Harbart의 敎授本質論 = Herbart's methodological Essence of Instruction
저자
발행기관
학술지명
권호사항
발행연도
1985
작성언어
Korean
KDC
230.000
자료형태
학술저널
수록면
587-613(27쪽)
제공처
소장기관
The purpose of this study is to find governing principles of Herbart's methodology of instruction, that is, firstly Introduction, Secondly essence of Instruction, thirdly Steps of Instruction, fourthly development with its contribution and weakness in Herbartian method, finally conclusion.
Johann Herbart(1776-1841) was a German Philosopher and a great educator known for his contributions first to formulate a science of education which based directly on ethics and psychology. He is therefore called the father of modern educational psychology and also the father of the modern science of education. From ethics he derived the end of instruction, from psychology, its method.
Herbart was strongley under the influence of Lock, Lebniz, Kant, Fichte and Pestalozzi. He is usually represented as a disciple of pestalozzi and he is a Kantian.
In the conflict of rationalism and empiricism of 18 century Herbart chose a middle position. He agreed with the rationalists that the soul is an entity, but he refused to accept their doctrine that Knowledge is innate.
He agreed with the empirists that Knowledge arises from experience but he turned against the sensationalism of Locke and the materialixm of the french philosophers, especially illuminists.
Herbart's pedagogy is that the only foundation of the whole education is instruction and educations as a science depends on a psychology.
He is attempted to apply mathematics and physiological psy. to psychology and the aesthetic revelation of the world the supreme business of education, in a word, aesthetics to ethics.
Knowledge comes from experience and presentations, further it is acquired by intercourse with others, especially from teachers in the work of instruction.
Presentations result from the soul bringing about an inner reaction or creative process of recognition. Presentations are objects of thought which have bee presented, that is brought into consciousness.
Knowledge is no longer goal, it is the only instrument to educational aims, and that knowledge is the basis of al the higher intellectual and moral development.
The whole purpose of education may be summed up in the concept-marality or virtue. Virtue mean for Hebart five basic idears: ① the idear of inner freedom, ② the idea of perfection, ③ the idea of benevolence or good will, ④ the idea of right or Justice, ⑤ the idea of retrubution.
Herbart's contribution to pedagogical theory is is doctrines of interest.
For Herbart interest became the basic principle upon which depended all his other principles. Interest is an inner tendency making for the retention of an object of thought in consciousness. This interest comes from two laws of the mind: the law of frequency and the other the law of association.
He found that the interests of man were many-sided, that they come from two main sources: man's contact with things and his relation with people.
In the respective fields of interests consists of six: ① Knowledge or empirical ② sympathy ③ human ④ social ⑤ religious ⑥ aesthetic relations.
Herbart's method have two principles, three process and four formal steps. The two principles are: the principle of concentration and correlation, analysis and synthetic. The three process of education are: ① Control (Regierung) which is controlled teachers of pupils behaviour, ② instruction (Unterricht) ③ discipline or Self-discipline (Zucht)
He insisted that teaching procedure should be adapted to the stages discernible in the development of knowledge. He distinguished two pahses an intensive and an extensive. Vertiefung-aborption in or concentration on a subject, and Besinnung-coordination and systematisation of the results of Vertiefung.
He recognize the four formal steps which are indispensable in every process of instruction, Usually termed the four steps of recitation these are: ① clearness ② association ③ system ④ method.
The Herbartians have five steps: ① preparation ② presentation ③ association ④ generalization ⑤ application. Herbart's teaching method had great effect of modern education.
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