Johann Friedrich Herbart's Theory Of Education

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One of the famous successors of Pestalozzi, Johann Friedrich Herbart, was born on 1776 North German and died on 1841 in the city of Gottingen. He was a student of the philosopher, Fichte at Jena University between 1794 and 1797. However, the young Herbart kept himself away from the practical theory and ‘scientific theory’ of his mentor. He developed his own realistic philosophy by using the conflicts inherent in idealistic philosophy. Nevertheless, Herbart remained throughout his life true to the strict style of thinking of his teacher Fichte. He also tried to present the basic components of his philosophical writings as ‘deductions’. Herbart’s principal philosophical works are “Main Points of metaphysics” written in 1806, “General Practical…show more content…
However, the concept of educational teaching is central to Herbart’s theory of education which is based on experience and on philosophical reflection. Herbart who was influenced by the theoretical and practical educationalists before him, made a distinction between teaching (Latin: instruction) and education (Latin: educatio). According to him, education is the shaping of the development of personality with an idea for the improvement of man, while teaching represents the world, develops existing aptitudes, transfers fresh knowledge, and transmits useful skills. Herbart’s reforming pedagogics also altered dramatically the relationship between education and teaching. A new model of pedagogical action and pedagogical thinking was thus created. Before Herbart, it was uncommon to join the concepts of teaching and education. Moreover, in a publication written in 1802, Herbart remembers his personal experience with Pestalozzi for the benefit of his readers: “A dozen children between the ages of 5 and 8 were summoned to school at an unusual hour in the evening. I was afraid that I might find them ill-disposed and so witness the failure of the experiment which I wanted to observe. But the children came with no trace of reluctance and lively activity continued unabated to the end “(Herbart, 1982a, p. 65). Herbart kept on describing…show more content…
His view of ethical education helped to implement history and literature into curriculum as a moral core. In the late nineteenth and early twentieth centuries, teachers were trained to use Herbart’s methods in systemic and sequential instruction. As for nowadays teachers, they can use Herbart’s method of teaching by: (1) clearly identifying the skills and concepts they want to introduce to students; (2) planning organized and unambiguous lessons; (3) assessing students to verify their understanding and application of the skills and concepts presented to

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