North and in Central Europe, awakened the impulse of curative pedagogy, revived and nurtured it. They were not "official" representatives of curative pedagogy, but they truly professed it.

And now let's see where the official curative pedagogy went?
IV. The path of curative pedagogy
Next to these three pioneers:

Heinrich Pestallotsi (1746-1827)

Giovanni Bosco (1815- 1888)

John Thomas Barnardo (1845-1905) who made a curative-pedagogical impulse, the will to save the eternal human image V the social life of his time and implemented it, are the founders of the actual medical pedagogy:

M. G. Itard (1775-1838)

Emmanuel Seguin (1790? - 1869?)

Hans Jacob Güggenbühl (1816- 1863),

three who gave attention and help to the so-called weak-minded and difficult to educate.

In addition to them, many others acted, at about the same time, seized by the same impulse. So,

As early as 1816, the teacher Gotthard Guggenmoos founded a boarding school for the education of the deaf and those with cretinism in Salzburg.

Physician Karl Friedrich Kern in 1853 in Mockern is an exemplary institution for the education of the difficult to educate.

The farmer Katenkamph, following an inner impulse, studied pedagogy, became a teacher for the deaf and dumb, and in 1845 founded his own institution in Deenenhorst.

Then came priests from Protestant and Catholic circles imbued with a curative-pedagogical impulse. Thus arose such caritative institutions as

In the cities of Wildberg (Württemberg) in 1835,

Stetten (ibid) in 1848,

Ekberg 1854, Nuremberg 1854,

Alsterdorf 1867

And Bethel - at Bielefeld 1872.

At the source of each of these institutions were, above all, the enthusiasm and self-sacrifice of individuals. The will to "do good" calls into these ranks such men as Probst, Sengelmann, Bodelschwing. In these pioneer years of the medical-pedagogical movement, for all these people it is about the divine source of human existence.

Of particular note is the fact that many of these institutions were then dealing with the upbringing and education of deaf and dumb children, since the upbringing of deaf and dumb historically forms the maternal basis of medical pedagogy. She grows up, first of all, just from successful attempts to teach a deaf-mute child to read and write, speech and self-expression. These attempts are being made

- already in the 16th century (Pedro de Ponche), - then this experience is picked up by the Swiss doctor Aman living in Holland and continues two great teachers of the education of the deaf and dumb:

- French priest Charles Michel de la Epi - and German Samuel Heinicke. Both worked at the same time, while

- the Frenchman, when educating the deaf and dumb, emphasized sign language,

A German, first of all, was engaged in pronunciation. How significant their merits were, so little was noticed that at the basis of their activity, despite the use of diametrically opposed methods, lies the same desire: "The child is deaf and dumb; how, despite this, can I help him establish himself as a person ?" Another question, rather purely therapeutic and pedagogical, would be the following: "How to overcome deafness in itself? How can a deaf child be helped to hear?"

Here I see historical symptom, which must be considered with all clarity in order to understand the history of curative education. During the period of rationalism in the eighteenth century, man was more and more regarded as a being that had fallen away from the divine foundation. He enters the world with his weaknesses, deformities and ailments, and humanitarian, although rational, efforts should have been directed to help him. Heinicke, like de la Epi, are the children of this rationalism. Only at the turn of the new century the human soul is overwhelmed by a new wave of "connection with God."

- Are we talking about English Romantics? such as Shelley, Wordsworth, Keats,

About the great German philosophers such as Schelling, Hegel, Fichte,

Or romantic poets: Novalis, Arnim, Brentano,

Or romantic naturalists: Oken, Trohler,

Or about Itard and Guggenbühl - in all of them at the same time we see something new for their time, something completely unique.

We are faced with the question: why is all this happening precisely at this historical time, at the turn of the 18th-19th centuries?

This is the time when Goethe writes "The Years of Wilhelm Meister's Teachings"

His parenting novel centered on Mignon, an imbecile girl;

When Schiller publishes his letters on the Aesthetic Education of Man.

Everywhere - in England and Germany, Russia, Poland and Italy - a new breakthrough to the spirit is taking place. Pestallotsi and Lavater, Oberlin, Jung Stilling try to work in this direction less publicly.

This is the time of Napoleon, when one person tries to conquer the whole world, treats people like chess pieces, unleashes a senseless war, trampling underfoot the dignity of an individual. At this special historical moment in Itard and Pestallotsi, the impulse of curative pedagogy is born, which is taken up by Seguin and Guggenbühl. Don Bosco and Barnardo carry it further, although the latter already go beyond the limits of directly curative pedagogy and operate in the field of social education. Why did this happen? Because around 1835 materialism of the 19th century began to develop. Physiology and neurology, psychiatry and surgery, physics and chemistry begin their victorious march. Romantic idealism and classical Goetheanism are clouded over by materialistic atheism. In 1850, with Fechner, Wundt, Helmholtz, experimental psychology began to develop. Distinguished from materialism, hypnotic treatment is introduced into the process of becoming psychiatry. The spinal cord and the brain are more and more regarded as reflex centers, and the entire nervous apparatus is studied as a machine of reflexes. Mental diseases are interpreted as diseases of the brain, and the mental properties of a person are treated as a result of nervous functions.

Then, at the turn of the 20th century, the first sprouts of the doctrine of heredity and psychoanalysis appeared. The foundations of human existence were laid bare, and now, according to the doctrine of the origin of species, its evaluation fell entirely within the laws of the animal-organic. What else was left for a difficult-to-educate, for a neurotic and psychopathic, for a paralyzed and epileptic child?

At the beginning of the 20th century, a definition of intelligence was introduced. Each child, to determine his abilities and capabilities, was subjected to a special test.

Meanwhile, auxiliary schools are springing up everywhere, especially in Germany and Switzerland. What does it say?

Let's look back again. At the turn of the XVIII-XIX centuries, humanity captures the flow of spiritual connectedness of each individual and groups. Napoleon's arbitrariness was on the other side of the scale, and it was not Napoleon's intentions that won the victory, but the tendencies of humanity.

But the forces of advancing materialism were already gathering against them, suppressing the spreading wings of romantic and Goethean spiritual knowledge. Awakened on the basis of the education of the deaf and dumb, curative pedagogy shone, only to die out very soon.

"The first period, the period of the founders, shows very clearly that neither great talents, nor significant practical successes, nor the greatest enthusiasm are able to carry the movement beyond the boundaries of the life of leading personalities, if they lack economic ingenuity, if they are not people of practical life, if the state and the church, that is, the public trustees of education, meet them without benevolence or understanding. When pedagogical inspiration fizzled out teachers themselves turned into beggars - these are teachers whom everyone could afford to look down on and who had no weight in public life.

This is a characteristic feature of the situation in which medical pedagogy found itself in the middle of the 19th century. Therapeutic-pedagogical enthusiasm fizzled out, but not for the reason that these first personalities were not "people of practical life", but because "a small handful of medical teachers were opposed three giants: church, state and science.

The Church, for both good and bad reasons, nevertheless overpowered the first curative educators, so that in the end the institutions that remained became either wholly Catholic or wholly Protestant. Missionary and charitable sentiments filled these houses and institutions. But along with this, curative pedagogy as an impulse dies. Caritas wins.

Science, psychiatry and neurology claim curative pedagogy as their field of study, and since the 60s of the last century, curative-pedagogical institutions have been under the control of psychiatry.

The state more and more claims to interfere in matters of education and charity. Kern and Stötzner demand the establishment (1879) of state auxiliary schools. Over the next decades, social security becomes more and more public and centrally managed. First, special classes appear, and then, in individual cities, entire special schools (Dresden - 1867, Elberfeld - 1879, Leipzig - 1881, Dortmund - 1883, Aachen, Düsseldorf, Kassel, Lübeck - 1888, Bremen, Altona, Frankfurt am Main - 1889, etc.).

With all this, however, the true curative-pedagogical impulse was destroyed. I would like to be understood here correctly. I do not mean to say that nothing good was done in the caritative church institutions, state auxiliary schools, and in the medical-pedagogical departments of asylums for lunatics. There were enough selfless people who helped, studied and cared for their charges. Assistance was provided in the upbringing and development of many thousands of students of auxiliary schools; but curative pedagogy itself was defeated under a triple onslaught. These special, chosen, stigmatized children became the prey of the three forces highlighted by the materialistic age. But where does the spring of true curative pedagogy break through again?

The description of this period cannot be complete without mentioning one figure, which, like the transfiguration on the mountain - as a sign and a symptom - appears in order to illuminate the first awakening for curative pedagogy.

On Trinity Monday, 1828, a young man suddenly appears in Nuremberg, as if from under the ground. He hardly speaks, looks like a beggar; his legs, clenched in heavy boots, are covered in blood. No one, including himself, knows where he comes from. He's just here. At first, he is stuffed into a police prison, but then he is transferred to the education of the teacher Friedrich Daumer.

The noble and famous Anselm Ritter von Feuerbach receives him and writes a book about him: "Kaspar Hauser, an example of a crime against the spiritual life of a person." In it, he describes the extraordinary fate and special qualities of Kaspar Hauser, tracing the roots of his origins to the royal court, and thus to Napoleon's entourage.

Several times an unusual person is tried to be killed, and finally, on December 14, 1833, an unknown criminal pierces his heart with a knife in the Ansbach palace garden. He dies three days later. The following words are carved on his tombstone: