Synonyms for herbart or Related words with herbart

anthroposophy              wundt              fichte              husserlian              hegelian              schleiermacher              positivist              ramist              vitalism              nominalist              nominalism              gadamer              dilthey              durkheim              husserl              thomistic              organicism              personalism              kantian              intuitionism              conventionalism              boasian              leibnizian              logicism              hermeneutical              jhering              deistic              hermeneutic              philosophic              psychologism              spinoza              ritschl              habermas              carnap              associationism              existentialism              ordoliberalism              bultmann              hegelianism              scientism              kelsen              holism              intuitionist              pantheism              phrenology              empiricism              praxeology              heideggerian              empiricist              thomism             



Examples of "herbart"
There is a life of Herbart in Hartenstein's introduction to his "Kleinere philosophische Schriften und Abhandlungen" (1842–1843) and by FHT Allihn in "Zeitschrift für exacte Philosophie" (Leipzig, 1861), the organ of Herbart and his school, which ceased to appear in 1873. In America the National Society for the Scientific Study of Education was founded as the National Herbart Society.
Johann Friedrich Herbart (4 May 1776 – 14 August 1841) is the founding father of the conceptualization of pedagogy, or, the theory of education. Herbart's educational philosophy and pedagogy highlighted the correlation between personal development and the resulting benefits to society. In other words, Herbart proposed that humans become fulfilled once they establish themselves as productive citizens. Herbartianism refers to the movement underpinned by Herbart's theoretical perspectives. Referring to the teaching process, Herbart suggested 5 steps as crucial components. Specifically, these 5 steps include: preparation, presentation, association, generalization, and application. Herbart suggests that pedagogy relates to having assumptions as an educator and a specific set of abilities with a deliberate end goal in mind.
Different schools of Curriculum Theory developed as a reaction to the classicism of faculty psychology, including the Herbartians, who organized the Herbart Club in 1892, and later the National Herbart Society (1895-1899). Their philosophy was based on the thoughts of Johann Frederich Herbart, a German philosopher, psychologist and educator, who believed that “the mere memorizing of isolated facts, which had characterized school instruction for ages, had little value of either educational or moral ends”.
The term was later adapted in psychology by Johann Friedrich Herbart, see Apperception.
Keeping fast hold of this idea of absolute position, Herbart leads us next to the quality of the real:
Over the years, Americans have been influenced by a number of European reformers; among them Pestalozzi, Herbart, and Montessori.
In order to appeal to learners’ interests, Herbart advocated using literature and historical stories instead of the drier basal readers that were popular at the time. Whereas the moralistic tales in many of the primers and readers of the period were predictable and allegorical, Herbart felt that children would appreciate the psychological and literary nuances of the masterpieces of the canon.
The origin of psychometrics also has connections to the related field of psychophysics. Around the same time that Darwin, Galton, and Cattell were making their discoveries, Herbart was also interested in "unlocking the mysteries of human consciousness" through the scientific method. (Kaplan & Saccuzzo, 2010) Herbart was responsible for creating mathematical models of the mind, which were influential in educational practices in years to come.
Lotze's historical position is of much interest. Though he disclaims being a follower of Herbart, his formal definition of philosophy and his conception of the object of metaphysics are similar to those of Herbart, who defines philosophy as an attempt to remodel the notions given by experience. In this endeavor he forms with Herbart an opposition to the philosophies of Johann Gottlieb Fichte, Friedrich Wilhelm Joseph Schelling, and Georg Wilhelm Friedrich Hegel which aimed at objective and absolute knowledge, and also to the criticism of Kant, which aimed at determining the validity of all human knowledge.
The origins of Freud's basic model, based on the fundamentals of chemistry and physics, according to John Bowlby, stems from Brücke, Meynert, Breuer, Helmholtz, and Herbart.
Herbart is now remembered amongst the post-Kantian philosophers mostly as making the greatest contrast to Hegel—in particular in relation to aesthetics.
Julius Rupp studied theology and philosophy at the University of Königsberg 1827–30, and was a student of Johann Friedrich Herbart.
Gustav Hartenstein (18 March 1808 – 2 February 1890) was a German philosopher and author. He was one of the most gifted followers of Johann Friedrich Herbart.
Because Herbart believed that a science of education was possible, he supported the idea that education should be an acceptable area of study in higher education.
According to Schopenhauer, "there is more to be learned from each page of David Hume than from the collected philosophical works of Hegel, Herbart and Schleiermacher taken together."
Johann Friedrich Herbart (4 May 1776 – 14 August 1841) was a German philosopher, psychologist and founder of pedagogy as an academic discipline.
Herbart had many talented students who combined philological and pedagogic interests characteristic of the New Humanists, including Ernst Karl Friedrich Wunderlich, Georg Ludolf Dissen, and Friedrich Thiersch.
Building upon the teaching methods of Pestalozzi, Herbart contributed to pedagogy a psychological basis to help facilitate better learning as well as to ensure children’s character development. He was the first individual to point out how important a role psychology plays on education. In developing his ideas about psychology, Herbart came to disagree with Kant about how true knowledge is obtained. Kant believed that we become knowledgeable through studying the innate categories of thought, while Herbart believed that one learns only from studying external and real objects in the world as well as the ideas that come about from observing them. Examining the difference between the actual existence of an object and its appearance, Herbart concluded that “the world is a world of things-in-themselves [and] the things-in-themselves are perceivable.” Everything’s appearance indicates that it exists. He considered all external objects existing in the world as "reals", which can be compared to Leibniz's concept of monads.
The misinterpretations which he had suffered induced Lotze to publish a small polemical pamphlet ("Streitschriften", 1857), in which he corrected two mistakes. His opposition to Hegel's formalism had induced some to associate him with the materialistic school, others to count him among the followers of Herbart. Lotze denied that he belonged to the school of Herbart. However, he admitted that the monadology of Leibniz could be considered the forerunner of Herbart's teachings and also of his own views.
According to Herbart, abilities were not innate but could be instilled, so a thorough education could provide the framework for moral and intellectual development. In order to develop an educational paradigm that would provide an intellectual base that would lead to a consciousness of social responsibility, Herbart advocated that teachers utilise a methodology with five formal steps: “Using this structure a teacher prepared a topic of