Report froebel and herbart

MAJOR
PHILOSOPHIES
AND ITS
PHILOSOPHERS
Friedrich Wilhelm August
Fröbel
And
Johann Friedrich Herbart

Fröbel
Biography:
BORN : APRIL 21, 1782
Oberweißbach, Schwarzburg-
Rudolstadt, Germany
His father, who died in 1802, was the
pastor of the orthodox Lutheran (alt-
lutherisch) parish there. The church and
Lutheran Christian faith were pillars in
Fröbel's own early education.
Oberweißbach was a wealthy village in
the Thuringian Forest and had been
known centuries long for its natural herb
remedies, tinctures, bitters, soaps and
salves. Families had their own inherited
areas of the forest where herbs and roots
were grown and harvested.

Friedrich Wilhelm
August Fröbel
Each family prepared, bottled, and
produced their individual products
which were taken throughout
Europe on trade routes passed
from father to son, who were
affectionately called
"Buckelapotheker" or Rucksack
Pharmacists. They adorned the
church with art acquired from their
travels, many pieces of which can
still be seen in the renovated
structure. The pulpit from which
Fröbel heard his father preach is
the largest in all Europe and can fit
a pastor and 12 men, a direct
reference to Christ's apostles.

Friedrich Wilhelm
August Fröbel
Shortly after Fröbel's birth, his mother's
health began to fail. She died when he
was nine months old, profoundly
influencing his life.
In 1792, Fröbel went to live in the small
town of Stadt-Ilm with his uncle, a
gentle and affectionate man. At the age
of 15 Fröbel, who loved nature,
became the apprentice to a forester.
In 1799, he decided to leave his apprenticeship and
study mathematics and botany in Jena.
From 1802 to 1805, he worked as a land surveyor.

Friedrich Wilhelm August Fröbel
• On 11 September 1818,
Fröbel wed Wilhelmine
Henriette Hoffmeister (b.
1780) in Berlin.
• The union was childless.
• Wilhelmine died in 1839,
and Fröbel married again in
1851.
• His second wife was Louise
Levin.

Friedrich Wilhelm
August Fröbel
CAREER :
• an educator in 1805 at the
Musterschule (a secondary
school) in Frankfurt where
he learned about Johann
Heinrich Pestalozzi’s ideas.
• He later worked with
Pestalozzi in Switzerland
where his ideas further
developed.

• From 1806 Fröbel was the
live-in teacher for a
Frankfurt noble family’s
three sons.
• He lived with the three
children from 1808 to 1810
at Pestalozzi’s institute in
Yverdon-les-Bains in
Switzerland.

In 1811, Fröbel once again went
back to school in Göttingen
and Berlin, eventually leaving
without earning a certificate. He
became a teacher at the
Plamannsche Schule in Berlin, a
boarding school for boys, and
at that time also a pedagogical
and patriotic centre.

During his service in the Lützow Free Corps in
1813 and 1814 – when he was involved in two
campaigns against Napoleon – Fröbel
befriended Wilhelm Middendorf, a theologian
and fellow pedagogue, and Heinrich Langethal,
also a pedagogue. After Waterloo and the
Congress of Vienna, Fröbel found himself a
civilian once again and became an assistant at
the Museum of Mineralogy under Christian
Samuel Weiss. This did not, however, last very
long, and by 1816 he had quit and founded the
Allgemeine Deutsche Erziehungsanstalt
(“German General Education Institute”) in
Griesheim near Arnstadt in Thuringia.

* A year later he moved this to
Keilhau near (now in)
Rudolstadt. In 1831, work was
continued there by the other
cofounders Wilhelm
Middendorf and Heinrich
Langethal.
* In 1820, Fröbel published the first
of his five Keilhau pamphlets, An
unser deutsches Volk (“To Our
German People”). The other four
were published between then and
1823.

• In 1826 he published his main
literary work, Die
Menschenerziehung (“The
Education of Man”) and founded
the weekly publication Die
erziehenden Familien (“The
Educating Families”).
• In 1828 and 1829 he pursued
plans for a people’s education
institute (Volkserziehungsanstalt)
in Helba (nowadays a constituent
community of Meiningen), but they
were never realized.

* From 1831 to 1836, Fröbel once
again lived in Switzerland. In 1831 he
founded an educational institute in
Wartensee (Lucerne).
* In 1833 he moved this to Willisau,
and from 1835 to 1836, he headed the
orphanage in Burgdorf (Berne), where
he also published the magazine
Grundzüge der Menschenerziehung
(“Features of Human Education”).
* In 1836 appeared his work
Erneuerung des Lebens erfordert
das neue Jahr 1836 (“The New Year
1836 Calls For the Renewal of Life”).

* He returned to Germany, dedicated
himself almost exclusively to
preschool child education and began
manufacturing playing materials in
Bad Blankenburg.
• In 1837 he founded a care, playing
and activity institute for small
children in Bad Blankenburg.
• From 1838 to 1840 he also
published the magazine Ein
Sonntagsblatt für Gleichgesinnte
(“A Sunday Paper for the Like-
Minded”).

In 1840 he coined the word
kindergarten for the Play and
Activity Institute he had founded in
1837 at Bad Blankenburg for young
children, together with Wilhelm
Middendorf and Heinrich Langethal.
These two men were Fröbel’s most
faithful colleagues when his ideas
were also transplanted to Keilhau
near Rudolstadt.

He designed the educational play
materials known as Froebel Gifts, or
Fröbelgaben, which included
geometric building blocks and
pattern activity blocks.
* A book entitled Inventing
Kindergarten, by Norman Brosterman,
examines the influence of Friedrich
Fröbel on Frank Lloyd Wright and
modern art.

• His great insight was to recognise
the importance of the activity of the
child in learning.
• He introduced the concept of “free
work” (Freiarbeit) into pedagogy
and established the “game” as the
typical form that life took in
childhood, and also the game’s
educational worth.
• Activities in the first kindergarten
included singing, dancing,
gardening and self-directed play
with the Froebel Gifts.

Fröbel intended, with his Mutter- und
Koselieder – a songbook that he
published – to introduce the young
child into the adult world.
These ideas about childhood
development and education were
introduced to academic and royal
circles through the tireless efforts of
his greatest proponent, the Baroness
(Freiherrin) Bertha Marie von
Marenholtz-Bülow.

Through her Fröbel made the
acquaintance of the Royal House of
the Netherlands, various Thuringian
dukes and duchesses, including the
Romanov wife of the Grand Duke von
Sachsen-Weimar. Baroness von
Marenholtz-Bülow, Duke von
Meiningen and Fröbel gathered
donations to support art education for
children in honor of the 100th
anniversary of the birth of Goethe.

• The Duke of Meiningen
granted the use of his hunting
lodge, called Marienthal (the
Vale of Mary) in the resort town
of Bad Liebenstein for Fröbel to
train the first women as
Kindergarten teachers
(calledKindergärtnerinnen).
DIED: on 21 June 1852 in Marienthal, now a constituent community of
Schweina.
His grave can still be found in the cemetery at Schweina, where his
widow, who died in Hamburg, was also buried on 10 January 1900.

WORKS OF FROBEL
Froebel is author of many books. The
folowing works are mentioned
because they are mainly devoted to
education.
1)Autobiography
2)Education of Development
3)The Education of Man
4)Mother play
5)Pedagogies of Kindergarten

PHILOSOPHICAL VIEWS OF FROBEL
Froebel was a spiritual idealist. For
him all things of the world have
originated from God. Hence, all the
objects , though appear different,
are essentially the same. This law of
Unity is operating in the whole
Universe.
The second characteristic of his
philosophy is the Law of
Development.
According to him this Law of
Development is applicable of both,
the spiritual as well as the physical
world in the same way.

FROEBEL'S EDUCATIONAL PRINCIPALS
1. The Aim of Education: Enable the child to
realise the unity principles.
2. The Method of Education: Self- activity
method of education
3. The Method of Play: The play forms for
impairing education to children
4. Principle of Freedom: Free infettered
natural development of children.
5. Principle of Social Atmosphere: Should be
developed through self-activity in a social
atmosphere.
6. Purpose of Education: Unfold the innate
powers of children to order to them to attain
spiritual union with God.

CURRICULUM ACCORDING TO FROEBEL
Should give importance to Religious
instruction, Nature study, Arithmetic,
Language, arts, Handicrafts
METHOD OF TEACHING ACCORDING TO
FROEBEL
1. Principles of Self- Activity
2. Principle of hearing by Play
3. Principle of Sociability
4. Principle of Freedom

DISCIPLINE
He condemned the repressionistic concept of
discipline held the views that by his own free
and natural activities the child learns self-
discipline.
THE ESSENTIAL CHARACTERISTICS OF KINDERGARTEN
(a)The kindergarten is like a miniature, society, where the children
discover their individualities in relation to others. The social aspect of
development is given due emphasis in these schools.
(b)There will be an atmosphere of freedom and lot of scope for self-
expression in the form of songs, movements and construction.

MERITS OF FROEBEL'S KINDERGARTEN
1. Froebel laid emphasis on pre-school or
necessary education.
2. Froebel stressed the necessity of the study
of child's nature, his instincts and impulses.
PERMANENT CONTRIBUTIONS TO EDUCATION
1. Inner self- activity directs the development.
2. Early education should be organises around play.

Fröbel
The Froebel Gifts (German: Fröbelgaben) are a
range of educational materials designed by
Friedrich Fröbel.
• first used in the original Kindergarten at Bad
Blankenburg.
• The Gifts (GabeThe Gifts were each assigned a
number and ranged in complexity from simple
(e.g. Gift 1 for young children) to advanced
(e.g. Gift 20 for older children).
Gift 1
The first Gift consists of six individual, crocheted, colored, woolen balls. Each
ball is attached to a matching string. The balls are dyed in one of six solid hues
consisting of the primary colors red, yellow and blue, as well as their secondary
colors, purple, green and orange.
The balls themselves are not completely solid and can be squashed in the
hand before reverting to their original shapes.

The first gift was intended by Fröbel to be given to
very young children. His intention was that, through
holding, dropping, rolling, swinging, hiding and
revealing the balls, the child may acquire
knowledge of objects and spacial relationships,
movement, speed and time, color and contrast,
weights and gravity.
Gift 2
The second Gift consists of four wooden objects, each about 2 inches
square: two cubes, one cylinder and one sphere, with holes drilled in
them and a wooden hanging apparatus. These wooden blocks are
smoothly finished, but are not painted or stained.
Fröbel called this gift "the children's delight" and believed that as
children observed the similarities and differences of the properties of
these blocks, it would set the educational foundations for later physics
education.

advocated the importance of free
play in childhood. Each gift (Gabe)
was designed to be given to a child to
provide material for the child's self-
directed activity.
These Gifts are a series of activity-
based playthings ranging from simple
sphere-shaped objects, through to
geometric wooden blocks and more
advanced Gifts pertaining to sewing,
cutting, weaving and the modelling of
objects in clay.

Fröbel
"Realising how the Gifts were eventually misused by
Kindergarten teachers who followed after Froebel, it
is important to consider what Froebel expected the
Gifts to achieve. He envisaged that the Gifts will
teach the child to use his (or her) environment as an
educational aid; secondly, that they will give the
child an indication of the connection between human
life and life in nature; and finally that they will create
a bond between the adult and the child who play
with them" Joachim Liebschner on page 82 in his
book, A Child's Work: Freedom and Guidance in
Froebel's Educational Theory and Practice
• Froebel Gifts remain popular today in Korea and
Japan in early childhood education.

Johann Friedrich
Herbart
Herbart was first greatly interested in science and music, but at Jena he
studied philosophy and law. He was strongly influenced by
Enlightenment thought, particularly Kant’s ethics and Fichte’s
metaphysics. Later he became a close friend of Pestalozzi. Herbart
received his doctorate and qualified for lecturing at Göttingen, where
he lectured on philosophy and pedagogy. In 1808 he accepted an
invitation to take over Kant’s chair at Königsberg, where he established
the first pedagogical institute with an experimental school. He also
served on various commissions responsible for the improvement of the
Prussian educational system.

• German philosopher.
• the founder of the pedagogical theory that bears his name,
which eventually laid the groundwork for teacher education as
a university enterprise in the United States and elsewhere.
• born in Oldenburg, Germany, on May 4, 1776, the only child of a
gifted and strong-willed mother and a father whose attention
was devoted to his legal practice.
• tutored at home until he entered the gymnasium at the age of
twelve, from which he went on as valedictorian to the University
of Jena at a time when such stellar German intellectuals as
Johann Gottfried Herder, Johann Gottlieb Fichte, Johann
Wolfgang von Goethe, and Friedrich von Schiller were
associated with that institution.
• Schiller's Briefe über die ästhetische Erziehung des Menschen
(Letters concerning the aesthetic education of man), then in
progress in 1795, that influenced Herbart to devote himself to
philosophy and education.

Johann Friedrich
Herbart
According to Herbart, the structure and operation
of man’s perception are conditioned by the
changing complex of ultimate entities of reality,
which he called the “reals” (Realen). As in the
ancient theory of atoms and elements or Leibniz’
monad theory, the complex structure of reality
arises through a rhythmical joining (synthesis) and
separation (analysis) of the reals. The behavior of
these entities is determined by their tendency
toward self-assertion. Hence, a dialectical
struggle of opposites emerges as the “law of
motion” of reality. The task of philosophy is to
create a rigorous analytic-synthetic conceptual
system from perceived reality.

Johann Friedrich
Herbart
The soul is a central totality of manifold
simple reals. The ideas that appear in the
soul are the result of the interplay of the
“self-preservative reactions” of the reals.
If in this process an idea is so thoroughly
repressed that it vanishes from
consciousness, it struggles to emerge
from below the threshold of
consciousness until it reappears as a
freely moving idea (memory). Herbart held
that mental processes can be described
with the exactness of mathematical laws.

Johann Friedrich
Herbart
• In Herbart’s pedagogical writings each person is an individual and
distinctive totality, capable of change and determination or
redefinition, and therefore possessing “adaptiveness” (Bildsamkeit). This
latter quality is especially characteristic of the moral will.
• Therefore, the goal of upbringing and education is the development of
the personality of the whole human being. This development aims at the
union of five ideas: inner freedom (harmony of moral insight and will),
perfection (health of body and soul), benevolence (toward the will of
others), justice (balancing of interests, respect for the rights of others),
and equity (suitability of reward and punishment). Together they
constitute the “virtue of self-determination.” As long as insight and self-
determination of the will are lacking, the desires must submit to external
regulation (subordination to authority and supervision). With the growth
of intellectual spontaneity the pupil’s interest can be awakened through
instruction and discipline.

Johann Friedrich
Herbart
• Herbart distinguished three forms of the “interest in knowledge”
(empirical, speculative, aesthetic) and three forms of the “interest
in participation” (sympathetic, social, religious).
The development of insight and will requires a rhythmic alternation
from a probing, analytic instruction to a reflective, synthetic one.
“Static” penetration leads to conceptual clarity, “progressive”
penetration (association) to the increase of knowledge; static
reflection yields the system of knowledge, and progressive reflection
gives rise to its method. From these four fundamental concepts
Herbart deduced the four formal stages of instruction. The course that
the instruction takes can be demonstrative, analytic, or synthetic,
according to need.

Johann Friedrich
HerbartA goal of discipline is to mold the
interests stimulated by instruction into a
totality of moving ideas
(Gedankenkreis). In particular,
instruction seeks by this means to instill
within the pupil fundamental moral
tenets and to form them into a
conscience. With increasing age,
education is first restraining, then
determining, then regulating, and
finally supportive, as it ends and self-
education begins. With these basic
concepts and requirements Herbart
established pedagogy as an
independent science. He was likewise
a founder of educational therapy and
a precursor of child psychiatry.

Johann Friedrich
Herbart
Career
In 1797 and almost against his will Herbart was
persuaded by his mother to accept a position as tutor
to the sons of the regional governor of Interlaken in
Switzerland. During his three years of work with these
three very different boys, aged fourteen, ten, and
eight when their relationship began, Herbart
confronted in earnest the problems of teaching
children, reporting monthly to their father on his
methods and the results achieved. During his Swiss
sojourn, he was also influenced by the thinking of
Johann Heinrich Pestalozzi, whose school at Burgdorf
he visited and whose ideas he systematized in 1802 in
his Pestalozzis Idee eines ABC der Anschauung
untersucht und wissenschaftlich ausgeführt
(Pestalozzi's idea of an ABC of sense impression
investigated and laid out scientifically).

Johann Friedrich
Herbart
Returning to Germany in 1800, Herbart
completed his remaining doctoral work at the
University of Göttingen, receiving his degree in
1802. He remained there as a lecturer in both
philosophy and pedagogy until he received an
appointment as professor of philosophy in 1805.
Chief works related to education from his
Göttingen period are Über die ästhetische
Darstellung der Welt als das Hauptgeschäft der
Erziehung (On the aesthetic representation of
the world as the main concern of education),
published in 1804, and Allgemeine Pädagogik
aus dem Zweck der Erziehung abgeleitet
(General pedagogy deduced from the aim of
education), published in 1806. He also published
on metaphysics and psychology.

Johann Friedrich
Herbart
In 1809 Herbart accepted the chair of pedagogy and
philosophy at the University of Königsberg, formerly
occupied by Immanuel Kant, and began a period of
great productivity, ranging across the full spectrum of
philosophical investigations.
*In the midst of work in metaphysics and psychology
he also organized a pedagogical seminar for
advanced students, attached to a demonstration
school in which he and his students attempted to
implement his pedagogical ideas, which were then
critiqued and revised through the seminar discussions.
This seminar, widely imitated by his later disciplines in
Germany and elsewhere, was a first step toward trying
to approach educational work scientifically.

Johann Friedrich
Herbart
Herbart left Königsberg in 1833,
apparently because of disagreements
with the Prussian government over his
educational views in relation to state and
church power. He returned to the
University of Göttingen, where he
remained for the last eight years of his
life, producing his Umriss von
pädagogischen Vorlesungen (Outlines of
pedagogical lectures) in 1835, in which
he attempted to connect more directly
his early pedagogical theory and his later
psychological work. He gave his last
lecture two days before he died of a
stroke on August 14, 1841.

Johann Friedrich
Herbart
Contribution
The legacy of Herbart to education was mediated through two major German
disciples, Karl Volkmar Stoy and Tuiskon Ziller, who sought to implement his
theories with varying degrees of alteration.
• Stoy was inspired by Herbart's early lectures in philosophy and pedagogy
at the University of Göttingen and, upon qualifying as a lecturer at the
University of Jena in 1842, took charge of a local private school that soon
attracted students from all over Europe.
• In 1845 he was appointed professor at the university, then he moved in
1865 to the University of Heidelberg, establishing at nearby Bielitz a normal
school based upon Herbartian principles. He returned to Jena in 1874 and
established there the pedagogical seminar that would be taken over upon
his death in 1885 by Wilhelm Rein, and brought to international renown by
the end of the nineteenth century both for its practices and for its
incorporation of teacher education into the university. It was there that the
majority of Herbartians from other countries, including the United States,
developed their ideas.

Johann Friedrich
Herbart
Rein had studied with the second major disciple of
Herbart, Ziller, who had pursued a career in law, being
appointed a lecturer at the University of Leipzig in 1853.
Like Herbart, a period of teaching during his doctoral
work led Ziller to investigate educational questions, and
his first works, published in 1856 and 1857, were direct
extensions and applications of Herbart's ideas. He
established at the University of Leipzig a pedagogical
seminar and practice school modeled after that of
Herbart at Königsberg. Ziller was instrumental in founding
the Verein für wissenschaftliche Pädagogik (Society for
Scientific Pedagogy) in 1868, which published a quarterly
that disseminated Herbartian ideas, and spread all over
Germany as local clubs for the study of Herbartian
approaches to educational problems.

Johann Friedrich
Herbart
Ziller wrote Grundlegung zur Lehre
vom erziehenden Unterricht (Basis of
the doctrine of instruction as a moral
force), published in 1865, and his
Vorlesungen über allgemeine
Pädagogik (Lectures on general
pedagogy), published in 1876, five
years before his death. These works
provided the Herbartian legacy that
Wilhelm Rein as a student of Ziller at
Leipzig brought to his work when Rein
resuscitated the pedagogical seminar
at the University of Jena in 1886, a
year after Stoy's death.

Some of Herbart's main works on educational theory
1. Ueber die ästhetische Darstellung der Welt als das
Hauptgeschäft der Erziehung (On the aesthetic representation
of the world as the main subject of education),
2. 1804, Allgemeine Pädagogik aus dem Zweck der Erziehung
abgeleitet (General pedagogics derived from the purpose of
education),
3. 1806, and Umri° pädagogischer Vorlesungen (Outline of
lectures on education), 1835, 1841. In On the Aesthetic
Representation of the World Herbart discusses morality as the
main purpose of education. As one of the proponents of
realism, Herbart, in contrast to the supporters of German
idealism, adheres to the recognizability of the objective world,
meaning that the mind has to discern rules but does not create
them. Thus Herbart understands morality as an ideal that one
strives for by learning to assess and influence his or her will on
the basis of objective perception in order to act in the interest
of social existence. Herbart asks: How can the educator
consciously support this learning process?

In General Pedagogics Herbart develops the means of education:
1. Unterricht (instruction), and Zucht, which he latercompletes in
Outline of Lectures on Education. Unterricht is to provide
understanding. Therefore Herbart's theory of Unterricht stresses the
material part of education concerning these dimensions: steps of
instruction (structure), subject matter of instruction (choice of
subject), and course of instruction (methods).
2. Zucht, on the other hand, focuses the ethical ideal to act according
to a better understanding. It refers to the personal attitude of the
educator and the pupil toward each other. Both aspects of
education, Unterricht and Zucht, lead to Herbart's idea of
erziehender Unterricht (educating instruction). This idea gained
influence on classroom activity and teacher training at the university
level through his followers, the Herbartians.

Famous Herbartians included Karl Volkmar Stoy (1815–1885), Tuiskon
Ziller (1817–1882), and Wilhelm Rein (1847–1929).
• Their efforts were focused on teacher training at the university
level that aimed both at specialist training and pedagogical
professionalism. In order to offer both theoretical educational
studies and educational practice to students, they affiliated
practice schools with teacher training colleges. Life at the
practice schools included lessons, school trips, celebrations,
gardening, sports, games, and self-government by the pupils.
• Stoy developed Herbart's systematic work on education into
an acknowledged body of educational theories. Ziller added
Herbart's theory on Unterricht and created within the
framework of his didactics the Formalstufentheorie (theory of
formal steps of instruction), the principle of Konzentration
(concentration), and the Kulturstufentheorie (theory of cultural
steps). It is thanks to Rein that Herbart became famous all over
the world. His pedagogical teacher-training college and
holiday courses at Jena gained international interest.

Thank you !!!
JACKELINE B. ABINALES
TALA HIGH SCHOOL
MAY 09, 2014
SUBMITTED BY:

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