Especially in the following four aspects:
Firstly, he systematically discussed the theoretical basis of moral education, the connotation of morality, the factors affecting children's moral development and the methods of moral cultivation, thus constructing the basic framework of traditional moral education theory.
However, in his theory of moral education, progress and backwardness are intertwined.
Secondly, his analysis of morality from the psychological point of view covers the basic elements of morality, which are still problems that people must consider when analyzing morality.
His exposition on cultivating students' moral character is also based on psychology. For example, his exposition on the relationship between students' physical and mental health and moral character reflects the law of students' psychological development to some extent.
Thirdly, Herbart tried to apply the reformed ethics to the process of moral education.
In some ways, his morality embodies the weak voice of the German bourgeoisie for reform.
Fourthly, his moral education theory is not only the sublimation of his long-term educational experience, but also the inheritance and development of western moral education theory.
Some of them reflect the laws of moral teaching (such as education and teaching), which is a historic progress compared with the compulsory indoctrination method since the Middle Ages.
However, while affirming the positive significance of Herbart's moral education theory, we cannot ignore its conservative side.
Because of the conservatism of Herbart's political attitude, he avoided his attitude towards the real society when analyzing morality. So many sharp social and political problems have become mild and abstract moral concepts.
In moral cultivation, there are also some wrong ideas, for example, he still retains religious education.
He once said that some people have anti-social will, and society is bound to fight against them. In the end, it is often self-inflicted, and so on.
It reflects the compromise and conservatism of the German bourgeoisie.
Herbart's moral education theory still has reference significance to our moral education today;
First of all, he fully realized the connection between moral personality and various interests.
On the one hand, cultivating students' strong interest in knowledge is the first condition to achieve the highest educational goal.
Without interest, there can be no real moral education.
Interests must be multifaceted and balanced.
If there is only a single interest in teaching, or if there is excessive interest in one aspect, the same result will appear as no interest at all: it will destroy the cultivation of perfect morality.
On the other hand, personality, personality and various interests are all integrated.
The combination of the three not only lays a foundation for achieving the greatest goal of education-moral perfection, but also creates conditions for achieving possible goals.
Secondly, he believes that the completion of moral education needs multi-faceted and sustained efforts.
The ultimate goal cannot be achieved by a single teacher and subject, but requires the joint efforts of all educators and society, and more importantly, the lifelong efforts of the educated.
He criticized the phenomenon that morality is only regarded as a constraint, and advocated that five moral concepts should be students' own wishes.
He pointed out: "Morality has its place only in the individual's will, so of course, we should first understand that moral education is by no means to cultivate an external behavior pattern, but to cultivate a wise and appropriate will in the students' hearts." [4](P39) In other words, students should cultivate a moral quality or moral will.
Here, Herbart not only attaches importance to the teaching of moral knowledge, but also emphasizes moral self-discipline.
In addition, Herbart's moral education theory also has some merits in some specific moral measures.
Therefore, we should treat Herbart's moral education theory objectively.
In practice, we should take its essence and discard its dross.
Ask close questions
Short question, how to answer it?
Answer points one, two, three and four and compress them.
Firstly, he systematically discussed the theoretical basis of moral education, the connotation of morality, the factors affecting children's moral development and the methods of moral cultivation, thus constructing the basic framework of traditional moral education theory.
However, in his theory of moral education, progress and backwardness are intertwined.
Secondly, his analysis of morality from the psychological point of view covers the basic elements of morality, which are still problems that people must consider when analyzing morality.
His exposition on cultivating students' moral character is also based on psychology. For example, his exposition on the relationship between students' physical and mental health and moral character reflects the law of students' psychological development to some extent.
Thirdly, Herbart tried to apply the reformed ethics to the process of moral education.
In some ways, his morality embodies the weak voice of the German bourgeoisie for reform.
Fourthly, his moral education theory is not only the sublimation of his long-term educational experience, but also the inheritance and development of western moral education theory.
Some of them reflect the laws of moral teaching (such as education and teaching), which is a historic progress compared with the compulsory indoctrination method since the Middle Ages.