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Johann Friedrich Herbart. Outlines of Educational Doctrine
Outlines of Educational Doctrine
Table of Contents
INTRODUCTION
PART I. THE DOUBLE BASIS OF PEDAGOGICS
CHAPTER I. The Ethical Basis
CHAPTER II. The Psychological Basis
PART II. OUTLINES OF GENERAL PEDAGOGICS
SECTION I. GOVERNMENT OF CHILDREN
CHAPTER I. Theoretical Aspects
CHAPTER II. Practical Aspects
SECTION II. INSTRUCTION
CHAPTER I. The Relation of Instruction to Government and Training
CHAPTER II. The Aim of Instruction
CHAPTER III. The Conditions of Many-sidedness
CHAPTER IV. The Conditions Determining Interest
CHAPTER V. The Main Kinds of Interest
CHAPTER VI. The Material of Instruction from Different Points of View
CHAPTER VII. The Process of Instruction
CHAPTER VIII. Remarks on the Plan of Instruction as a Whole
SECTION III. TRAINING
CHAPTER I. The Relation of Training to Government and to Instruction
CHAPTER II. The Aim of Training
CHAPTER III. Differentiation of Character
CHAPTER IV. Differentiation of Morality
CHAPTER V. Helps in Training
CHAPTER VI. General Method of Training
SECTION IV. SYNOPSIS OF GENERAL PEDAGOGICS FROM THE POINT OF VIEW OF AGE
CHAPTER I. The First Three Years
CHAPTER II. The Ages from Four to Eight
CHAPTER III. Boyhood
CHAPTER IV. Youth
PART III. SPECIAL APPLICATIONS OF PEDAGOGICS
SECTION I. REMARKS ON THE TEACHINGS OF PARTICULAR BRANCHES OF STUDY
CHAPTER I. Religion
CHAPTER II. History
CHAPTER III. Mathematics and Nature Study
CHAPTER IV. Geography
CHAPTER V. The Mother-tongue
CHAPTER VI. Greek and Latin
CHAPTER VII. Further Specification of Didactics
SECTION II. THE FAULTS OF PUPILS AND THEIR TREATMENT
CHAPTER I. General Differentiation
CHAPTER II. The Sources of Moral Weakness
CHAPTER III. The Effects of Training
CHAPTER IV. Special Faults
SECTION III. REMARKS ON THE ORGANIZATION OF EDUCATION
CHAPTER I. Home Education
CHAPTER II. Concerning Schools
INDEX
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Johann Friedrich Herbart
Published by Good Press, 2019
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Note.—The maxim perfice te is neither so universal as Wolff asserted, as though it were the sole fundamental principle of ethics, nor so objectionable as Kant represents it to be. Perfection, quantitatively regarded (Vollkommenheit—the state of having come to fulness), is the first urgent task wherever man shows himself lower, smaller, weaker, more narrowly limited, than he might be. Growth, in every sense of the word, is the natural destiny of the child, and the primary condition of whatever else of worth may be expected of him in later life. The principle perfice te was deprived of its true meaning by the attempt to define by it the whole of virtue—a blunder, since no single practical idea ever exhausts the contents of that term. Quite different is the import of the next remark, which applies solely to the practice of pedagogy.
18. The constant presence of the idea of perfection easily introduces a false feature into moral education in the strict sense. The pupil may get an erroneous impression as to the relative importance of the lessons, practice, and performance demanded of him, and so be betrayed into the belief that he is essentially perfect when these demands are satisfied.
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