Herbart strongly emphasised the development of varied interests to develop a strong moral character of child. According to him, this will be possible only when various subjects are taught to children. Hence, he emphasised the inclusion of as many subjects in the curriculum as possible. Herbart divided the curriculum into two categories namely— (1) Historical and (2) Scientific. He put in the first category History, Language and Literature and in the second he put in Physical Sciences, Arithmetic together with industrial and vocational subjects.
Herbart laid his main emphasis on History and literature and assigned a subsidiary position to scientific subjects. It should be remembered that Herbart believed in the unity of mind. He came to the conclusion that all teaching should be done round a central subject. For this, he assigned to History the central position and advocated that all other subjects should be taught around this pivot.
Process of Instruction
The great educationist Herbart prescribed a general method of teaching for all subjects. This general method includes four steps as given below:
(1) Clearness. Clearness means that subject matter of learning should be presented in a clear way.
(2) Association. Association means to establish close connection between the old and the new knowledge.
(3) System. It is the logical linking of knowledge in a systematic way.
(4) Method. It connotes the use of learnt knowledge in practice.
Herbart's famous follower Ziller divides the first step of clearness into two stages namely
(1) Preparation and (2) Presentation. Another disciple of Herbart named Pyne added another intermediary step between the above two, which he named as "Statement of Aim". These five steps are known as Herbartian five formal steps. They are given below:
(a) Preparation. Preparation or introduction is the first step of teaching method. Herein some questions are put to test the previous knowledge of children so that they become motivated to learn new knowledge.
(b) Statement of aim. This step is a part of the previous one. Here the topic is made known to children and the teacher writes it on the blackboard.
(2) Presentation. In this step the specific lesson is developed step by step with the active cooperation of the students. In other words, their mental activity is stimulated to achieve all learning by their own efforts and experiences. The teacher tries to search out and develop various points of the lesson by the active co-operation of students so that the new ideas are integrated with the old mass already stored in the mind.
(3) Comparison and association. Herbart named this step as association. Here the various incidents, facts and experiments are inter-related and integrated by means of a process of comparison and contrast so that children gain clear understanding and insight of the matter taught to them. Hence, the teacher should try to correlate the teaching of one subject with another, the topic of one subject with the topic of other subjects. This will fix the new knowledge solidly in the minds of children.
(4) Generalisation. Herbart called this step as system. Here in opportunities are provided to students to think out and understand the new knowledge gained by them in the background of a broad perspective. After that some specific principles are deduced which may be applied in future activities and experiences.
(5) Application. Application is the last step of this method. Herein, it is examined whether the knowledge gained can be successfully applied in new situations or not. This can be tested by the teacher by putting some recapitulatory questions or he can provide new circumstances and experiences to children to apply the knowledge gained. This will make the knowledge acquired permanent and testify to the veracity to the principles deduced.
Herbart laid his main emphasis on History and literature and assigned a subsidiary position to scientific subjects. It should be remembered that Herbart believed in the unity of mind. He came to the conclusion that all teaching should be done round a central subject. For this, he assigned to History the central position and advocated that all other subjects should be taught around this pivot.
Process of Instruction
The great educationist Herbart prescribed a general method of teaching for all subjects. This general method includes four steps as given below:
(1) Clearness. Clearness means that subject matter of learning should be presented in a clear way.
(2) Association. Association means to establish close connection between the old and the new knowledge.
(3) System. It is the logical linking of knowledge in a systematic way.
(4) Method. It connotes the use of learnt knowledge in practice.
Herbart's famous follower Ziller divides the first step of clearness into two stages namely
(1) Preparation and (2) Presentation. Another disciple of Herbart named Pyne added another intermediary step between the above two, which he named as "Statement of Aim". These five steps are known as Herbartian five formal steps. They are given below:
(a) Preparation. Preparation or introduction is the first step of teaching method. Herein some questions are put to test the previous knowledge of children so that they become motivated to learn new knowledge.
(b) Statement of aim. This step is a part of the previous one. Here the topic is made known to children and the teacher writes it on the blackboard.
(2) Presentation. In this step the specific lesson is developed step by step with the active cooperation of the students. In other words, their mental activity is stimulated to achieve all learning by their own efforts and experiences. The teacher tries to search out and develop various points of the lesson by the active co-operation of students so that the new ideas are integrated with the old mass already stored in the mind.
(3) Comparison and association. Herbart named this step as association. Here the various incidents, facts and experiments are inter-related and integrated by means of a process of comparison and contrast so that children gain clear understanding and insight of the matter taught to them. Hence, the teacher should try to correlate the teaching of one subject with another, the topic of one subject with the topic of other subjects. This will fix the new knowledge solidly in the minds of children.
(4) Generalisation. Herbart called this step as system. Here in opportunities are provided to students to think out and understand the new knowledge gained by them in the background of a broad perspective. After that some specific principles are deduced which may be applied in future activities and experiences.
(5) Application. Application is the last step of this method. Herein, it is examined whether the knowledge gained can be successfully applied in new situations or not. This can be tested by the teacher by putting some recapitulatory questions or he can provide new circumstances and experiences to children to apply the knowledge gained. This will make the knowledge acquired permanent and testify to the veracity to the principles deduced.
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