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Pedagogy (etymology and pronunciation) is the discipline that deals with the theory and practice of education;
it thus concerns the study and practice of how best to
teach. Its aims range from the general (full development
of the human being via liberal education) to the narrower
specics of vocational education (the imparting and acquisition of specic skills).
For example, Paulo Freire referred to his method of
teaching people as "critical pedagogy". In correlation
with those instructive strategies, the instructors own
philosophical beliefs of instruction are harbored and governed by the pupils background knowledge and experience, situation, and environment, as well as learning goals
set by the student and teacher. One example would be the
Socratic schools of thought.[1][2][3] The teaching of adults,
however, may be referred to as andragogy.
The word comes from the Greek (paidaggia), from (paidaggos), in which
(pas, genitive , paidos) means child and
(g) means lead"; thus literally to lead the child.[4]
It is variously pronounced /pddi/, /pdodi/,
and /pdi/.[5][6] Negative connotations (in which the
word is sometimes associated with pedantry) have existed
at least from the time of Samuel Pepys (1650s).[7]
education (such as kindergartens and nurseries) in Scandinavia. But a pedagogue can occupy various kinds of
jobs, e.g. in retirement homes, prisons, orphanages, and
human resource management. These are often recognised as social pedagogues as they perform on behalf of
society.
5 FURTHER READING
References
Piaget, J (1975/1936).
La Naissance de
L'intelligence Chez L'enfant. ["Emergence of
Intelligence in the Child"] in Three Theories of
Cognitive Representation and Their Evaluation Standards of Training Eect. Neuchatel: Delachaux et
Niesl/Heerlson, The Netherlands: Heerlson.
[11] Ezekre a tanri szakokra jelentkeztek a legtbben [English: These Teaching Areas Proved The Most Popular]".
Eduline. 2013-04-19. Retrieved 27 May 2013.
Johann Karl Friedrich Rosenkranz (1899). The philosophy of education. D. Appleton and Co.
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