A Re-Examination of Herbart's System of Educational Theory In The Light of the Interaction between Philosophy and Pedagogy

Abstract

Herbart's scientific educational theory emphasized how applying educational principles to educational practices will provide a consistent outcome with a regular, numerical accuracy. Herbart tried to theoretically destroy the concept of educational learning because he was intimately aware of the risk of formalism and one-sided intellectualism that this system carries. Nevertheless, his pupils and followers ignored this emphasis. The debate about how educational theory and practice relate to each other is not new. The development of educational science in eighteenth-century Germany was significantly aided by these arguments, which are intimately related to Johann Friedrich Herbert and Friedrich Schleiermacher. They provide many approaches to the conundrum of how to integrate theory and practice in education. When while the problems they address are still relevant in conversations today, their solutions are based on a coherent framework of moral and metaphysical ideas. The essay's main focus is on Herbart and Schleiermacher's theories, which are presented in the challenging context of educational theory's potential and limitations and its applicability to practice.