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Updated: June 10, 2025
It should be remembered that, while Herbart was a philosopher of the first rank, even among the eminent thinkers of Germany and of the world, he attested his profound interest in education, not only by systematic lectures and extensive writings on education, but by maintaining for nearly a quarter of a century a practice-school at the university, for the purpose of testing and illustrating his educational convictions.
The critics therefore accuse Herbart of a sort of architectural design or even of a mechanical process in education.
It was Herbart who said, 'Only those thoughts come easily and frequently to the mind which have at some time made a strong impression and which possess numerous connections with other thoughts. And psychology teaches that those ideas which take an isolated station in the mind are usually weak in the impression they make, and are easily forgotten.
There is a kind of division of labor, by virtue of which more advanced experts prepare the schemata of instruction; basing them upon psychology, if the teaching is on a scientific plan, or on the principles laid down by one of the great pedagogists such as Herbart, for example; moreover, the sciences, such as hygiene and experimental psychology, are further invoked to overcome many practical difficulties and to help in the arrangement of schoolrooms, the drawing up of the curriculum, time-tables, etc.
The sum of the reals which stand in immediate relation to the soul is called its body; this, an aggregate of simple beings, furnishes the intermediate link of causal relation between the soul and the external world. In opposition to the physiological treatment of psychology, Herbart remarks that psychology throws much more light on physiology than she can ever receive from it.
Concentration on a large scale and with consistent thoroughness has been attempted in recent years by the scholars and teachers of the Herbart school. It is based upon moral character as the highest aim, and upon a correlation of studies which attributes a high moral value to historical knowledge and consequently places a series of historical materials in the center of the school course.
The conceptions of human nature which they held have been superseded by evolutionary psychology, but modern thinkers like Lombroso have brought the new psychology into the service of a new and fruitful criminology. In pedagogy also, Locke, and Rousseau, and Herbart, and the many-sided Bentham, based their theories of education upon their conceptions of human nature.
His conversation was as lively and disconnected as his lectures; there was a charm in the clear glance of his green eyes, a look of genius about his face. He talked for a long time about Herbart, whose Aesthetics, for that matter, he betrayed little knowledge of, then of Hegel, Heiberg, and Kierkegaard.
This seems to leave small room for spontaneous development toward self-activity and freedom. Herbart, on the other hand, criticises Kant's idea of the transcendental freedom of the will, on the ground that, if true, it makes deliberate, systematic education impossible.
This repressive function is probably not worked from special nervous centers, nor can we speak with confidence of collisions with "sums of arrest" in a sense analogous to that of Herbart, or of stimuli that normally cause catabolic molecular processes in the cell, being mysteriously diverted to produce increased instability or anabolic lability in the sense of Wundt's Mechanik der Nerven.
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