Why should Herbart, the representative of traditional education, be called the "father of modern pedagogy"?

Herbart because of its proposed "teacher-centered" relatively traditional concept of teaching, and therefore is called "the representative of traditional pedagogy", Herbart's pedagogy on the modern impact is relatively large and far-reaching, so that Herbart is the father of modern pedagogy.

Born in Oldenburg, Germany. His early education benefited from his mother and governess, and later he entered the Latin school, and in 1794 entered the University of Jena. At the school he studied the philosophical works of Kant, Fichte, and others; he was greatly influenced by the then newly published doctrine of the ancient Greek philosopher Parmenides (about the sixth century B.C.) that all existence is unitary and unchanging, and at the beginning of 1797, before completing his university course, he went to Switzerland to become the governess of an aristocrat; it was from this position that his interest in education was aroused. He visited Switzerland in 1799. In 1799 he visited Bergdorf and became acquainted with Pestalozzi, an acquaintance which made a deep impression on him, but he did not accept the democratic tendency of Pestalozzi's viewpoints. 1799 and onwards he stopped at the house of a friend to specialize in philosophy and in 1802 he received his doctorate at the University of Gottingen, where he subsequently taught, and in 1809 he was employed by the University of K?nigsberg to teach philosophy and education after Kant. In 1809 he was engaged by the University of K?nigsberg to teach philosophy and pedagogy after Kant, and to found the Institute of Education for the purpose of training teachers in the application of his principles of education; in 1833 he resumed his teaching at the University of G?ttingen, where he died in 1841.

His principal writings were published while he was teaching at the two universities. The writings on education include (1) On the Revelation of the Beauty of the World as the Principal Work of Education (1804), which is a strictly deductive discussion of the purpose of education, beginning with it, proceeding to its assumptions, and from the assumptions to the means of accomplishing the purpose, focusing on the ethical aspect of the play. (2) The General Pedagogy (1806), which is divided into three parts, administration, teaching, and training, and expresses his main educational ideas, focusing on the psychological aspect of the play. (3) Compendium of Lectures on Education (1835), which is a supplement to the "General Pedagogy" and gives further play to the basic ideas of psychology in the previous book. Other works related to education include "Pestalozzi's Preliminary Idea of Intuition" (1802), "Education in the Collaboration of the Public" (1810), "The Relationship between School and Life" (1818), "A Few Letters on the Application of Psychology to Pedagogy" and "A few Letters on the Application of Psychology to Pedagogy" (1918). Letters on the Application of Psychology to Pedagogy (1831), The Relation of Idealism to Education (1831), etc.

Herbert was the first of the modern bourgeois educators who attempted to establish pedagogy as a science; he wanted to build a theory of the aims of education on the basis of ethics and a theory of the methods of education on the basis of psychology. Because of his idealistic, metaphysical philosophical and psychological views, he failed to achieve his aim of establishing a scientific pedagogy. He used his psychological arguments to justify the principle of pedagogical education, but here he exaggerated the role of knowledge as a determinant of emotion and will. From his doctrine of "manifold interests" he prescribed a wide range of contents for primary and secondary schools, but his conservatism was shown by the fact that he gave priority to religion and the classical humanities. He analyzed the process of teaching and attempted to build his pedagogical system on this basis. After the middle of the nineteenth century, his educational doctrines became popular in Germany and gradually influenced Europe and America. This was mainly due to his conservative political attitude which appealed to the ruling class of Germany after the revolution of 1848, and to the fact that his pedagogical educational ideas and his system of moral education were in line with the demand of the ruling class to strengthen its ideological control over the young students at that time. The second reason was that secondary education was developing; whereas the pedagogy of the past had faced the elementary school, Herbart's pedagogy was applicable to both primary and secondary schools. Teachers found ready-made prescriptions for their daily work in the "five-stage method", which had been developed by his disciples. This has resulted in serious formalism in teaching; but on the other hand, it has also promoted the study of ways and means of teaching and learning in the classroom.