Gay Bar Peterborough Ontario

The shapes of two steps

Some theorize and does not act, the agent then theorize, who does both things together (as he will tell you) and who have their eyes so long as to see beyond the years that are existential frame.


Johann Friedrich Herbart , 1776-1841, is one of them. He lived in the full Romantic age, lays the groundwork for what will be the next positivist thought and educational activities.
Just to mention a few meetings, we can include in the meeting with 1794 Kant and the one with 1799 Pestalozzi . Just these two meetings will lay the foundations of his philosophical thinking and teaching. First Herbart recognizes an independent value to the Philosophy of Education (tie, I say), then he understands that the spontaneity (as it wants to common sense, but also "to Pestalozzi," for instance) is not enough to make Pedagogy: a methodology used net, clear, and why not, measurable, testable.
pre-mold innovations that positivist Herbart does - most of these contained in his work Education General Education deducted from the end of 1806 and in the work entitled Drawing Lessons Pedagogy, 1835 -, is not confined to what was said. Pedagogy itself is still tied to philosophy and to make it truly independent is that different disciplines belong there, so instrumental for a common goal. This is certainly the common goal morality, and the materials that belong mainly to the Psychology, aesthetics and ethics .
ignoring psychology, who will address short, ethics and aesthetics are the instrumental disciplines that contribute to the ultimate moral structure as five ideas, good and beautiful that the student (child or pupil to be) must achieve.
These five ideas are:

1. Idea of \u200b\u200bFreedom interior - that is, to fully express themselves according to their skills and duties;
2. Idea of \u200b\u200bPerfection - that is, bring themselves to the highest and most perfectly fulfilled;
3. Idea of \u200b\u200bbenevolence - that is the harmony that exists between the various wills, mine and others;
4. Idea of \u200b\u200bLaw - that the regulation of the conflict between the various wills;
5. Idea equity - that is the right balance between action and reward.

In all this psychology plays a pivotal role, since it is the viaticum to reach the educational purpose, as expressed the cognitive process by defining the knower. In other words, provides the means for the educational purpose and to determine the limits within which the end is acceptable.
Who then is this knowing subject?
Obviously a child, which depending on the age group assumes ownership and different requirements: 0-3 years

• - There is a prevalence of sensitivity and motor skills; free exploration of objects
• 4-8 years - The child needs to be governed (we will return later);
• Adolescence - compare the abstraction and imagination, we are the first preferences and the first concrete interests;
• Youth - First disappointment; education is linked with the moral sphere.

You understand that, as in others, for Herbart the baby is born without morality, and then will be reduced from what he calls government, or by what manages the education, then school, and keeps family. This government also acts through threats, surveillance and the dynamic relationship between authority and love (can not remember what we say then Freud?).
We do, however, a step back and go back to Psychology. It was not only an identifying role of the knower but food for the journey to get to the end of education. So what's the best way to encourage a boy to morality and to education?
Herbart respond with the 'Interest and using this interest are not single-key theme, or tied to a single discipline or address, but multilateral, or inclusive of various factors and disciplines.
is multilaterally interest requires a complex pedagogical breath that is the basis of what Herbart called the degree of formal Education. This, as well as the idea of \u200b\u200bbreathing the pedagogical basis of multilateralism, it is structured in four grades, which are namely:

1. Clarity, or the distinction of details, the presentation of an argument and the statement of objectives;
2. Association, and the correlation between different studies, including the affinity between these different subjects, and among the prerequisites and what will be explained in a subject;
3. system, or give an order to learning, to see what new information has been added and take stock of what has been learned;
4. Method , or apply their knowledge, including in business and practical.

understand well how to enter fully, in the Education Sciences theorized by Herbart, also teaching that, thanks to the four formal degrees here theorized, is the basis of today's teaching (based on the prerequisites, the budgets of skills and so on).

Buono studio!