Wpływ pedagogicznych postulatów J. F. Herbarta na ruch odnowy formalno-metodycznej

Abstract

The 19th century thought aiming at a revision of the method used until then in catechesis was transformed into an impetuous movement, called movement of method revival or movement of formal-methodological revival in the history of catechesis. Two factors exerted an immense influence on the fact that the teaching of religion accepted new methods: de-Christianization that was rapidly spreading, and modernization of teaching methods in other school subjects. In a changing social situation the consciousness ripened in the Church that religion lessons could not be reduced to transmission of knowledge only, but teaching the truth of faith should be organized in a way that could have better educational effects. Modernizing teaching methods was combined with attempts to include achievements of psychology and didactics in the lessons. Attention was paid to the child’s mental development and his learning process. In the article the issue is discussed of J. F. Herbart’s pedagogic postulates, especially of their effect on the movement of formal-methodological revival. This is done first by presenting a short characterization of J. F. Herbart’s pedagogic theory, and then by showing the role played by Herbartianism in the movement of formal-methodological revival in catechesis.