Herbart Theory Of Moral Education

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D. Herbart: Systematizing Teaching Herbart was born in Oldenburg on 1776. He was taught at home with the help of his mother to the age of 12. He continued his schooling at the Gymnasium, he showed a big interest in philosophy, logic and Kant's work involving the nature of knowledge obtained from experience with reality. His education then continued at Jena, where he studied philosophy and came to disagree with his instructor Fichte precisely because he had taught him to think in a logical manner. He wrote some essays and tutored the children. During these years, his tutoring job incited his interest in educational reform. Herbart came to know Pestalozzi while tutoring in Switzerland. Quitting his tutoring position, Herbart went on to study…show more content…
However, he did not stop at this as he also identified two forms of interests that should be a part of education. The first was knowledge interest, which was scientific and philosophical knowledge. The second was ethical interest, which is knowing how to treat others and social relationships. He believed that education would contribute to persons who had high moral character and the capacity to make appropriate decisions. The Problems in the absence of education and moral development. He needed a method of teaching these concepts ("Johann Herbert: Father of Moral Education"). Education and schooling Herbart theory of education known as Herbartianism was set out principally in two works, Pestalozzi's Idee lines A B C der Anschauung (1802; “Pestalozzi’s Idea of an A B C of Sense Perception”) and Allgemeine Pädagogik (1806; “Universal Pedagogy”), which advocated 5 formal steps in teaching: 1. Preparation is to connecting new material to be learned with past ideas in order to give the learner an interest in the…show more content…
Influence on Educational Practices Today In the 1860s his ideas took firm hold in Germany and spread also to the United States. however, 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 (The Editors of Encyclopædia Britannica, 2006). According to him, abilities could be instilled and were not natural. In order to develop an educational paradigm that would provide an intellectual base that would lead to a consciousness of social responsibility, so educators should use a methodology with five formal steps: the teacher prepared a topic of interest to the learner, presented that topic, and questioned them, so that they reached new knowledge based on what they had already known, looked back and deductively summed up the lesson's achievements, finally related them to the daily living ("Johann Friedrich Herbart", 2017). In order to attract kids' interests, Herbart recommended using literature and historical stories. His pedagogy enjoyed a renaissance of sorts in the mid-19th century. ("Johann Friedrich Herbart", 2017)

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