HERDERS BILDUNGSPROGRAMM UND SEINE AUSWIRKUNGEN IM 18. UND 19. JAHRHUNDERT. (GERMAN TEXT).

摘要

Herder's search for an educational philosophy which is both pragmatic and universal has not been sufficiently recognized by literary scholars and pedagogical experts in terms of its lasting significance. While a great number of studies concerning various aspects of Herder's thought have made valuable contributions, no attempt has been made to achieve a synthesis of his works as they apply to human development and its practical implications.; This dissertation initially traces past humanistic tradition, acknowledges the enlightened revolutionary contributions of English and French thought to eighteenth-century Germany, and investigates their impact upon educational theories which led to basic school reforms in late eighteenth and nineteenth-century Germany and Austria.; The focus on Herder was chosen because his work both absorbed and radiated the diverse concepts in the areas of science, philosophy, the arts, literature and pedagogy. Deeply rooted in the humanistic tradition and an avid reader, he experienced first-hand European Enlightenment, with Kant as his foremost teacher. Hamann, antipode to Kant, challenged Herder with a mixture of mysticism and Rousseauism.; My thesis, however, is that the writings of the seventeenth-century reformer Comenius and Diderot's version of the French Enlightenment made its lasting impression upon Herder, who like his precursors, followed Francis Bacon and attempted to advance human understanding democratically by synthesizing heretofore accumulated knowledge with the scientific and philosophical currents of his own time.; Throughout the eighteenth and nineteenth century and well into the twentieth century, various aspects of Herder's thought penetrated educational reforms. However, neither Humboldt, Jean Paul, nor Stifter succeeded in harmoniously balancing the humanistic and realistic traditions. An ever-increasing trend towards specialization, class distinctions, and nationalism resulted, all of which prevented a well-rounded development of the individual and a democratic society.; Newer research in anthropology and psychology confirmed Herder's assumption about language, culture, and thought. Since education has always been a pawn of politics, this dissertation shows that the reception, the mutation, or the rejection of Herder's concepts could serve as a watermark for tolerance, freedom, and for the survival of Humanism.