Nieprzemijające znaczenie herbartowskiej koncepcji nauczania

  • Dietrich Benner Dietrich Benner, urodzony w 1941 roku, profesor pedagogiki w Instytucie Nauk o Wychowaniu Uniwersytetu im. W. von Humboldta w Berlinie. W latach 1990-1994 przewodniczący Niemieckiego Towarzystwa Nauki o Wychowaniu Deutsche Gesellschaft für Erziehungswissenschaft. Najważniejsze publikacje: Hauptströmmungen der Erziehungswissenschaft, Verlag List, München 1973, Die Pädagogik Herbarts, Juventa Verlag, Weinheim und München 1986), Allgemeine Pädagogik, Juventa Verlag, Weinheim und München 1987, Wilhelm von Humboldts Bildungstheorie, Juventa Verlag, Weinheim und München 1990, Historisches Wörterbuch der Pädagogik, hrsg. von D. Benner, J. Oelkers, Beltz, Weinheim 2004; D. Benner, Pedagogika ogólna, przeł. M. Wojdak-Piątkowska, w: Pedagogika, red. B. Śliwerski, t. 1, Podstawy nauk o wychowaniu, Gdańskie Wydawnictwo Pedagogiczne, Gdańsk 2006, s. 115-194.

Abstract

Educational teaching is an inventive idea of combining upbringing and education, which was fi rst developed by Johann Friedrich Herbart, a 19th-century German philosopher and pedagogue. He presented it as one of the three stages of the spiritual and intellectual development of a pupil (apart from “ruling the children” and management). Herbart’s concept spread soon and found application primarily in the European educational system in the period of the so-called Herbartianism – since 1850s until 1920s. Also in our times the need for upbringing at school is being discussed, though not in the context of Herbart. Dietrich Benner does not aim at coming back to history, but reading of the Herbartian idea in the light of modern didactics.
Published
2017-02-01
How to Cite
Benner, D. (2017). Nieprzemijające znaczenie herbartowskiej koncepcji nauczania. HORIZONS OF EDUCATION, 7(13), 129-144. Retrieved from https://horyzontywychowania.ignatianum.edu.pl/HW/article/view/1036
Issue
Vol. 7 No. 13 (2008): Carnality of man: soma, sarx and sema?
Section
Thematic Articles

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