Johann Friedrich Herbart

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Noun1.Johann Friedrich Herbart - German philosopher (1776-1841)Johann Friedrich Herbart - German philosopher (1776-1841)  
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Pakistan is a state where a huge portion of our education system depends on the typical lecture method for all subjects including science subjects for which Herbartian steps are taken to cover the content matter.
Charles De Garmo (1892), in his The Essentials of Method, an important American text about the Herbartian method, goes so far as to directly reference Washington's escapade: "A moral truth, though it cannot be presented to the senses, may be individualized, or made concrete, by concrete illustration; as, through the story of George Washington and his hatchet" (17).
Illustrative lessons and closely coached practice were the center of teachers' practical training at ISNU and the chief way in which novices learned Herbartian methods.
"How people learn" developed to be more influential than the Herbartian question "how can people be taught" (Dunkel, 1969, p.
(82) This problem was of extraordinary importance in the Marbourgian claim of philosophy as a method and a science and it was used to reject other neo-Kantianisms (Frisseen and Herbartian schools) as well as figures of phenomenology.
In other words, we actually have no evidence that Sinclair read Herbart, according to Johnson, but then, after quoting the Audrey Craven passage, he claims that her usage of the word repression "must surely derive from her reading of Herbart." This claim is certainly suspect, but what makes matters worse is Johnson's failure to articulate how readers should understand the Craven passage in relation to Herbartian psychology.
Madeline Hunter, more than any other educator, has breathed new life into Herbartian theory.
Harris, a colleague of Eliot's, and whose reputation was widely known as a Herbartian idealist, chaired the Committee of 15 (1895).
We attack the Herbartian formal steps and the Morrison "mastery formula" of teaching procedure, and yet in one graduate course in education the following method was observed: The students were assigned a chapter or two from a book written by the professor in charge; the first half of the period was devoted to the reading of the chapters assigned by the professor himself before the class, and the rest of the discussion was spent in talking about anything but what the course was about.