The Preliminary Study On Herbart’s Moral Education Thoughts

Johann Friedrich Herbart is not only a symbol of the spirit of German pedagogy,but also the soul of the world’s pedagogy.Herbart is a knowledgeable scholar,not only in the field of pedagogy attainments is extremely high,but also in philosophy,psychology,law,music and so have their own unique thinking.Herbart regards morality as the highest goal of education,with particular emphasis on moral education.With the development of the times,his moral education thought like a pearl covered with dust,waiting for the researchers to find its vitality.There are more and more studies on Herbart in China,and the perspective of research is diversified.Its education,philosophy and psychology aspects of the study also showed a trend from shallow to deep.However,the study of its moral education thought is still in a marginalized state,showing a kind of one-sided,fragmented and critical research status quo.Therefore,this study will focus on the perspective of human of Herbart,to explore its moral education ideas.And the relative objective and fair evaluation of its ideas,to explore its return to humanistic moral education on the development of moral education in China’s life value.The mission of the school’s moral education is to shape the human spirit,cultivate the moral character of the people,and enhance the moral ideal of the people.People are the starting point of moral education,but also the foothold of moral education.The loss of Herbart’s moral education thought in the status of moral education is one of the goals pursued in this study,and it is the focus of this paper from the human perspective.The research methods of this study mainly use literature research and text analysis.Among them,the text analysis method,“Herbart collection” six volumes as the main text.Through these two methods,the study of Herbart’s moral education thoughts is carried out systematically from a human view.The main contents of this study include the following four parts: The first part mainly analyzes the academic origin of Herbart’s moral education thoughts from the historical point of view,the historical accumulation character and the spirit of Herbart’s moral education thoughts still exist.The main influences on Herbart’s moral education thoughts,which are the pursuit of truth and criticism of Kant,full of patriotic ideals and idealism of Fichte,uphold the concept of training Niemeyer,full of love and compassion Pestalozzi.The second part is prevailingly the focus of this study,from Herbart’s series of works summed up his viewpoint of the relationship between human and moral education.The first is the rational biological characteristics of human,which is the beginning of the moral education of Herbart.The people of rational creatures also have five kinds of concepts that are inner freedom,the pursuit of perfection,friendship,law and justice.Followed by human plasticity,which is the soul of the whole moral education of Herbart.It is a crucial period of enlightenment of student morality.Finally,it is human intercourse.Herbart holds that human intercourse is the inevitable condition of moral education.Human intercourse can generate moral emotion,sympathy and aesthetics.Human intercourse includes that the subject and the subject of interaction,the subject and the object of interaction,or the intercourse among the multipolar moral relations.The third part starts from the collected works of Herbart,systematically summarizes the main contents of Herbart’s moral education.First,it elucidates the primary concepts of Herbart’s moral education,such as the character,moral character and morality.At last,the study expounds the purpose of Herbart’s moral education,the highest ideal and the only mission of education is morality.Again,that is,Herbart by the rational characteristics of human nature,concluded from the three kinds of moral education concepts,inner freedom,good and fair moral values.Finally,we explored the three kinds of moral education methods of Herbart,each of which corresponds to a small target.The first method is that the activities of the activities in order to manage the first level of the order of the people;the second method is that in the teaching of interest in training,cultivate the second level of rational people;the third method is that cultivated in the character between cultivation,cultivate the third level is the highest level of moral people.Each level of people is a step by step.Through these three methods of cultivation,regulation and guidance eventually reach the highest ideal: moral people.The fourth part is principally on the evaluation of Herbart’s moral education and enlightenment.The characteristics of Herbart’s moral education are chiefly involve that people are the basic point of moral education;students accept the moral acceptance which is of internalization and obedience;what have the characteristics of psychology;that pay attention to students’ multi-interest and personality development;that value people’s physical health;which attach importance to human self-observation and language power.The limitations are manifested in: the utopian nature of moral education,the scientificization of moral education thought,the mandatory of moral education method,the dominance of moral education subject.In short,Herbart’s moral education thoughts have a certain vitality,though it cannot cross the limitations.The spiritual reference of Herbart’s moral education thoughts are to return to humanism in our school moral education,and pay attention to the life of moral education.