Herbartianism and its Educational Consequences in the Period of the Austro-Hungarian Monarchy

The Case of Slovenia

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Aims & Objectives, Adult & Continuing Education, Philosophy & Social Aspects
Cover of the book Herbartianism and its Educational Consequences in the Period of the Austro-Hungarian Monarchy by Edvard Protner, Peter Lang
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Author: Edvard Protner ISBN: 9783653990706
Publisher: Peter Lang Publication: July 15, 2014
Imprint: Peter Lang GmbH, Internationaler Verlag der Wissenschaften Language: English
Author: Edvard Protner
ISBN: 9783653990706
Publisher: Peter Lang
Publication: July 15, 2014
Imprint: Peter Lang GmbH, Internationaler Verlag der Wissenschaften
Language: English

Herbartianism is without a doubt one of the most important pedagogic movements of the 19th century. While quoting J. F. Herbart, his followers – Herbartians – built a pedagogic system which strongly marked educational theory and practice not only in Europe. The book offers a detailed insight into the constitution of teacher training in the Austro-Hungarian Monarchy with special emphasis on the situation in Slovenia. Along with the basic didactic principles the foreground is reserved for the understanding of teacher personality. This book contextualises the professional assignments of teachers and their education with the interests of school policy. This historical perspective offers a useful apparatus for the understanding of today’s debates about the professionalization of the teaching profession.

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Herbartianism is without a doubt one of the most important pedagogic movements of the 19th century. While quoting J. F. Herbart, his followers – Herbartians – built a pedagogic system which strongly marked educational theory and practice not only in Europe. The book offers a detailed insight into the constitution of teacher training in the Austro-Hungarian Monarchy with special emphasis on the situation in Slovenia. Along with the basic didactic principles the foreground is reserved for the understanding of teacher personality. This book contextualises the professional assignments of teachers and their education with the interests of school policy. This historical perspective offers a useful apparatus for the understanding of today’s debates about the professionalization of the teaching profession.

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