What are the representatives of traditional education school and modern education school in the history of education?

The representatives of traditional education school and modern education school in the history of education are Herbart and Dewey respectively.

Johann friedrich herbart (German: johann friedrich herbart,1May 4, 776-1841August/2008 14) was a German philosopher, psychologist and founder of science pedagogy in the 9th century. In the history of modern education, no educator can compare with it. His educational thought had a great, extensive and far-reaching influence on the school educational practice and the development of educational theory at that time and even in the next hundred years.

In the history of western education, he is known as "the founder of scientific pedagogy" and "the father of educational science" and "the father of modern pedagogy" in the history of world education. The representative work General Pedagogy, which reflects his educational thoughts, is recognized as the first educational work with a scientific system.

John dewey (1 859101October 20th-1952 June1) is a famous American philosopher, educator, psychologist, master of pragmatism and one of the founders of functionalism psychology and modern pedagogy.

If Peirce founded the pragmatic method and william james established the pragmatic truth view, then Dewey built the pragmatic theory building. His works cover science, art, religious ethics, politics, education, sociology, history and economics, making pragmatism a unique cultural phenomenon in the United States.

Dewey believes that education is a process of children's life, not a preparation for future life. He said: life is development, and continuous development is life. Therefore, the best education is "learning from life and learning from experience". Education is to provide children with conditions to ensure their growth or complete life.

Because life is growth, and children's development is the process of primitive instinctive growth, Dewey emphasized: "Growth is the characteristic of life, so education is growth." In his view, education is not to force children to absorb external things, but to let human innate ability grow.

Therefore, Dewey believes that the educational process has no purpose outside itself, and the purpose of education lies in the educational process. As a matter of fact, he opposes taking externally imposed goals as the official goals of children's growth.