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4. Horisno
China

AS A

An Harris,

1813.

SYSTEM.

By Dr. KARL ROSENKRANZ,

Doctor of Theology and Professor of Philosophy at the Univer-

sity of Königsberg:

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ST. LOUIS, MO.:

THE R. P. STUDLEY COMPANY, PRINTERS, CORNER MAIN & OLIVE STS.

1 87 2.

P7 A2

Entered according to Act of Congress, in the year 1872, by

WILLIAM T. HARRIS,

In the Office of the Librarian of Congress at Washington.

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Æsthetic

Greece.

Practical

Rome.

Abstract Indi.

vidual

Northern
Barbarians.

Jews.

Jesuitic.

for Special

Callings

Pietistic,

The Huma

nities. to achieve an Ideal of Culture The Philan.

thropic Movem't.

for Free Citizenship.

384611

PEDAGOGICS AS A SYSTEM.

[Inquiries from teachers in different sections of the country as to the sources

of information on the subject of Teaching as a Science have led me to believe that a translation of Rosenkranz's Pedagogics may be widely acceptable and useful. It is very certain that too much of our teaching is simply empirical, and as Germany has, more than any other country, endeavored to found it upon universal truths, it is to that country that we must at present look for

a remedy for this empiricism. Based as this is upon the profoundest system of German Philosophy, no more

suggestive treatise on Education can perhaps be found. In his third part, as will be readily seen, Rosenkranz follows the olassification of National ideas given in Hegel's Philosophy of History. The word “Pedagogics,” though it has unfortunately acquired a somewhat unpleasant meaning in Englishthanks to the writers who have made the word “pedagogue” so odious – deserves to be redeemed for future use. I have, therefore, retained it in the

translation. In order that the reader may see the general scope of the work, I append in

tabular form the table of contents, giving however, under the first and second parts, only the main divisions. The minor heads can, of course, as they appear in the translation, be easily located.—Tr.]

INTRODUCTION. § 1. The science of Pedagogics cannot be derived from a simple principle with such exactness as Logic and Ethics. It is rather a mixed science which has its presuppositions in many others. In this respect it resembles Medicine, with which it has this also in common, that it must make a distinction between a sound and an unhealthy system of education, and must devise means to prevent or to cure the latter. It may therefore have, like Medicine, the three departments of Physiology, Pathology, and Therapeutics.

§ 2. Since Pedagogics is capable of no such exact definitions of its principle and no such logical deduction as other sciences, the treatises written upon it abound more in shallowness than any other literature. Short-sightedness and arrogance find in it a most congenial atmosphere, and criticism

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