美国赫尔巴特学派运动研究
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摘要
科学教育学的奠基人赫尔巴特1841年逝世后，他建立于伦理学和心理学基础之上的教育理论在德国沉寂达25年之久，直到60年代，他的门徒齐勒尔等人才使其重见天日，一场赫尔巴特学派运动开始兴起。19世纪末20世纪初，运动的中心由德国转移到美国，形成了以德加谟、麦克默里兄弟为代表的美国赫尔巴特学派运动。在19世纪末知识倍增和学校人数急遽扩张的时代，赫尔巴特教育思想的到来无疑给身处困境的美国教育带来了一丝曙光。美国赫尔巴特学派结合美国教育实际，对赫尔巴特教育理论进行了适当的改造，并将其运用到教育实践中，促进了美国学校教育目的、课程设置、教学方法、师资建设等一系列重要方面的改进和发展。20世纪初，美国赫尔巴特学派内部的分裂日益加剧，其他社会改革运动也风起云涌。在内外力量的冲击下，美国赫尔巴特学派运动迅速走向衰落，很快被以杜威为代表的进步主义教育运动所替代。然而，赫尔巴特教育思想中保留下来的合理内核在教育实践中继续发挥着积极的影响。
美国赫尔巴特学派运动是国际性赫尔巴特学派运动的重要组成部分，是对德国赫尔巴特学派教育思想的继承与发展。赫尔巴特学派教育理论中的“统觉理论”、“兴趣学说”、“集中与相关原则”、“文化纪元理论”、“五步教学法”等重要方面在美国得到了充分讨论，并为教育界所接受，所推崇。正是由于美国赫尔巴特学派的不懈努力，“科学的教育学”才真正开始进入美国学校，它为美国现代教育制度的发展奠定了基础。因此，对美国赫尔巴特学派运动进行深入研究，不仅可以全面了解它兴衰的历史及原因，准确把握它的思想内涵，而且在一定程度上可以弥补我国对美国赫尔巴特学派教育思想研究不足的缺憾。
论文正文共五章。前三章详细梳理了美国赫尔巴特学派运动兴起、兴盛及衰落的全过程。第四章分别从理论、实践和影响三个方面对德、美赫尔巴特学派运动进行了异同比较，以便全面而深入地把握美国赫尔巴特学派运动的实质。第五章在对美国赫尔巴特学派运动的意义、历史地位进行客观评价的基础上，总结它的主要特点，探讨它对我国当前基础教育改革的启示。
Herbart, the founder of the scientific pedagogy, died in1841. His educational theory,which was based on ethics and psychology, had been in silence in Germany for25years evenafter his death. In1860s, his disciples such as Ziller revived the original doctrine, and amovement of Herbartian School began to rise. By the end of the19thcentury and thebeginning of the20thcentury, the movement center had been transferred from Germany toAmerica, bringing an American Herbartian Movement led by DeGarmo, Charles and FrankMcMurry. In the epoch of knowledge explosion and rapid school pupils’ expansion, Herbart’seducational thoughts undoubtedly brought a ray of hope for the distressing Americaneducation. American Herbartian School modified Herbart’s educational thoughtsappropriately according to American reality, and applied them to American educationalpractice, which improved and developed American school education in the aspects ofeducation aim, subject matter, method of instruction, teacher training, etc..During the early20thcentury, the division among American Herbatian School was growing serious, and theother social reform movements were surging. Under the impact of internal and external forces,American Herbartian School Movement soon declined, and was later replaced by ProgressiveEducational Movement led by Dewey. However, the rational core retained in Herbart’seducational thoughts have been continuing to play a positive role in American educationalpractice.
American Herbartian School Movement was an integral part of Internatioanal HerbartianSchool Movement, and it inheritted and developed the educational thoughts of GermanHerbartian School. The important aspects of Herbatian educational theory, such as“apperception”,“doctrine of interest”,“concentration and correlation”,“cultural epochstheory”,“the five formal steps of instruction” had been fully discussed in America, acceptedand appriciated by educators. It was because of the tireless effort of American HerbartianSchool that the science of education really began to enter American school, and it laid thefoundation for the development of American modern educational system. Therefore, deep study on American Herbartian School Movement can not only help us fully understand thehistory and the reasons of its rise and fall, accurately grasp its ideological contents, but also,to some extent, help us to remedy the insufficient understanding of the educational thoughtsof American Herbartian School.
Based on the contents, this paper is divided into five parts. The first three parts comb thewhole process of American Herbartian School Movement in detail, including its rise,prosperity and decline. The fourth part compares the similarities and differences betweenGerman and American Herbartian School Movements in the aspects of theory, practice andinfluence, so as to fully grasp the essence of American Herbartian School Movement. Thefifth part summarizes its main features on the basis of evaluating the significance andhistorical status of American Herbartian School Movement objectively, and explores itsinspiration for our Chinese basic educational reform at present.
美国赫尔巴特学派运动是国际性赫尔巴特学派运动的重要组成部分，是对德国赫尔巴特学派教育思想的继承与发展。赫尔巴特学派教育理论中的“统觉理论”、“兴趣学说”、“集中与相关原则”、“文化纪元理论”、“五步教学法”等重要方面在美国得到了充分讨论，并为教育界所接受，所推崇。正是由于美国赫尔巴特学派的不懈努力，“科学的教育学”才真正开始进入美国学校，它为美国现代教育制度的发展奠定了基础。因此，对美国赫尔巴特学派运动进行深入研究，不仅可以全面了解它兴衰的历史及原因，准确把握它的思想内涵，而且在一定程度上可以弥补我国对美国赫尔巴特学派教育思想研究不足的缺憾。
论文正文共五章。前三章详细梳理了美国赫尔巴特学派运动兴起、兴盛及衰落的全过程。第四章分别从理论、实践和影响三个方面对德、美赫尔巴特学派运动进行了异同比较，以便全面而深入地把握美国赫尔巴特学派运动的实质。第五章在对美国赫尔巴特学派运动的意义、历史地位进行客观评价的基础上，总结它的主要特点，探讨它对我国当前基础教育改革的启示。
Herbart, the founder of the scientific pedagogy, died in1841. His educational theory,which was based on ethics and psychology, had been in silence in Germany for25years evenafter his death. In1860s, his disciples such as Ziller revived the original doctrine, and amovement of Herbartian School began to rise. By the end of the19thcentury and thebeginning of the20thcentury, the movement center had been transferred from Germany toAmerica, bringing an American Herbartian Movement led by DeGarmo, Charles and FrankMcMurry. In the epoch of knowledge explosion and rapid school pupils’ expansion, Herbart’seducational thoughts undoubtedly brought a ray of hope for the distressing Americaneducation. American Herbartian School modified Herbart’s educational thoughtsappropriately according to American reality, and applied them to American educationalpractice, which improved and developed American school education in the aspects ofeducation aim, subject matter, method of instruction, teacher training, etc..During the early20thcentury, the division among American Herbatian School was growing serious, and theother social reform movements were surging. Under the impact of internal and external forces,American Herbartian School Movement soon declined, and was later replaced by ProgressiveEducational Movement led by Dewey. However, the rational core retained in Herbart’seducational thoughts have been continuing to play a positive role in American educationalpractice.
American Herbartian School Movement was an integral part of Internatioanal HerbartianSchool Movement, and it inheritted and developed the educational thoughts of GermanHerbartian School. The important aspects of Herbatian educational theory, such as“apperception”,“doctrine of interest”,“concentration and correlation”,“cultural epochstheory”,“the five formal steps of instruction” had been fully discussed in America, acceptedand appriciated by educators. It was because of the tireless effort of American HerbartianSchool that the science of education really began to enter American school, and it laid thefoundation for the development of American modern educational system. Therefore, deep study on American Herbartian School Movement can not only help us fully understand thehistory and the reasons of its rise and fall, accurately grasp its ideological contents, but also,to some extent, help us to remedy the insufficient understanding of the educational thoughtsof American Herbartian School.
Based on the contents, this paper is divided into five parts. The first three parts comb thewhole process of American Herbartian School Movement in detail, including its rise,prosperity and decline. The fourth part compares the similarities and differences betweenGerman and American Herbartian School Movements in the aspects of theory, practice andinfluence, so as to fully grasp the essence of American Herbartian School Movement. Thefifth part summarizes its main features on the basis of evaluating the significance andhistorical status of American Herbartian School Movement objectively, and explores itsinspiration for our Chinese basic educational reform at present.
引文
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