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Lorenz Kellner (born at Kalteneber in the district of Eichsfeld, 29 January 1811; died at Trier, 18 August 1892) was a German educator.
He was the son of Heinrich Kellner, who had been a pupil of Pestalozzi at Yverdon and had introduced Pestalozzi's methods at the normal school he conducted, the first of its kind in the Catholic district of Eichsfeld. Out of these private courses for the training of elementary school-teachers developed a seminary for teachers at Heiligenstadt.
Lorenz Kellner graduated at the Gymnasium Josephinum at Hildesheim, and then studied at the evangelical seminary for teachers at Magdeburg. After being a teacher at the Catholic elementary school at Erfurt for two years, he was made rector of the school.
In 1836, his father's normal school was enlarged into a seminary for teachers, of which the elder Kellner remained the head while Lorenz was made his only assistant. In 1848 von Eichhorn, the Prussian minister of worship and education, called Lorenz to Marienwerder in West Prussia as member of the government district council and of the school-board. After seven years at Marienwerder, Kellner was summoned to fill the same offices at Trier. Since there were at this date no institutions for the training of teachers in Trier, Kellner founded several seminaries both for male and female teachers during the twenty-nine years of his official activity here.
In 1863 the Academy of Münster in Westphalia made Kellner Doctor of Philosophy honoris causa, in recognition of his services on behalf of the German language and of pedagogics.
In his major work, "Praktischer Lehrgang für den deutschen Unterricht" (1837–40), the teaching of grammar was systematically connected with the reading-book. This was, for that period, an important advance when contrasted with the current methods of grammatical instruction. In 1850 appeared his best-known work, "Zur Pädagogik der Schule und des Hauses. Aphorismen", which was translated into several languages. It contains altogether 178 essays which cover the entire field of training and teaching.
His "Skizzen und Bilder aus der Erziehungsgeschichte" (3 vols., 1862) was the first treatment of the history of pedagogics by a Catholic author. Kellner's "Kurze Geschichte der Erziehung und des Unterrichts" (1877) is a book of practical suggestions for teachers; his "Volksschulkunde" was a theoretical and practical guide for Catholic teachers of both sexes, school inspectors, and seminaries. Other works were "Lebensblätter, Erinnerungen aus der Schulwelt" (1891) and the posthumous "Lose Blätter, Pädagog. Zeitbetrachtungen und Ratschläge von Kellner" (1897).
Friedrich Wilhelm August Fröbel or Froebel was a German pedagogue, a student of Johann Heinrich Pestalozzi, who laid the foundation for modern education based on the recognition that children have unique needs and capabilities. He created the concept of the kindergarten and coined the word, which soon entered the English language as well. He also developed the educational toys known as Froebel gifts.
Jean-Pol Martin studied teacher education for foreign language teachers in Germany, and developed a teaching method called learning by teaching. He spent most of his career at Catholic University of Eichstätt-Ingolstadt and was a Professor there when he retired in 2008.
Open learning is an innovative movement in education that emerged in the 1970s and evolved into fields of practice and study. The term refers generally to activities that either enhance learning opportunities within formal education systems or broaden learning opportunities beyond formal education systems. Open learning involves but is not limited to: classroom teaching methods, approaches to interactive learning, formats in work-related education and training, the cultures and ecologies of learning communities, and the development and use of open educational resources. While there is no agreed-upon, comprehensive definition of open learning, central focus is commonly placed on the "needs of the learner as perceived by the learner." Case studies illustrate open learning as an innovation both within and across academic disciplines, professions, social sectors and national boundaries, and in business and industry, higher education institutions, collaborative initiatives between institutions, and schooling for young learners.
Mathias Caspar Hubert Isenkrahe was a German mathematician, physicist and Catholic philosopher of nature.
Karl Mager was a German educator.
Jakob Dont was an Austrian violinist, composer, and teacher.
Franz Michael Vierthaler was a distinguished Austrian pedagogue.
Friedrich Adolph Wilhelm Diesterweg was a German educator, thinker, and progressive liberal politician, who campaigned for the secularization of schools. He is said to be precursory to the reform of pedagogy. Diesterweg is considered as "a teacher of teachers".
Johann Christoff Büss was a German bookbinder and educator who is best known for his work with Swiss educator Johann Heinrich Pestalozzi. Büss developed a pedagogical method for drawing based on Pestalozzi's ideas.
Erna Barschak was a German teacher of vocational education studies and a psychologist. One of her important works is an autobiography about her emigration from Nazi Germany to the US.
Karl Justus Blochmann was a German educator known for being among the first to introduce the "Pestalozzi method" of education into Saxony.
Stiftung Pestalozzianum is a foundation based in Zürich named after the Swiss education pioneer Johann Heinrich Pestalozzi. Formerly named Pestalozzianum, between 1875 and 2002 it operated with the objective to promote the school teacher's instruction and postgraduate training. In 2003 it was renamed Stiftung Pestalozzianum, as its education-oriented objectives were integrated in the new model of university-like colleges (Fachhochschule) which were introduced in Switzerland in 2002.
Friedrich Dittes was a German-Austrian educator, known for his reform efforts within the Austrian school system.
Heinrich Georg Leonhard Schotten was a German mathematician and mathematical pedagogue, known for his work on reforms in the teaching of geometry.
Hans-Georg Herrlitz is a German educator.
Karl Friedrich Wilhelm Wander was a German pedagogue and Germanist. He published the largest existing collection of German-language proverbs.
Emil Breslaur was a German pianist and composer.
Wilfried Gruhn is a German violinist, musicologist, music educator, and professor emeritus at universities in Germany and abroad. His focus is the music education of small children. He founded and directed the Gordon Institute of early childhood music learning in Freiburg in 2003. He is engaged in several international organisations such as International Society for Music Education (ISME) and the Internationale Leo Kestenberg Gesellschaft which published Leo Kestenberg's complete writings in six volumes.
Psychologie und Schule is a German book published in 1920 by the German author Otto Lipmann. It was published by the Julius Beltz publishing company and is book 47 of the series Aktuelle Fragen aus der Pädagogik der Gegenwart, issued by Max Reiniger. The book discusses the field of use of psychology in the school environment. By writing it Lipmann wanted to teach the readers about the development of modern psychology in 1920 and its relation to pedagogy. It incorporates topics with regard to education that are also dealt with in the 21st century and gives insights into the progress made in the 20th century.
Betty Gleim, also called as Ilsabetha Gleim, was a German teacher, school founder and author. She founded schools for girls and advocated the importance of practical education for a woman's independent life.
This article incorporates text from a publication now in the public domain : Herbermann, Charles, ed. (1913). "Lorenz Kellner". Catholic Encyclopedia . New York: Robert Appleton Company. The entry cites: | International | |
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