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Studying in Switzerland:
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| Historical Background |
| In Switzerland, as in other parts of Europe, the large abbeys were the centers of culture and education up until the late Middle Ages. As towns grew and became more important in the mid-15th century, schools primarily designed to meet the need for vocational training emerged. Craftsmen and their guilds began to take on apprentices to train in the manual trades. At this time, Switzerland's oldest university, the University of Basel, was founded in 1460 on a grant from Pope Pius II. Through centuries, various important figures stand out in this educational and intellectual development. Humanistic ideals and the upheavals of the Reformation and Counter-Reformation gave rise to new ideas about popular education. Erasmus of Rotterdam lived and worked in Basel, and the reformers Huldrych Zwingli of Zurich and Jean Calvin of Geneva founded academic schools, both of which grew into universities. The Jesuits founded parochial high schools in cities like Lucerne, Fribourg, Brig, and Bellinzona. Swiss philosophers and educators also became influential during the Age of Enlightenment. Jean-Jacques Rousseau of Geneva pleaded for the natural development of the child. The Zurich philanthropist and philosopher Johann Heinrich Pestalozzi was a great innovator in schooling, stressing practical methods of education. In the 19th and 20th centuries, several Swiss names stand out in the area of education. Philipp Emanuel Fellenberg founded a school on the estate of Hofwil outside Berne, where he taught academics along with manual and agricultural training. The German-born anthroposophist Rudolf Steiner founded his own schools, often known as the Waldorf Schools, which emphasized the innate creativity of children. Genevan psychologist Jean Piaget, who died in 1980, developed new cognitive approaches to educational theory and practice. With the onslaught of liberalism in the 19th century, increasing value was put on popular education, and in 1850, compulsory school attendance was introduced in all cantons. Education remained the responsibility of the cantons also after the transition from the loosely-knit federation of states to the federal state of 1848. From that date on, however, the Confederation had to make sure that all cantons guaranteed a satisfactory primary school education. The Fribourg Franciscan priest Pere Gregoire Girard developed didactic theories and especially stressed the significance of the mother tongue as an important pedagogic basis for the individual's development. Part: 1 2 3 |
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