When Herbart in 1802 introduced the concept of "Pedagogical Tact" in his first lecture on pedagogy, he answered to a systematic problem that had also troubled his predecessor: It was within his theory of judgement that Immanuel Kant attempted to solve the problem of the relation of theory and practice, of theoretical and practical…

This article highlights the educational and the aesthetic significance of the subject matter (i.e., "the third thing") in the relationship between teacher and pupil. This, through a reading of two texts, one written by the 19th century educationist and German philosopher Johann Friedrich Herbart, and one written by the contemporary…

Every theory of education endorses an image of a human being as someone who can be educated and is capable of self-education and self-cultivation. Since J.F. Herbart, educationalists have been sketching this image under the title "Bildsamkeit," which has become a central element of the specific German way of speaking about educational…

I here explore how an ethics of rhythm can shed light on what promotes and inhibits recognition between people across our vulnerable lives, and the need for a renewal of the philosophy of pedagogy. I argue that philosophy itself has contributed to a certain oblivion regarding how we follow and create rhythmic societies, the need for a more…

This paper introduces and summarises a programme of German research into teaching started 20 years ago. This research draws on Herbart's analysis of teaching with its focus on 'Bildung' (formation) which is distinguished from the measurement/psychometric tradition. It offers the possibilities of a deeper empirical understanding of pedagogical…

Johann Friedrich Herbart (1776-1841) is considered the founding father of the science of education. In this article, I will try to show that Herbart sees the promotion of political "Bildung" as the task of discipline, instruction, and moral guidance, and that his work presents important components of a theory of political…

The paper deals with the analysis of the works of selected pedagogical thinkers in relation to the humanistic pedagogy of C.R. Rogers. The aim of the paper is to identify the components of humanistic pedagogy--Person Centred Education (PCE) in pedagogical theories that were created prior to the PCE. Based on the content analysis, we tried to…

In his central educational work, "The Science of Education" (1806), J. F. Herbart did not explicitly develop a theory of listening, yet his concept of the teacher as a guide in the moral development of the learner gives valuable insight into the moral dimension of listening within teacher-student interaction. Herbart's theory radically calls into…

The debate concerning the relation of the theory of education and the practice of education is not new. In Germany, these discussions are an integral part of the development of educational science in the eighteenth century which is closely connected to Johann Friedrich Herbart and Friedrich Schleiermacher. Their concepts illustrate different…

This article traces the historical development of learner-centered teaching (LCT) and examines the major contributions of educators. Accordingly, this article has also analyzed the perception of various educationists regarding LCT. LCT is an approach to teaching that is increasingly being encouraged in education. The paradigm shifts away from…

This paper is concerned with the practical importance of different forms of paternalism for educational theory and practice. Contrary to the traditional treatment of paternalism as a sometimes necessary and rather messy aspect of educational practices, I demonstrate that paternalism is to be regarded as an "indigenous concept" (Herbart)…

In the book "Forgotten Connections. On Culture and Upbringing," originally from 1983, the late German educator Klaus Mollenhauer interprets Johann Friedrich Herbart's educational concept of "Bildsamkeit", i.e., the ability and willingness to be educated. Furthermore, Mollenhauer conceives "Bildsamkeit" as growing out…

Viewing the growing disenchantment with state-controlled schooling, the authors predict that home teaching will become an established educational alternative within a short time, and they reflect on the teachings and writings of Johann Friedrich Herbart, an eighteenth-century advocate of educating children at home. (Editor/SJL)

This paper attempted to piece together the constituent elements of J. F. Herbart's educational theory, not to attempt a comprehensive re-assessment. (Author/RK)