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Johann Friedrich Herbart

About

  • Born May 4, 1776 and died August 14, 1842
  • German philosopher and educator, who led the renewed 19th-century interest in Realism and is considered among the founders of modern scientific pedagogy.
  • After studying under Johann Gottlieb Fichte at Jena (1794), Herbart worked as a tutor at Interlaken, Switz., from 1797 to 1800, during which he met Pestalozzi.
  • ecoming a licentiate of the University of Göttingen in 1802, he was appointed extraordinary professor there in 1805.
  • At the end of 1808, he became Kant’s successor as professor at Königsberg. There he also conducted a seminary of pedagogy until 1833, when he returned as professor of philosophy to Göttingen, where he remained until his death.

Theory of Education

  • Herbart maintained that a science of education was possible, and he furthered the idea that education should be a subject for university study.
  • His ideas took firm hold in Germany in the 1860s and spread also to the United States.
  • By the end of the century, the five steps had degenerated to a mechanical formalism, and the ideas behind them were replaced by new pedagogical theories, in particular those of John Dewey.
  • Known as Herbartianism
  • Shown in two major works: “Pestalozzi’s Idea of an A B C of Sense Perception"(1802) and “Universal Pedagogy” (1806)
  • They represented the five formal steps in teaching.
  • 1: preparation, a process of relating new material to be learned to relevant past ideas or memories in order to give the pupil a vital interest in the topic under consideration
  • 2: presentation, presenting new material by means of concrete objects or actual experience
  • 3: association, thorough assimilation of the new idea through comparison with former ideas and consideration of their similarities and differences in order to implant the new idea in the mind
  • 4: generalization, a procedure especially important to the instruction of adolescents and designed to develop the mind beyond the level of perception and the concrete
  • 5: application, using acquired knowledge not in a purely utilitarian way, but so that every learned idea becomes a part of the functional mind and an aid to a clear, vital interpretation of life. This step is presumed possible only if the student immediately applies the new idea, making it his own.

History of Philosophy

  • His position in the history of philosophy is due mainly to his contributions to the philosophy of mind.
  • His points expressed by the title of his textbook, Psychology As Knowledge Newly Founded on Experience, Metaphysics, and Mathematics”.
  • He rejected the whole concept of faculties (in Kantian terms) and regarded mental life as the manifestation of elementary sensory units or “presentations” (Vorstellungen).
  • The study of their interactions gave rise to a statics and dynamics of the mind, to be expressed in mathematical formulas like those of Newtonian mechanics.
  • The book also states that Ideas do not need to be conscious; and they might either combine to produce composite resultants or conflict with one another so that some get temporarily inhibited or repressed “below the threshold of consciousness.”
  • It also states that an organized but unconscious system of associated ideas formed an “apperception mass”; such a system could apperceive a new presentation and thus give it richer meaning.
  • On this based of this, Herbart developed a theory of education as a branch of applied psychology.
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