헤르바르트의 ‘과학적 교육학’ 개념

다국어 초록 (Multilingual Abstract)

In this paper, I shall try to examine the central themes of Herbart’s ‘scientific pedagogics’ and to see how education as an art(Kunst) is related to education as a science(Wissenschaft). As I understand, J. F. Herbart(1776-1841) has been called the founder of scientific pedagogics in the history of educational theory. His work entitled Pestalozzis Idee eines ABC der Anschauung was published in 1802. This was followed by Über die Ästhetische Darstellung der Welt als das Hauptgeschäft der Erziehung(1804), and Allgemeine Pädagogik aus dem Zweck der Erziehung abgeleitet(1806)
In the opening words of Über die Ästhetische Darstellung der Welt, Herbart come to the point on the end of education. “The one and the whole work of education may be summed up in the concept of morality.” But his work did not stop with setting goals. He had tried to find out how knowledge, the outcome of teaching might be converted to morality. His research carried him over into the science of education.
In his Allgemeine Pädagogik aus dem Zweck der Erziehung abgeleitet, he recognize no teaching which does not educate. For teaching builds the ‘circle of thought’; education, the character. The latter is nothing without the former. For Herbart, the will is not a faculty to be trained but a structure to be built, and the building blocks with which it is formed are the ‘presentation’; it has its roots in the ‘circle of thought’. Thus, Pedagogics as a science is based on ethics and psychology. Viewed, then, on its ethical side, pedagogics is a science, but in its relation to psychology it is an art.
Before Herbart, only at a second stage was an attempt made to determine how teaching could be supported by education and education could be by teaching. Herbart, on the contrary, took the hold step of subordinating the concept of teaching to that of education in his educational theory. This is what Herbart’s reforming pedagogics revolutionized the relationship between education and teaching. Herbart’s notion of educating teaching is thus created and central to his philosophy of education. Therefore, this concept of ‘educating teaching’ represents the transition from Herbart’s philosophical system to his pedagogics.

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