Academic literature on the topic 'Herbart, Johann Friedrich'
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Journal articles on the topic "Herbart, Johann Friedrich"
Hilgenbeger, Norbert. "Johann Friedrich Herbart." Prospects 23, no. 3-4 (September 1993): 649–64. http://dx.doi.org/10.1007/bf02195141.
Full textNeitzel, Odair. "Johann Friedrich Herbart: pedagogia geral e inclusiva." Roteiro 43, no. 2 (August 30, 2018): 815–28. http://dx.doi.org/10.18593/r.v43i2.17109.
Full textJahoda, Gustav. "Johann Friedrich Herbart: Urvater of social psychology." History of the Human Sciences 19, no. 1 (February 2006): 19–38. http://dx.doi.org/10.1177/0952695106062145.
Full textWnęk, Jan. "Die Wahrnehmung der Pädagogik Johann Friedrich Herbart in Polen." Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II 7, no. 2 (November 1, 2017): 59. http://dx.doi.org/10.15633/pch.2182.
Full textMaigné, Carole. "Le réalisme de Johann Friedrich Herbart, une ambition critique." Revue de métaphysique et de morale 35, no. 3 (2002): 305. http://dx.doi.org/10.3917/rmm.023.0305.
Full textDalbosco, Cláudio Almir. "Condição Infantil e Autoridade Amorosa em Johann Friedrich Herbart." Educação & Realidade 43, no. 3 (April 9, 2018): 1131–46. http://dx.doi.org/10.1590/2175-623674872.
Full textSantos, Maria Edna, and Eva Maria Siqueira Alves. "O PAPEL DO PROFESSOR NAS TEORIAS EDUCACIONAIS DE PESTALOZZI E HERBART: ALGUMAS PERCEPÇÕES." Revista Tempos e Espaços em Educação 11, no. 01 (June 13, 2019): 269–84. http://dx.doi.org/10.20952/revtee.v11i01.9668.
Full textNeitzel, Odair. "REPRESENTAÇÃO, APERCEPÇÃO E CONSTITUIÇÃO DO EU EM HERBART." Atos de Pesquisa em Educação 15, no. 1 (April 29, 2020): 186. http://dx.doi.org/10.7867/1809-0354.2020v15n1p186-208.
Full textKenklies, Karsten. "Educational Theory as Topological Rhetoric: The Concepts of Pedagogy of Johann Friedrich Herbart and Friedrich Schleiermacher." Studies in Philosophy and Education 31, no. 3 (February 12, 2012): 265–73. http://dx.doi.org/10.1007/s11217-012-9287-6.
Full textSteiner, Peter. "Herbatian formalism in Bohemia." RUS (São Paulo) 12, no. 19 (August 28, 2021): 10–29. http://dx.doi.org/10.11606/issn.2317-4765.rus.2021.189607.
Full textDissertations / Theses on the topic "Herbart, Johann Friedrich"
Klattenhoff, Klaus Prange Klaus. "Johann Friedrich Herbarts pädagogische Hauptschrift "Allgemeine Pädagogik"." Oldenburg BIS-Verl. der Carl-von-Ossietzky-Univ, 2006. http://d-nb.info/98930115X/34.
Full textMaigné, Carole. "Métaphysique et psychologie chez Johann Friedrich Herbart (1776-1841)." Paris 10, 2000. http://www.theses.fr/2000PA100016.
Full textMoro, Nadia. "Der musikalische Herbart Harmonie und Kontrapunkt als Gegenstände der Psychologie und der Ästhetik." Würzburg Königshausen und Neumann, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2864683&prov=M&dok_var=1&dok_ext=htm.
Full textHopfner, Johanna. "Das Subjekt im neuzeitlichen Erziehungsdenken : Ansätze zur Überwindung grundlegender Dichothomien bei Herbart und Schleiermacher /." Weinheim : Juventa, 1999. http://catalogue.bnf.fr/ark:/12148/cb372229153.
Full textHäberlein-Klumpner, Ramona. "Inklusive Pädagogik Ansatz und historische Analysen mit Blick auf den Vordenker Johann Friedrich Herbart." Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2007. http://d-nb.info/993761372/04.
Full textSimões, Daniel Costa. "Herbart e a noção de inconsciente dinâmico." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20489.
Full textMade available in DSpace on 2017-10-09T12:16:00Z (GMT). No. of bitstreams: 1 Daniel Costa Simões.pdf: 1551194 bytes, checksum: b56721d77db53e629e2f4d5004e4a94f (MD5) Previous issue date: 2017-09-29
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This work intend to show who was Johann Friedrich Herbart (1776-1841), based on a brief biography and the philosophical issues that have motivated his writtings in psychology. The aim of this paper is to identify in this author, a model of dynamic psychology present at the second half of the nineteenth century, wich was influent in the metapsychological formulations of Freud’s psychoanalytic theory
Este trabalho procura esclarecer quem foi Johann Friedrich Herbart (1776-1841), a partir de uma breve biografia e dos problemas filosóficos que motivaram seus escritos em Psicologia. O objetivo da pesquisa é identificar neste autor, um modelo de psicologia dinâmica presente na segunda metade do século XIX que foi influente nas formulações metapsicológicas da teoria psicanalítica de Freud
Chen, Shih-Jing, and 陳世菁. "The Study of Johann Friedrich Herbart''s Aesthetics of Teaching." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/13719246058613187736.
Full text國立中興大學
教師專業發展研究所
105
Whether the country has a competitive future or not depends on its education. So education is important to the country. And people can start from the change of teachers’ teaching. The paper applied the method of educational biography and educational hermeneutics to study Johann Friedrich Herbart’s aesthetics of teaching. With the analysis of art education, teachers’ teaching and character education, it may provide reflection and positive ideas to teachers and relative people. The purposes of this research are as follows. First, to probe the origin of Herbart’s aesthetics teaching. Second, to analyze the main connotation of Herbart’s aesthetics teaching. Third, to evaluate the pros and cons of Herbart’s aesthetics teaching. Fourth, to interpret the important implications of Herbart’s teaching aesthetics. First of all, the origin of Herbart''s aesthetics teaching theory was deeply influenced by Wolff''s rationalism, Leibniz’s appercertiue mass, Kant’s critical philosophy, Fichte’s idealism, Pestalozzi’s teaching theory, Goethe and Schiller’s umanistic theory, and Hegel’s aesthetics. The main contents of Herbart’s aesthetics teaching are as followings. First, art education included finding the form and the content of beauty and discovering the thought during the teaching process and appreciation. With the process of analysis and combination, it cultivated people’s aesthetic vision, attitude and mind. Second, teachers’ teaching included use Herbart’s teaching theory on the teaching of aesthetics. Last, character education included providing five moral concepts in order to have moral behavior. And Herbart wanted people to change their mind from Material and Aesthetics to Morality. Herbart’s teaching aesthetics theory has many advantages and disadvantages. First, it emphasized the teaching direct experience. Second, it asked teachers to emphasize teaching aesthetics. It emphasized the relationship between aesthetics and morality. It emphasized the art education and the systematized steps of teaching. But it was also criticized by people because of formalism, traditional ideology, morality and artistic beauty. Finally, the implications of Herbart’s theory of teaching aesthetics are as followings: First, about art education, teachers should clearly point out the method and aim of art education curriculum, eliminate the boundary of knowledge and aesthetics, get on the interpretation between main part and other parts during art education curriculum, evaluate not only the form but also content of aesthetics. Second, about teachers’ teaching, teachers should elastically use the aim of teaching, curriculum and steps in order to the need of modern society. During the process of teaching, teachers should pay attention to morality, care and aesthetic behavior. Teachers should emphasize the reflection and professional development. Last of all, about moral education, it should be taught in aesthetic way and all the subjects should be led by aesthetics. Character can be taught and teachers should play important roles. Moral education should be taken action instead of slogan and we need to promote morality with aesthetics teaching. Herbart’s aesthetics teaching has progress and cross time meaning and it can provide suggestion to teachers, administration staff and the education authorities.
Liao, Chi-Chung, and 廖啟君. "The Study of Johann Friedrich Herbart’s Theory of Teacher Picture." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/61477649809636850893.
Full text國立中興大學
教師專業發展研究所
105
In recent years, the Ministry of Education devotes to the implement of Teacher Evaluation for Professional Development. With the new needs of teacher professional and to form teacher professional standards with era significance, it is expected that we construct a complete teacher’s picture. This paper applied the method of educational biography and educational hermeneutics to probe Johann Friedrich Herbart''s theory of teacher''s picture and interpret the ideal teacher qualities. In order to form teacher professional standards, plan the teacher education program, and engage in teacher professional development evaluation. The purposes of this research are as followings: 1. to probe the origin of Herbart’s theory of teacher’s picture; 2. to analyze the main connotation of Herbart’s theory of teacher’s picture; 3. to evaluate the pros and cons of Herbart’s theory of teacher’s picture; 4. to interpret the important implications of Herbart’s theory of teacher’s picture. First of all, the origin of Herbart''s teacher picture theory was deeply influenced by Wolff''s rationalism, Kant’s critical philosophy, Fichte’s idealism, Goethe and Schiller’s humanistic theory. Second, the main contents of Herbart’s teacher picture theory as followings: 1. has moral integrity; 2. has inclusive interests; 3. possesses professional knowledge; 4. values aesthetic education; 5. has educational wisdom. Third, Herbart’s teacher picture theory has many adventages: It can offer the reasons in teaching for moral education, supply many dimensions of interest for the aims of instruction, initiate teacher’s profession to respect studeent’s diffenrence, provide aesthetic education as the way to cultivate morality, emphasize theory, expirence and reflection to form edicational wisdom. But it existes some problems, such as the method of student management is not fit to the time tendency and educational principles, pay attention to arouse student’s interest, but neglect to maintain it. Finally, the implications of Herbart’s theory of teacher picture are listed in the followings: First, implications of setting teacher professional standards are listed as the following statements. 1. Emphasize moral cultivation, teachers’ personality, integrity, teachers’ sense of identity toward profession, and emotion adjustment. 2. Develop inclusive interests, and come up with teaching plans through professional learning communities. Teachers should support students to find their interests during different education states, help them find explicit directions, and enhance self-learning ability. 3. Develop indication of teachers’ general knowledge that fit the trend and educational sites. Teachers should be aware of the importance of keeping track of various professional knowledges in order to realize the ideal of exquisite education. 4. On aesthetic education, teachers’ job is not only just to deliver aesthetic knowledge, but inspire aesthetic judgment. Teachers should lead students to observe the beauty in their lives and connect it to the cultivation of moral integrity to train them to be compassionate and liberate. It is still impending for teaching professionals to construct aesthetic education into courses. From these statements we can conclude that Herbart’s teacher’s picture can serve as the reference to the formulation of teacher professional standard. Second, implications about planning teacher education program are listed below. 1. Offer educational ethic courses to teachers, help them blend ethic theories into teaching. Schedule various professional ethic activities to cultivate pre-service teachers’ integrity. 2. To help teachers have inclusive interest, teacher education program should have diverse content, teaching activities and assessment approach. 3. To help teachers gain professional knowledge, principles of instruction courses should cultivate the ability of problem solving and self-learning. The teacher education program should be diverse to meet the needs of multi-expertise teacher. 4. As for aesthetic education, there should be aesthetic education courses to help pre-service teachers build their virtue and sense of beauty. Pushing pre-service teachers’ understanding toward aesthetic can serve as the basis of Pädagogische Takt. 5. To cultivate Pädagogische Takt, teacher education program should be based on practical education experience and encourage the persuasion of teacher professional development. Furthermore, enhance educational practicum program to cultivate the ability of relative and critical thinking. From these implications, we can conclude that Herbart’s theory of teacher’s picture can be a reference to the planning of teacher education program. Last but not least, the theory also provides implications that help establish teacher professional evaluation indicators. 1. To consider moral integrity, the theory provides the relative evaluation indicators on professional dedication attitude and teacher’s personal integrity and behavior. 2. As for aesthetic education, it support the establishment of course design and teaching as well as classroom management and consulting. This theory values the environmental education function of classroom decoration. 3. Lastly, the implications of Pädagogische Takt also provide some supportive indicators. It provides the value of reflective teaching and the establishment of the cooperative education program between academic workers and practitioners. It also provides relative indicators on the participation of teacher professional learning communities and the publication and printing of the researches. Therefore, Herbart’s theory of teacher’s picture can be use as the basis of Teacher Evaluation for Professional Development indicators. The establishment of new teacher’s picture requires the construction, discussion, and improvement of the education authorities, schools, and parents. It’s the approach to realize ideal teacher’s picture, improve teaching effectiveness and boost learning results.
Books on the topic "Herbart, Johann Friedrich"
Matthes, Eva. Johann Friedrich Herbart: Umriss pädagogischer Vorlesungen. Darmstadt: Wissenschaftliche Buchgesellschaft, 2003.
Find full textFietz, Rudolf. Johann Friedrich Herbart aus Oldenburg, 1776-1841: Eine Ausstellung der Landesbibliothek Oldenburg. Oldenburg: Holzberg, 1993.
Find full textHäberlein-Klumpner, Ramona. Inklusive Pädagogik: Ansatz und historische Analysen mit Blick auf den Vordenker Johann Friedrich Herbart. Frankfurt am Main: P. Lang, 2009.
Find full textHäberlein-Klumpner, Ramona. Inklusive Pädagogik: Ansatz und historische Analysen mit Blick auf den Vordenker Johann Friedrich Herbart. Frankfurt am Main: P. Lang, 2009.
Find full textNieberg, Kevin. Der Begriff der "Bildsamkeit": Ein Konstrukt "Allgemeiner Pädagogik" bei Johann Friedrich Herbart und Wilhelm Flitner. Regensburg: Roderer, 2002.
Find full textJohann Friedrich Herbarts Bestrebungen um eine systematische Einheit pädagogischen Denkens und Handelns. Frankfurt am Main: P. Lang, 2002.
Find full textJohann Friedrich Herbarts "Pädagogik der Mitte": Sieben Analysen zu Inhalt und Form. Darmstadt: Wissenschaftliche Buchgesellschaft, 1986.
Find full textSchlüter, Steffen. Wechselwirkung und Erziehung von Johann Friedrich Herbart bis John Dewey. Klinkhardt, Julius, 2013.
Find full textAdams, John. The Herbartian Psychology Applied To Education: Being A Series Of Essays Applying The Psychology Of Johann Friedrich Herbart. Kessinger Publishing, LLC, 2007.
Find full textAdams, John. The Herbartian Psychology Applied To Education: Being A Series Of Essays Applying The Psychology Of Johann Friedrich Herbart. Kessinger Publishing, LLC, 2007.
Find full textBook chapters on the topic "Herbart, Johann Friedrich"
Lesniak, Sonja. "Herbart, Johann Friedrich." In Kindlers Literatur Lexikon (KLL), 1. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_6760-1.
Full textBenner, Dietrich. "Johann Friedrich Herbart." In Kindler kompakt Philosophie 19. Jahrhundert, 72–75. Stuttgart: J.B. Metzler, 2016. http://dx.doi.org/10.1007/978-3-476-05536-1_5.
Full textHogan, John D., David C. Devonis, Roger K. Thomas, Robert W. Rieber, David C. Devonis, Erwin V. Johanningmeier, Robert L. Carneiro, et al. "Herbart, Johann Friedrich." In Encyclopedia of the History of Psychological Theories, 508–10. New York, NY: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-0463-8_134.
Full textMeijer, Wilna A. J. "Herbart, Johann Friedrich (1776–1841)." In Encyclopedia of Educational Philosophy and Theory, 1–5. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_199-1.
Full textMeijer, Wilna A. J. "Herbart, Johann Friedrich (1776–1841)." In Encyclopedia of Educational Philosophy and Theory, 1022–27. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_199.
Full textSeel, Norbert M. "Herbart, Johann Friedrich (1776–1841)." In Encyclopedia of the Sciences of Learning, 1419–21. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1443.
Full textKlattenhoff, Klaus. "Johann Friedrich Herbart (1776–1841)." In Klassiker der Pädagogik, 101–23. Wiesbaden: VS Verlag für Sozialwissenschaften, 2012. http://dx.doi.org/10.1007/978-3-531-94243-8_5.
Full textRaithel, Jürgen, Bernd Dollinger, and Georg Hörmann. "Johann Friedrich Herbart (1776–1841)." In Einführung Pädagogik, 132–38. Wiesbaden: VS Verlag für Sozialwissenschaften, 2005. http://dx.doi.org/10.1007/978-3-322-93606-6_15.
Full textBenner, Dietrich. "Herbart, Johann Friedrich: Allgemeine praktische Philosophie." In Kindlers Literatur Lexikon (KLL), 1–3. Stuttgart: J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_6762-1.
Full textKlafki, Wolfgang. "Pädagogische Erfahrung und pädagogische Theorie bei Johann Friedrich Herbart." In Pädagogisch-politische Porträts, 21–44. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-26751-3_2.
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