Herbart


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Related to Herbart: Galton, Froebel, Johann Herbart

Her•bart

(ˈhɛər bɑrt)

n.
Johann Friedrich, 1776–1841, German philosopher and educator.
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Noun1.Herbart - German philosopher (1776-1841)Herbart - German philosopher (1776-1841)  
References in periodicals archive ?
Examples of representative authors, listed in chronological order, include: John Amos Comenius (1592-1670), John Locke (1632-1704), Jean-Jacque Rousseau (1712-1778), Johann Heinrich Pestalozzi (1746-1827), Friedrich Frobel (1782-1852), Johann Friedrich Herbart (1776-1841), Maria Montessori (1870-1952) and Jerome Bruner (1915-2016).
Tornou-se um tanto conhecido o metodo da pedagogia historico-critica, anunciado por Saviani (1) como processo constituido por cinco passos, tendo em vista instrumentalizar uma didatica que contraponha a didatica da pedagogia historico-critica (partindo do materialismo historico-dialetico) a didatica da pedagogia tradicional (com base no metodo expositivo formulado por Herbart, fundado no metodo cientifico indutivo de Bacon) e da Escola Nova (com base no metodo experimentalista ao qual se filia Dewey).
Medienimplikationen in Bildungsdenken von Herbart und Schleiermacher.
John Dewey, "Ethical Principles Underlying Education," in Third Yearbook of the National Herbart Society (Chicago: The Society, 1897), 7-33.
Influencia de los postulados de Jean Jacques Rousseau, Johan Heinrich Pestalozzi, Antonio Rosmini-Serbati, Johann Friedrich Herbart y Karl Marx sobre las Teorias de la Educacion de Siglos XX y XXI
Na esteira de Comenius, Herbart e Pestalozzi, Dewey destaca, exatamente, uma escola ancorada em metodologias de ensino, compativeis com o conhecimento cientifico, emergente e em fase de consolidacao: o ensino experiencial e problematizador da realidade e mais compativel com uma instituicao escolar que quer produzir o novo, e nao meramente repetir saberes e conhecimentos acumulados pela tradicao.
8) Husserl traces the problem back to Johann Friedrich Herbart, for whom the problem is more metaphysical than linguistic, more about entities than the words used to talk about them.
Further solidifying the story's place in readers of the time was the influence of Herbart on American education, particularly his goal of "developing character through the use of literary and historical stories" (Smith 2002, 111).
39) In the background, psychophysics was rising with the works of Herbart (1824), Weber (1829), Helmoltz (1859), Fechner (1860), Wundt (1878), then of Lotze (1884), Ward (1886), Munsterberg (1889) and Myers (in the years 1889-1895).
El espiritu de creacion de estos centros estaba basado en la creencia de que no bastaba la simple dedicacion o vocacion, sino que eran precisos unos estudios especificos y especiales, tanto de contenidos como de tecnicas docentes, que fueron sistematizandose a partir de Herbart y venian a demostrar que cualquiera no podia dedicarse, sin mas, a la ensenanza.
The fundamental ideas and most instruction practices, elaborated in Europe, first as philosophical ideas in Antiquity and then by setting, generalization of the education system in classes and lessons (Comenius, Herbart, Pestallozzi etc.
The school's operational philosophy emphasizes drawing out and sharing inner knowledge, as Socrates recommended, rather than pouring in content as Herbart prescribed.