Herbart jako twórca koncepcji równości w zakresie ogólnego i społecznego kształcenia podstawowego. Rozważania z okazji 250. rocznicy urodzin
Herbart as the Conceptualizer of the Equality of General and Social Basic Education: Reflections on the 250th Anniversary of His Birth

Summary/Abstract: This article reflects on Johann F. Herbart’s contribution to the development of modern pedagogy, emphasizing his role as a cofounder of scientific pedagogy and the conceptualizer of the concept of equivalence between general and social basic education. Drawing on the ideas of Rousseau, Fichte, and Herbart, the author analyzes the concept of educability (Bildsamkeit) as a fundamental pedagogical term that emerged during the transition from pre-modern to modern society and characterizes modern pedagogy. The text provides a detailed discussion of the tripartite framework of pedagogical thought and action proposed by Herbart – disciplinary upbringing, educative teaching, and consultative – and its application within the school system and social work. The author underscores the significance of Herbart’s ethical ideas for the formation of the individual and society, arguing that modern basic education must encompass both general and social dimensions.

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