Cite this article as:

Semenov I. A. E. Demolins' concept of pedagogy in the context of the reform movement “New Education”. Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy, 2023, vol. 23, iss. 1, pp. 116-120. DOI:

This is an open access article distributed under the terms of Creative Commons Attribution 4.0 International License (CC-BY 4.0).

E. Demolins' concept of pedagogy in the context of the reform movement “New Education”

Introduction. The dispersion of didactic systems, the abundance of which is present in the modern world, prompts us to make some demarcation of these phenomena by analyzing a separate theory – natural education, using the example of the school (de)-Roche [fr. L’Ecole des Roches] of Edmond Demolins [fr. Edmond Demolins]. Theoretical analysis of the conducted research is based on the works of foreign and domestic scientists, mainly on the work «The Elementary School Teacher» by Edmond Demolins. Based on the analysis, a competence matrix of a «new education» teacher was developed, which meets the requirements of competitiveness and validity in the profession. In addition, based on the study of original and translated texts, the author outlined the position of contemporaries of the «school reform» in relation to the traditional teacher and the system of knowledge transfer to students in general. Conclusion. The assessment of the best practices of the «new education» represented by the Roche School of Edmond Demolins, allowed us to draw a number of conclusions that have theoretical and applied significance within the framework of the current direction of reforming national education. Firstly, the importance of the inner core of the student and the expediency of his free are stated. Secondly, it emphasizes the need for educational organizations to meet the needs of the student.

  1. Brazhnik E. I. The signifi cance of the experience of “new schools” abroad for a modern new school in Russia. Regional’noe obrazovanie XXI veka: problemy i perspektivy [Regional Education of the XXI Century: Problems and Prospects], 2012, no. 5, pp. 134–138 (in Russian).
  2. Kigay A. I. Rousseau Jean-Jacques. A letter about virtue and happiness (translation, preface and comments by A. I. Kigay). Eticheskaya mysl [Ethical Thought], 2015, no. 2, pp. 3–130 (in Russian).
  3. Semenov I. A. Caritative Philosophy in Traditional Japanese Martial Arts. Vestnik Gumanitarnogo universiteta [Bulletin of the Humanities University], 2020, no. 2 (29), pp. 142–144 (in Russian).
  4. Demolins E. L’ecole des Roches. The Elementary School Teacher, 1906, no. 5, pp. 227–240.
  5. Semenova-Poljah G. G., Jusupov I. M., Makhmudov G. M. Protective and adaptive resources of young men in the father–son relationship. Vektor nauki Tol’yattinskogo gosudarstvennogo universiteta. Seriya: Pedagogika, psikhologiya [Vector of Science of Togliatti State University. Series: Pedagogy, Psychology], 2017, no. 1 (28), pp. 83–89 (in Russian).
  6. Khaliullina D. M. Prerequisites for the development of alternative didactic systems abroad. Obrazovanie i samorazvitie [Education and Self-Development], 2011, no. 6 (28), pp. 207–211 (in Russian).
  7. Croswell T. R. L’école des Roches, a School of the Twentieth Century. The Pedagogical Seminary, 1900, pp. 479–491.
  8. Antipova A. P. Interaction of Teachers and Older Adolescents in the Educational Process, Taking into Account Sexual Differentiation. Diss. Cand. Sci. (Ped.). St. Petersburg, 1999. 209 p. (in Russian).
одобрено к публикации

Generator XML for DOAJ