Tuiskon Ziller (22 December 1817, Wasungen -20 April 1882, Leipzig) was a German educator, philosopher and pedagogue, a representative of the Herbartian pedagogy. He is best known for his contributions to the field of education, particularly in the areas of pedagogy and psychology. [1]
Tuiskon Ziller was born on October 19, 1817, in Wasungen, near Meiningen, Saxe-Meiningen. Ziller was influenced by the educational ideas of Johann Friedrich Herbart and played a significant role in the development and dissemination of Herbartian pedagogy.
Ziller emphasized the importance of moral and intellectual education, arguing that education should focus on the development of both character and intellect. He advocated for a systematic and organized approach to teaching, based on clear educational objectives and the careful selection and presentation of material. Ziller also emphasized the importance of individualized instruction, tailoring teaching methods to the needs and abilities of each student.
In addition to his work in education, Ziller made significant contributions to the field of psychology, particularly in the areas of educational psychology and child development. He conducted research on topics such as attention, memory, and learning, and his work helped to shape the emerging field of educational psychology in the late 19th century.
Overall, Tuiskon Ziller is remembered as an influential figure in the history of education, pedagogy and psychology, whose ideas continue to have an impact on educational theory and practice today.
Tuiskon Ziller died on April 20, 1882, in Leipzig at the age of 64. [2] [3]
The philosophy of education is the branch of applied philosophy that investigates the nature of education as well as its aims and problems. It also examines the concepts and presuppositions of education theories. It is an interdisciplinary field that draws inspiration from various disciplines both within and outside philosophy, like ethics, political philosophy, psychology, and sociology. Many of its theories focus specifically on education in schools but it also encompasses other forms of education. Its theories are often divided into descriptive theories, which provide a value-neutral description of what education is, and normative theories, which investigate how education should be practiced.
Johann Friedrich Herbart was a German philosopher, psychologist and founder of pedagogy as an academic discipline.
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Herbartianism (Her-bart-ti-an-ism) is an educational philosophy, movement, and method loosely based on the educational and pedagogical thought of German educator Johann Friedrich Herbart, and influential on American school pedagogy of the late 19th century as the field worked towards a science of education. Herbart advocated for instruction that introduced new ideas in discrete steps. About a quarter-century after his death, Herbart's ideas were expanded in two German schools of thought that were later embodied in the method used at a practice school in Jena, which attracted educationists from the United States. Herbartianism was later replaced by new pedagogies, such as those of John Dewey.
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Pedeutology is a discipline of pedagogy, which focuses on the main role of the teacher in the educational process. It delves into the pedagogical, philosophical, psychological, and ethical aspects of teaching, as well as the practical skills and knowledge essential for teachers to be effective. Although pedeutology has strong roots and active development in European countries, its core concepts and concerns are addressed in various forms and terms worldwide. An important role in the establishment of this discipline was played by Johann Friedrich Herbart - a German philosopher, psychologist and educator, creator of "scientific pedagogy" and a pedagogical seminar in the University of Königsberg. Other contributors to this field are, Georg Kerschensteiner, Eduard Spranger, etc.
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