THE INTERACTIVE RELATIONSHIP BETWEEN JOHANN FRIEDRICH HERBART’S PHILOSOPHICAL THEORY AND THE PRACTICE OF MORAL, INTELLECTUAL, AND AESTHETIC EDUCATION
To systematically understand and study Herbart's educational reform, and at the same time scientifically and reasonably design the intervention strategy of educational practice, are two core issues facing the current educational reform and development. The purpose of this study is to clarify He...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2024
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| In: |
European journal for philosophy of religion
Year: 2024, Volume: 16, Issue: 4, Pages: 401-416 |
| Further subjects: | B
Moral, Intellectual and Aesthetic Education
B Aesthetic Theory B Johann Friedrich Herbart B Philosophy of Knowledge B Practical Philosophy |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Summary: | To systematically understand and study Herbart's educational reform, and at the same time scientifically and reasonably design the intervention strategy of educational practice, are two core issues facing the current educational reform and development. The purpose of this study is to clarify Herbart's educational thought, overcome the deviation and error in understanding it, and provide theoretical guidance and support for educational practice. From the perspectives of history, sociology and pedagogy, the paper explores the historical background of educational practice and its theoretical development, and combines three stages of the formation and evolution of educational social experiments from the perspective of epistemology. Firstly, the theory of children's morality is regarded as the interactive bridge between practical philosophy and moral education practice. Secondly, the dynamic relationship between philosophy of knowledge and practice of intellectual education is explored through empirical theory. Finally, the paper analyzes the interaction between aesthetic philosophy and aesthetic education practice based on children's interests. The study of the dynamic construction process of Herbart pedagogy is conducive to clarifying Herbart's educational thought and provide a new perspective to the current generation. Due to the complexity and diversity of educational practice, research may have certain limitations and challenges in applying Herbart's theory to specific educational practice. Future research needs to strengthen the exploration of educational practices, especially in the era of intelligence, to adapt to changing educational needs and technological advances. |
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| Contains: | Enthalten in: European journal for philosophy of religion
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| Persistent identifiers: | DOI: 10.24204/ejpr.2024.4510 |