The following excerpts and sorts out Herbart's educational views and opinions from the History of Western Educational Thought (written by Lin Yutai of Taiwan Province Province by Jiuzhou Publishing House).
Herbart is an only child. However, due to the natural discord between parents, the "strong" mother raised him with Spartan education when he was a child. So Herbart didn't feel the warmth of family. It is his parents' common wish to study law in order to be an official, but he likes philosophical meditation and metaphysical meditation. At the age of thirteen, Herbart wrote an article on the abstract and difficult problem of eternal God, and the next year he wrote a paper on free will, and began to read logic and study Kant's works. Book, impressive. At the graduation ceremony of high school, he delivered a speech on the promotion of national morality and corruption. At the university graduation ceremony, he delivered a speech in Latin, comparing Cicero's and Kant's expositions on "perfection". (Lao Li's comments: These may be related to Herbart's later listing moral ethics as the two main contents of pedagogy. The content is psychology)
The headmaster's evaluation of Herbart is: "Among all the graduates and his classmates, Herbart is an orderly, well-behaved, enthusiastic and determined student;" He developed and improved his natural excellent talent with diligence and perseverance. Adjectives such as "genius, intelligence, diligence and hard work" also appeared on his tombstone. Lao Li's comments: Herbart is not greatly influenced by family factors such as parental discord and mother's autocracy. With his innate enthusiasm for philosophy and strong rational thinking, he realized the outstanding talent of "genius" and worked hard to realize his self-worth and made contributions to the development and progress of world civilization.
Herbart worked as a tutor for some time during his college years. Due to the disagreement between parents in childhood, Herbart seems to subconsciously want to have the opportunity to educate children: "I will treat other people's children better than adults treat my childhood." When being a tutor, what is the teaching experience of children first? Hand knowledge made him write books on psychology and pedagogy in the future, with rich themes.
One of the foundations of education "learning"? : morality
The object of education is people, and educational activities involve all the development of personality. In the whole personality, the first question we face is what kind of personality children should be shaped by the process of education. This consideration is the field of ethics or moralism.
What is education? The door contains a highly value-oriented discipline, and the result of education is not only the breadth and depth of knowledge, but also the improvement of moral character. "Knowledge" and "morality" constitute two major fields of education "learning"; In the position level, the level of knowledge is lower than that of virtue. Knowledge contributes to virtue, but knowledge without virtue is more disastrous than ignorance. If virtue can be based on knowledge, that is the best policy.
Herbart insists on Kant's "theory of goodwill" and thinks that the judgment of good and evil behavior and the motivation of the parties should be considered most. In other words, the actor's starting point is the main basis for judging whether to reward good or punish evil, not the pain or happiness of the consequences of the behavior. Ethical norms based on good motives are "inevitable" propositions, not just hypothetical "if" propositions. (Lao Li's comment: People are "slaves" of desires, and it is difficult to completely "be good for the sake of goodness". Point, but people are also rational animals. If you choose to go to school, you can still get it, although you can't. If we set a high standard of "goodness", we can try to avoid "moral utilitarianism" and be "moral" when it is directly or indirectly beneficial to our own interests, otherwise we will ignore it and not even do immoral things. )
Is Herbart here? The fifth step dissects "goodwill" into five kinds, expecting people to have a clearer concept of this concept. Personal and social activities should be based on this.
1, inner freedom: self-discipline, not heteronomy. (Lao Li's comment: Based on people's freedom of will, after rational thinking and taking the universal law as the standard, I have formulated my own code of conduct. )
2. Perfection: Do good for the sake of goodness, without seeking results.
3. Kindness: Treat others or things with compassion.
4. Justice or law: individuals act according to justice and form moral norms; Society acts according to justice and forms laws.
5, the nature of taking evil as enemy: good is rewarded with good, and evil with evil. It's not that we don't report. Not yet. (Lao Li's comment: It may contain the hypothesis that "the soul is immortal" and "God exists". )
Herbart put forward some steps to accomplish the above moral education goals:
1, Management: Restrain Children's "Wild Mania"
2. Shaping: Teachers actively set an example by means of good faith, personality and characteristic advice, exhortation, reminder, demonstration, example, etc., as the object of students' imitation. This subtle influence, coupled with the gradual maturity of students' moral choices and judgments, can lead to "self-discipline", and the moral behaviors or concepts formed by students through this process will gradually take root in people's hearts and persevere.
3. Cultivation of self-discipline behavior: cultivate students' various interests. The normal development of students' personality should pay attention to comprehensiveness. "Various interests" was put forward by Herbart according to "free education" in Athens, ancient Greece. Cultivating various interests can tap the potential of school children.
There are two kinds of interests:
? Category: interest in things
(1) Experience: Interest in direct contact with nature.
(2) Meditation: interest in abstract concepts and rational thinking.
(3) Taste appreciation: interest in judging value, good and evil, beauty and ugliness, love and hate.
Another one? Category: interest in people themselves
(1) Personal sympathy: interest in personal feelings.
(2) Social sympathy: emotional interest in social groups.
(3) Religious sympathy: emotional interest in the creator.
Although there are many interests, we should not lose our self-integration and integrate complex and diverse interests besides keeping a keen perception of the outside world and accepting the impressions of the outside world with an open mind? A little harmonious? Make love.
To sum up, "all the work of education, only? This task can be summarized as? It is a self-evident truth that moral goodwill motivation is owned by human nature and should be owned by human nature. The result of moral education should be to let students "choose good and reject evil"-this is the shaping of moral quality. "Can the cultivation of various interests be formed? This moral harmony and integrity.
The Second Foundation of "Learning" in Education: Psychology
Herbart believes that human physiology can hinder psychology (for example, when sleeping) and help psychology (for example, when excited and enthusiastic), and internal thoughts can lead to external body movements. Hershey's theory of body and mind is very valuable in the application of pedagogy.
According to the study of mechanics, the idea itself is? This kind of force, which itself has the function of "self-protection", meets another kind? Concept, due to other? Is the idea itself the same? These forces interact.
1, if the two concepts have the same nature, the fusion result is born. For example, red and blue are of the same nature, which produces purple.
2. If the two concepts are different in nature, it will lead to chaotic results. For example, color and sound, the barking of two black dogs, make our hearts produce two chaotic phenomena.
Three, the same? The concept of nature, but the forces are opposite to each other, then the phenomenon of resistance was born. For example, cold and hot, wet and dry, size, weight, length, fatness, beauty and ugliness, good and evil, etc. The power between them will change.
Herbart put forward the concept of "apperception group": the above three conditions constitute the "apperception group" in psychological cognition.
When new ideas appear, if they intersect with existing ideas. If the existing concept is quite clear and powerful, then its level is above the threshold of consciousness. In other words, this concept of being is an active person in the state of consciousness. When there are similarities or similarities between the new concept and the old concept, the new concept will be easily and quickly integrated into the old concept, and the "apperception group" will be consolidated-the old and new concepts will have a sense of integration (perception).
However, if the new concept is not compatible with the old concept, the following situation will occur: 1. If a new concept appears for the first time and has nothing to do with the old concept, it will lurk under the threshold of consciousness and become the subconscious. 2. New ideas look for related ideas in the old apperception group. At this time, after the stimulation of new ideas, old ideas will react.
"Synaesthesia group" is the focus of Herbart's psychology. He said: "apperception is the feeling when presenting a previously existing concept and presenting a new concept ... apperception can be defined as: two similar presentations or? Group presentation and mutual influence; Is one of them influenced by the other? More or less transformation, but finally combined? . "
How to establish a "apperception" relationship between new ideas and old ideas is the key role of textbook selection, curriculum arrangement and teaching method application. The connection between old and new ideas is like breathing? General, become indispensable to maintain educational life? An activity.
Systematic teaching method
Herbart put forward four steps of teaching: clarity, combination, system and method. His students developed a five-stage teaching method:
1, preparation: Teachers should first stimulate motivation and make new textbooks to be taught. Understand learning, point out teaching objectives, and pay attention to students' interests and objects.
2. Tip: Present the teaching materials to students clearly, concisely and vividly.
3. Comparison: Establish a close and direct connection between new ideas and students' old ideas.
4. Summary: The old and new ideas are merged, assimilated and integrated into a group of apperception. At this time, analysis and synthesis, concreteness and abstraction are all together.
5. Application: Apply the newly established apperception group (solving problems).
Attachment: Herbart's four-stage teaching theory (Baidu Encyclopedia)
When Herbart put forward that pedagogy should be based on psychology, he actually took "clarity-association-system-method" as the thinking process, and built pedagogy on his psychology, so that the development of students' thinking problems officially obtained formal thinking steps and corresponding teaching procedures for the first time. According to Dewey's point of view, "Herbart's great contribution lies in making teaching work break away from stereotypes and accidental fields. He brought teaching into the category of conscious method, making it a conscious thing with a specific purpose and process, rather than a mixture of accidental inspiration and submission to tradition.
In Herbart's view, when students accept new things, there is always an obvious thinking thread, that is, "clarity-association-system-method". The condition of education and teaching is attention and comprehension, which must arouse students' attention and interest. At the same time, students must master new concepts on the basis of the original concepts. Teachers use narrative teaching method, analytical teaching method and comprehensive teaching method to enable students to achieve "clarity" and "association" through concentration and "system" and "method" through careful consideration. This is the famous "four-stage teaching method".
1, clarity
"Ming" is to understand new individual things, which is equivalent to some new "problems". This is the first step in the teaching process, and the teacher teaches new textbooks. In order to let students really understand individual things, we must slow down the teaching speed and break down the teaching content into small steps as much as possible. Ask the teacher to be as clear, accurate and detailed as possible when explaining, and compare it with the related concepts (knowledge) in the child's consciousness. Teachers give priority to prompt teaching, and can also be supplemented by demonstrations, including physical wall charts and other intuitive teaching methods to help students understand new concepts and master new teaching materials. At this stage, students' psychological state is a static and concentrated activity, which is mainly manifested in paying attention to the teacher's tips on new textbooks, concentrating on learning new concepts and new textbooks, and trying to understand new concepts.
Step 2 unite
"Association" is to consider the newly emerging individual things with the original things in the concept of experience, and initially form a temporary "relationship" between the old and the new things, which is equivalent to a "hypothesis" that initially puts forward new problems. Herbart called this psychological activity from clarity to association "concentration". At this time, students' psychological state is in a dynamic and concentrated activity, which can make students' newly mastered concepts and teaching materials relate to previous concepts. Because the connection between new knowledge and original knowledge is not clear at first, it is in a vague state, and the psychological performance is expectation, hoping to know the result of the connection between old and new ideas. Teachers should adopt analytical teaching, talk freely with students freely, cause the process of apperception, and combine old and new knowledge.
3. System
Herbart's "system" is to further investigate the initial connection (hypothesis) between old and new things, so that the old and new things are in the right position. After the "association" stage, students' old and new ideas and old knowledge have been linked, but they are not systematic and need a static thinking activity. Under the guidance of teachers, students should think and understand deeply on the basis of the connection between old and new concepts, and seek conclusions and laws. The psychological state of students is a kind of static thinking activity, and the psychological feature is inquiry. Teachers can adopt comprehensive teaching and form concepts, definitions and theorems by comparing old and new textbooks.
4. Method (method)
"Method" is to further verify the original hypothetical relationship through repeated popularization and application. Herbart's "method" refers to "application" (or practice), such as homework, writing and correcting mistakes. Let students get the understanding, promotion and abstraction of new knowledge in similar situations, "because it can show whether students have mastered the main ideas correctly and can use them." Students' psychological state is a further reflection of students' conceptual system, which is manifested as a dynamic thinking activity. Students are required to apply systematic knowledge to practice, and their psychological characteristic is action. Teachers can use exercises to guide students to apply their textbooks to practice and develop logical thinking skills through exercises and homework.
Herbart regards system and application as "thinking" activities together, which is the continuation of "concentration" activities composed of clarity and association. He believes that the teaching steps should be a process from concentration to deliberation, "concentration activities should occur before deliberation activities", and they must be as close as possible, while deliberation can become a new concentration, and concentration and deliberation must be carried out alternately. This teaching process is a concept movement process, which makes a single concept clear through the definite stage, unites many single concepts through the joint stage, systematizes many combined concepts through the systematic stage, and applies systematic concepts through the method stage in order to make them more solid and skilled. Herbart's four-stage theory is actually that teachers present new textbooks and let students perceive these textbooks, so that old and new knowledge can be "integrated" with each other and knowledge can be systematized, and then students can apply what they have learned through "learning" and other means.
Herbart changed these stages from his student Ziller to five stages of preparation, prompt, comparison, summary and application, which is called five-stage teaching method. The five-stage teaching method formed in the19th century can still be seen until now, and even many schools carried out teaching completely according to his procedures and steps about lectures in the 2nd19th century.
Will artificial intelligence robots have "apperception" (self-awareness)?