Was the father of pedagogy Comenius or Herbart?

The father of pedagogy was Johann Friedrich Herbart.

Johann Friedrich Herbart (German: Johann Friedrich Herbart, May 4, 1776 - August 14, 1841) was a 19th-century German philosopher, psychologist, and founder of scientific pedagogy.

Herbart was born into a family of magistrates in Oldenburg in 1776. He studied philosophy under Fichte in Jena, began teaching philosophy in G?ttingen in 1805, and went to K?nigsberg in 1809 to take over the chair of Kantian philosophy there, where he founded the experimental school. he returned to G?ttingen in 1833 as a professor of philosophy until his death. He is known as the father of modern pedagogy. He believed that pedagogy should be based on psychology as well as ethics. Main Idea: Unificationism is that new knowledge must be based on old experience.

Early in the 19th century Pestalozzi inherited the tradition of naturalistic education, emphasized observation and experimentation, attached importance to the combination of the laws of children's psychological development and education, and for the first time put forward the idea of "psychologizeeducation". The essence of this claim is the further practice of human nature and freedom tradition in education since the Renaissance, but also the inevitable part of the development of education science. In the process of psychologizing education, Herbart's contribution has a watershed effect, he pointed out the direction for the development of educational science, and became the source of the prosperity of pedagogy for more than a hundred years afterwards.

"He was the earliest to separate psychology from philosophy and physiology and to declare explicitly that psychology is a science; he was also the earliest educator to emphasize explicitly that pedagogy must be based on psychology; and he attempted to reveal the laws of education and teaching on the basis of knowledge of psychology." Hurlbut emphasized the systematization and accuracy of science, and his obsession with accuracy enabled him to accomplish what Comenius and Pestalozzi aspired to, to develop education from a rudimentary system of some kind of thought and practice into a scholarly discipline, and to "develop the theory of mental processes, which, although it was only the intellectual fruit of a certain aspect of the process, served as the basis for the entire systematic methodology of education. "

Herbart extended the use of psychological knowledge to the school education system and penetrated into the construction of the whole educational theory, becoming a typical representative of the real psychologicalization of education after Pestalozzi.