The Year Book of the Herbart Society for the Scientific Study of Teaching Volume 1 by Herbart Society for the Teaching
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Author: Herbart Society for the Teaching
Page Count: 74 pages
Published Date: 13 Sep 2013
Publisher: Rarebooksclub.com
Publication Country: United States
Language: English
Type: PDF
ISBN: 9781236784193
File Name: The.Year.Book.of.the.Herbart.Society.for.the.Scientific.Study.of.Teaching.Volume.1.pdf
Download Link: The Year Book of the Herbart Society for the Scientific Study of Teaching Volume 1
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This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1907 edition. Excerpt: ...in comparative history and culture. The results of these two lines of thought may, then, one day tell us whether or not a more minute establishment of the theory of parallel individual and racial development is possible. At present we are engaged with the question of whether there is suflicient evidence of its truth to warrant its use as a factor in an educational system. Before attempting to answer this question positively, let us first note some of the more important among those who object to its use, either in part or in whole. I. Lange, one of the strongest Herbartians, while conceding in his work on Apperception that this is the only principle of succession that olfers a rational basis for sequence, is still constrained to take the illogical position of objecting theoretically to the theory as a whole. He finds that it is pedagogically suggestive and valuable, but theoretically without basis. (We should add in justice, that in the supplement to the Yearbook of the Verein fiir wissenschaftlich Paedagogik, No. 21, p. 29, which appeared at a later date, Lange disclaims ever having intended to deny the great analogy or to reject it as a principle of selection, but he wishes merely to have it recognized as but one principle among others, a claim that few advocates of the principle will be inclined to deny.) Lange's chief objection is based on the idea that it is necessary, if the theory hold good, to parallel years in the life of the individual with race epochs--an idea which as we have shown is entirely unnecessary and even contradictory to the conception of development. This misapprehension is a relic of Ziller's curriculum which has been greatly changed for the better since his time. We need, then, dwell upon this point no...
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