- 期刊
赫爾巴特教育學之主要內容
The Main Contents of Johann Friedrich Herbart's Pedagogy
並列摘要
The most important part of Herbart's educational thought is his pedagogy. This essay is taken from the writer's Master thesis entitled ＂A Study of Johann Friedrich Herbart's Educational Thought＂. Herbart's pedagogy is based on ethics and psychology. Herbart's theoretical pedagogy comprises two important contents: the one is to form the moral personality of man, the moral education; the other is to have the experiences which come from the people and the things, the knowledge education. These two kinds of education are to educate the man and to construct him. Herbart's practical pedagogy is analyzed in three sections: instruction, government and discipline. INSTRUCTION: Instruction is the centre of education. Educative instruction, an expression originated by Herbart, has been well defined as instruction that makes for character. There are two lines of instruction: analytic instruction and synthetic instruction. The materials consist of two main branches: the historical; the natural and scientific. The renowned theories of Herbart's instruction are many-sided interest and the formal steps. Interest is a very important element in learning. He said, ＂interest in education is only an expression of our whole interest in the world and humanity.＂ Interest, arises from interesting objects; many-sided interest originates in the wealth of these, and to create and to develop, it is the task of instruction. ＂Many-sided interest is divided into interest arising from knowledge, and interest arising from sympathy. The former are empirical interest, speculative interest and aesthetic interest; the latter are sympathetic interest, social interest and religious interest. Herbart's formal steps are of four kinds: clearness, association, system and method. But these steps had been changed by Rein as: preparation, presentation, association, recapitulation and application. These steps were again changed by Ziller as: analysis, synthesis, association, system and method. GOVERNMENT: The aim of government is not to form character, but to keep order, to check everything which, though not intentional, and therefore not intrinsically bad, disturbs the work of instruction and discipline, troubles parents and teachers, or harms them and the child himself. The measures employed by teachers and parents for the government of children are occupation, supervision, threating and punishment. These measures of government are to be regulated and used which must be guided by authority and love. DISCIPLINE: The aim of discipline deals with nothing less than the moral foundation of character, the method by which the ＂circle of thought＂ may be brought to generate the good will.