Pedagogical Intuition and Progressive Vision: Aleksi Chichinadze's Contribution to the 19th-Century Georgian Education System

Abstract

Aleksi Chichinadze was engaged in educational and pedagogical work in the schools of Kutaisi and Tbilisi, as well as at the Khoni Teacher Training Seminary. He supervised the educational activities of schools in Yerevan and the Tergi region. He was a dedicated and skilled educator, a tireless public figure, the author of numerous textbooks and didactic works, and an outstanding leader. Alongside his practical work, he was actively involved in methodological, theoretical, educational, and civic activities.

His teaching and educational endeavors were grounded in progressive pedagogical principles. He devoted considerable time to the teaching and analysis of the Georgian language, literature, and traditions, to building cohesive teaching communities, and to the development of Georgian educational programs and curricula.

His work, "Words at Dawn", is a significant pedagogical-didactic piece, a courageous statement for its time against the Tsarist educational regime. The publication represents a call for the transformation of national schools in alignment with the evolving demands of the era.

Aleksi Chichinadze’s educational philosophy aligns with contemporary principles of education, particularly the learner-centered approach to teaching and learning. His methods emphasized the practical application of theoretical knowledge and encouraged the active participation of students, making his ideas highly relevant to modern educational standards. His holistic approach—which interconnected intellectual, physical, religious, and aesthetic education—remains vital in the context of the national curriculum, supporting the harmonious development of learners.

Aleksi Chichinadze’s pedagogical views clearly illustrate that education should not be limited to the mere transmission of knowledge. It must also foster the moral, spiritual, and ethical development of the individual, preparing students to meet the challenges of civic life. His vision continues to be a source of inspiration and holds significant value for contemporary educational practice.