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Herbart's Reply to Jachmann's Review of His “General Pedagogy”
Published online by Cambridge University Press: 24 February 2017
Extract
The position of Johann Friedrich Herbart (1776–1841) in the annals of education is due largely to Herbartianism, a movement which adopted his name but which really became active only a quarter of a century after his death and had relatively slight connections with Herbart's own theory and practice. Yet Herbart's pedagogical theory and his philosophic doctrines in general are not wholly irrelevant or unimportant to students of education if only because they constitute the baseline against which the developments (and aberrations) of the Herbartians must be plotted.
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References
Notes
1. H. M. and Felkin, E. The Science of Education (London: Sonnenschein and Co., 1892).Google Scholar
2. See the comment of Kehrbach in Johann Friedrich Herbarts Sämtliche Werke in chronologische Reihenfolge, ed. Kehrbach and Flugel (Langensalza, 1877 ff.; reprinted, 1964), IX x. This 19-volume edition is hereafter cited as SW. Google Scholar
3. Ulich, Robert Three Thousand Years of Educational Wisdom (Cambridge, Mass.: Harvard University Press, 1947), pp. 508–17.Google Scholar
4. Ibid., History of Educational Thought (New York: American Book Co., 1950), p. 281.Google Scholar
5. SW, IV, p. 24; IX, p. 19.Google Scholar
6. Printed in SW, II, pp. 146–62.Google Scholar
7. The text translated here is that of SW, II, pp. 162–74.Google Scholar
8. Kehrbach (SW, II, ix) notes two relevant reviews; one in the New Leipzig Literary Journal, No. 148 (1806) and another in the General Literary Journal, No. 82 (1807) of Halle-Leipzig.Google Scholar