Analysis Of D. Herbart's Systematizing Teaching
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…
He believed that education was about developing worthy people. Like Aristotle who also emphasized this. Herbert lays down his thoughts in five major ideas of moral character as follows:
1. Inner freedom-Action based on one's personal convictions which are related to Maslow's self-actualization.
2. Perfection, to develop consistency between thoughts and actions.
3. Benevolence, concern for the welfare of others.
4. Justice the balance between individual desires and group standards.
5. Retribution, reward, and punishment for …show more content…
Preparation is to connecting new material to be learned with past ideas in order to give the learner an interest in the topic.
2. Presentation, where instructors’ present new material by means of concrete objects or actual experience. 3. Association, through comparison with former ideas and consideration of their similarities and differences in order to fix the new idea in the mind.
4. Generalization is designed to develop the mind beyond the level of perception and the concrete. 5. Application, using new knowledge, so that every learned idea becomes a part of the functional mind. This step is possible only if the learner directly applies the new idea. (The Editors of Encyclopædia Britannica, 2006).
Influence on Educational Practices
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…
He believed that education was about developing worthy people. Like Aristotle who also emphasized this. Herbert lays down his thoughts in five major ideas of moral character as follows:
1. Inner freedom-Action based on one's personal convictions which are related to Maslow's self-actualization.
2. Perfection, to develop consistency between thoughts and actions.
3. Benevolence, concern for the welfare of others.
4. Justice the balance between individual desires and group standards.
5. Retribution, reward, and punishment for …show more content…
Preparation is to connecting new material to be learned with past ideas in order to give the learner an interest in the topic.
2. Presentation, where instructors’ present new material by means of concrete objects or actual experience. 3. Association, through comparison with former ideas and consideration of their similarities and differences in order to fix the new idea in the mind.
4. Generalization is designed to develop the mind beyond the level of perception and the concrete. 5. Application, using new knowledge, so that every learned idea becomes a part of the functional mind. This step is possible only if the learner directly applies the new idea. (The Editors of Encyclopædia Britannica, 2006).
Influence on Educational Practices