Help fight poverty with education - donate here. Thank you.

All donations support children.
Administration is paid by trustees.

“You plant a tiny seed in the ground; in that seed lies the whole nature of the tree” Johann Heinrich Pestalozzi (1746-1827)

Head, Heart and Hand. Education in the Spirit of Pestalozzi by Arthur Bruhlmeier.

A review by Dr David Wilkinson

Central to the book is Pestalozzi’s belief that when teachers are constrained by political and other external influences: “the rest of the business of education … is a waste of time.” Brühlmeier, at the outset, clarifies what this means: the increase over the past few decades of greater control of schools and of teachers by educational authorities, the development of quality control checks that have led to the production of educational materials intended to help pupils reach standards that can be objectively tested and the belief that: “standardisation and hierarchical management of the educational process can improve the quality of education.”

Pestalozzi accepts as true the fact that schools have a far more important role to play than simply preparing a young person for an effective life in society. His view, expressed in his own words was: “The quality of education, therefore, can be measured by the quality of life that education opens up for the child.”  Brühlmeier then sets out to show what this means, in practical terms, to the modern educator and he does so most convincingly.  Head, Heart and Hand in the title expresses Pestalozzi’s belief that education raises the quality of a person’s life through developing not only the intellect but also the heart, in the sense of the basic moral feelings of love, faith, trust and thankfulness and, finally, the hand as the combination of dexterity and physical strength, giving a person the determination that one’s actions have a positive effect.  He makes it clear, however, that the faculties of head and hand are only of value if guided by those of the heart.  Only the development of heart, he says, “… can enable us to reach our true goal of full humanity.”

Having acquainted the reader with the basic tenets of Pestalozzi’s educational philosophy, Brühlmeier then applies these to a number of down-to-earth issues.  The relationship between teacher and pupil is discussed, including the need for teachers to make clear and honest value judgements in a way that supports pupil learning and development.  The need for discipline and obedience, both on the part of the teacher and the pupils, is illustrated by real-life situations.  Strategies for dealing with social and behavioural problems in a school are also set out.

In each of these examples, the need to free the teacher from many of the constraints that present-day educational policy imposes is stressed.  The curriculum places such a heavy demand of time that direct acquaintance with much of the content in the sciences and humanities is substituted by cleverly-prepared materials that enable the pupil to gain a superficial knowledge without taking the time to appreciate the wider meaning of what is being learned.

The book can be read as a whole; however, individual chapters stand on their own and hence this can be used as a reference for specific issues.  In his concluding chapter, though, Brühlmeier pulls together the major themes, returning again to the need to change the demands made on teachers and the use of training methods taken from the commercial and industrial world.  Teaching is a profession that cannot be measured.  “A true teacher is like a farmer scattering his seed over a long, narrow field, marching on, and never looking back.  He knows, as he carries on with his task, that much of what he is sowing will only come up after years, or even decades.”  Only when teachers and pupils are free to put their hearts into teaching and learning, can true education, as Pestalozzi intends it, take place.  The book, often provocative, has something to offer to anyone involved or interested in the field of education.

Dr David Wilkinson worked for the United World College Movement and the International Baccalaureate (IB) Organization for 35 years until he retired in 2009.  He was a Headmaster for 25 years and was the founding Head of two of the United World Colleges. He was co-founder of the first association of non-racial schools in Southern Africa. He is now a guest lecturer in International Education at the University of Bath and works as an Education Consultant for PestalozziWorld

The book is available from Amazon.com  Amazon.co.uk or freely download the pdf (862KB) (donations welcome). 

Back to top.

Alumni Network, Organisation, Johann Heinrich Pestalozzi, History, Links, Site Navigation, Contact.