1.
MEN IN THE MODERN
EDUCATION PERIOD
Presented: Mary Anne L. Gamboa

2.
PROPONENTS
JOHANN FRIEDRICH
HERBART
PEDRO POVEDA
JOHN HENRY NEWMAN

3.
JOHANN FRIEDRICH
HERBART  Johann Friedrich
Herbart, (born May 4,
1776, Oldenburg—died
Aug. 14, 1841, Göttingen,
Hanover), German
philosopher and educator,
who led the renewed
19th-century interest in
Realism and is
considered among the
founders of modern
scientific pedagogy.

4.
JOHANN FRIEDRICH
HERBART
 After studying
under Johann Gottlieb
Fichte at Jena (1794),
Herbart worked as a tutor
at Interlaken, Switz., from
1797 to 1800, during
which period he made the
acquaintance of
Pestalozzi. Becoming a
licentiate of the University
of Göttingen in 1802, he
was appointed
extraordinary professor
there in 1805.

5.
JOHANN FRIEDRICH
HERBART
 At the close of 1808 he
became Kant’s
successor as professor
at Königsberg. There he
also conducted a
seminary
of pedagogy until 1833,
when he returned as
professor of philosophy
to Göttingen, where he
remained until his death.

6.
JOHANN FRIEDRICH
HERBART
 His aims in this respect
are expressed by the title
of his textbook
“Psychology as
Knowledge Newly
Founded on Experience,
Metaphysics and
Mathematics”, of central
importance is the
inclusion of Mathematik

7.
JOHANN FRIEDRICH
HERBART
 He rejected the whole
concept of faculties (in
Kantian terms) and
regarded mental life as
the manifestation of
elementary sensory units
or “presentations”.

8.
JOHANN FRIEDRICH
HERBART
 These he conceived as
mental forces rather than
as mere “ideas” in
Locke’s sense. The
study of their interactions
gave rise to a statics
and dynamics of the
mind, to be expressed in
mathematical formulas
like those of Newtonian
mechanics.

9.
JOHANN FRIEDRICH
HERBART
 Ideas need not be
conscious; and they might
either combine to produce
composite resultants or
conflict with one another
so that some get
temporarily inhibited or
repressed “below
the threshold of
consciousness.”

10.
JOHANN FRIEDRICH
HERBART
 He stressed in an organized
but unconscious system of
associated ideas formed an
“apperception mass”
such a system could
apperceive a new
presentation and thus give it
richer meaning. On this basis
Herbart developed a theory
of education as a branch
of applied psychology.

11.
JOHANN FRIEDRICH
HERBART
Theory Of Education
“HERBARTIANISM”

12.
JOHANN FRIEDRICH
HERBART
THEORY OF EDUCATION
 His theory of education—known as
Herbartianism—was set out
principally in two works,
 “Pestalozzi’s Idea of an A B C of
Sense Perception”) and
 (1806; “Universal Pedagogy”), which
advocated five formal steps in
teaching:

13.
JOHANN FRIEDRICH
HERBART
THEORY OF EDUCATION

14.
HERBART’S THEORY OF
EDUCATION
 (1) Preparation
a process of relating new material to
be learned to relevant past ideas or
memories in order to give the pupil a
vital interest in the topic under
consideration;
-prepare students for the information
that is going to be taught.

15.
HERBART’S THEORY OF
EDUCATION
 (2) presentation,
presenting new material by means of
concrete objects or actual experience;
-clearly present the new concept

16.
HERBART’S THEORY OF
EDUCATION
 (3) Association,
thorough assimilation of the new
idea through comparison with former
ideas and consideration of their
similarities and differences in order to
implant the new idea in the mind;
-the new concept is compared contrasted
to previous knowledge

17.
HERBART’S THEORY OF
EDUCATION
 (4) Generalization,
a procedure especially important to
the instruction of adolescents and
designed to develop the mind beyond
the level of perception and the concrete;
-principles are formed that combined
new and previous learning

18.
HERBART’S THEORY OF
EDUCATION
 (5) application,
using acquired knowledge not in a
purely utilitarian way, but so that every
learned idea becomes a part of the
functional mind and an aid to a clear,
vital interpretation of life. This step is
presumed possible only if the student
immediately applies the new idea,
making it his own.
-exams and exercises to assess mastery

19.
 Herbart maintained that a science of
education was possible, and he
furthered the idea that education should
be a subject for university study.
 His ideas took firm hold in Germany in
the 1860s and spread also to the United
States.
 By the turn of the century, however, the
five steps had degenerated to a
mechanical formalism, and the ideas
behind them were replaced by
new pedagogical theories, in particular
those of John Dewey.

20.
Influence on Today’s
Educational Practices
 Relevant to NCLB (No Child Left
Behind) guidelines
Instruction should be efficient and
effective
Students should be tested to assess
mastery of skills

21.
DEMOCRATIZATIO
N OF EDUCATION
19th – 20th century

22.
PEDRO POVEDA
PROPONENT

23.
PEDRO POVEDA
 Pedro Poveda, founder
of the Teresian
Association, was born
in Linares Spain on
December 3, 1874.
After he was ordained
priest Guadix in 1874,
he exercised his first
apolistic ministry
among the poor cave
dwellers.

24.
PEDRO POVEDA
 He organized a
livelihood program for
adults and
established a school
for children. He gave
himself to human and
social advancement
of the poor and
marginalized people.

25.
PEDRO POVEDA
 In 1906, he was assigned
as Canon in Marian
Sanctuary of Covadonga.
While in Covadonga, he
became aware of the
importance of education
and the emerging trends,
so he dedicated himself
to solve the problems
and confronted Christian
Education at that time.

26.
PEDRO POVEDA
 He wrote to the
university sector of
Madrid where women
were just beginning to
take active part in the
academic life of the
universities.

27.
PEDRO POVEDA
 Modified the past Christian
Education with his own
Christian Humanism which
commits Christianity to the
upliftment of the and
marginalized people. He
founded the Teresian
Association in 1911, a
group of Christians
commited to the
transformation of the world
through the Gospel.

28.
PEDRO POVEDA
 When the civil war broke
out he was identified as
an enemy by those who
wished to dechristianized
the schools. On July 28,
1936 he was shot to death
for his faith and for the
cause of Christian
Education.

29.
PEDRO POVEDA
 He was beatified by Pope John Paul II at
St. Peter´s Basilica on October 10,
1993, together with Victoria Diez, a
member of the Teresian Association.

30.
PEDRO POVEDA
 May 4, 2003 marked the cannonization
of Pedro Poveda by Pope John Paul II in
Madrid, Spain. Fr. Poveda was declared
as a SAINT. His work is continued by the
continenets where the Teresian
Association is.

31.
PEDOVA’S CONTRIBUTION
TO EDUCATION
 Father Poveda was deeply aware of both
the need for education in his country, and
for qualified teachers to provide it. He also
saw this as an important role for women.
 In 1911 Pedro founded the St. Teresa of
Avila Academy in Oviedo for those ladies
studying to become teachers.
 He named it after St. Teresa of Avila, a
woman of learning, a doctor of the Church,
and a teacher of prayer.

32.
PEDOVA’S CONTRIBUTION
TO EDUCATION
 He named his organization the Teresian
Association.
 Its aim is to invite men and women to
work for a social and human
transformation, in accordance with
Gospel values, from the platform of their
own professions, especially those
related to the fields of education and
culture.

33.
PEDOVA’S CONTRIBUTION
TO EDUCATION
 The early members of the Association
were women involved in all levels of
education, from elementary to the
provision of higher education for women.
Additional academies were established
in many other cities of Spain.

34.
Fundamental concerns of
Poveda
 Education of the popular classes,
 the professional association of teachers
and social advancement,
 faculty training

35.
Philosophy of Education
 His thinking has been developed in a
sequence of articulated statements
about education, which together enclose
an authentic humanism, which we
always find attached to the concrete
experience, to the test of truth which are
the facts themselves, and to the survival
of his ideas in countless educators of
yesterday and today.

36.
 We will always find in the expressions of
Poveda’s style to educate the reference
to the principles of personalizing
education, inclusive, open, multicultural,
communicative, rooted in Christian
values, committed to the process of
human growth for all involved in it, and
social transformation

37.
Influence on Today’s
Educational Practices

38.
John Henry
Newman
PROPONENT

39.
John Henry Newman
 John Henry Newman, C.O
(21 February 1801 – 11 August
1890) was an
English theologian, scholar an
d poet, first an Anglican
priest and later a Catholic
priest and cardinal, who was
an important and controversial
figure in the religious history of
England in the 19th century.
He was known nationally by
the mid-1830s, and
was canonised as a saint in
the Catholic Church in 2019.

40.
John Henry Newman
 Originally
an evangelical University of
Oxford academic and priest in
the Church of England,
Newman became drawn to
the high-church tradition
of Anglicanism. He became one
of the more notable leaders of
the Oxford Movement, an
influential and controversial
grouping of Anglicans who
wished to return to the Church
of England
many Catholic beliefs and
liturgical rituals from before
the English Reformation.

41.
John Henry Newman
 In this, the movement had
some success. After
publishing his controversial
"Tract 90" in 1841, Newman
later wrote, "I was on my
death-bed, as regards my
membership with the
Anglican Church". In 1845
Newman, joined by some
but not all of his followers,
officially left the Church of
England and his teaching
post at Oxford University
and was received into
the Catholic Church.

42.
John Henry Newman
 He was quickly ordained as a
priest and continued as an
influential religious leader, based in
Birmingham. In 1879, he was
created a cardinal by Pope Leo
XIII in recognition of his services to
the cause of the Catholic Church in
England. He was instrumental in
the founding of the Catholic
University of Ireland (CUI) in 1854,
although he had left Dublin by
1859. CUI in time evolved
into University College Dublin.[13]

43.
John Henry Newman
 Newman was also a literary
figure: his major writings include
the Tracts for the Times (1833–
1841), his autobiography Apologia
Pro Vita Sua (1865–1866),
the Grammar of Assent (1870),
and the poem The Dream of
Gerontius (1865), which was set
to music in 1900 by Edward Elgar.
He wrote the popular hymns
"Lead, Kindly Light", "Firmly I
believe, and truly" (taken
from Gerontius), and "Praise to
the Holiest in the Height" (taken
from Gerontius).

44.
John Henry Newman
 In 1854, at the request of the
Irish Catholic bishops,
Newman went
to Dublin as rector of the
newly established Catholic
University of Ireland,
now University College,
Dublin. It was during this
time that he founded
the Literary and Historical
Society. After four years, he
retired. He published a
volume of lectures
entitled The Idea of a
University, which explained
his philosophy of education.

45.
PHILOSOPHY OF EDUCATION,
“The idea of University”
 Newman believed in a middle way between
free thinking and moral authority—one that
would respect the rights of knowledge as
well as the rights of revelation.

46.
NEWMAN’S CONTRIBUTION TO
EDUCATION, “The idea of
University”
 His purpose was to build a Catholic
university, in a world where the major
Catholic universities on the European
continent had recently been secularised,
and most universities in the English-
speaking world were Protestant.

47.
NEWMAN’S CONTRIBUTION TO
EDUCATION, “The idea of
University”
 For a university to claim legitimacy in the
larger world, it would have to support
research and publication free from
church censorship; however, for a
university to be a safe place for the
education of Catholic youth, it would
have to be a place in which the
teachings of the Catholic church were
respected and promoted.[

48.
 His idea of University is a landmark in
writing on the nature of university
education. In which he defined the
function of a university as the training of
the mind rather than a diffusion of
practical information, and treats in
particular the place of theology within
such a comprehensive framework,
Newman particularly the place of
theology within such a comprehensive
framework.

49.
 The holiness of Newmans life and the
importance of his influenceshave led to
a movement seeking to have him
cannonized.
 On January 22,1991, Pope John Paul II
who greatly admires Cardinal Newman,
declared him “venerable”.

50.
The essence of education
according to Newman
 For Newman, the aim is to develop
the mind and it is facilitated through
a liberal education that is egalitarian
not elitist. He argues that liberal
education is consistent with the
ordinary natural process that enables
learners to develop their minds and
think for themselves.

51.
Purpose of University by
Newman
 Rather than making students capable only
of doing some particular job or producing
mere professionals or technical hands, the
university, according to Newman, produces
"liberally educated gentlemen" (and
gentlewomen) who are endowed with "[a]
cultivated intellect, a delicate taste, a
candid, equitable, dispassionate mind, a
noble and courteous bearing in the conduct
of life."

52.
References
Abinales J. (2014). Froebel and Herbart
Slideshare.net/jackelineabinales/report-froebel-and-herbart
Akhter M. (2021). The Idea of a University vision and our reality.
thedailystar.net/opinion/news/theideaofuniuversity_newmans_vision_and_our_reality
Brown B. (2014). Foundations of Education
slideserve.com/brac/foundations_of_education
Tulio D. Ph.D (2008). Foundations of education 2, Second Edition,
chapter 7, pg 92- 95
Provenzo E. and A. Encyclopedia of the Social and Cultural Foundations of Education.
sk.sagepub.com/references/foundations
Kridel C.(2010) Encyclopedia of Curriculum studies. sk.sagepub.com/references/foundations
Fr.Ker I. (2008). Newman on Education
newmansociety.org/newman-on-education
Prof. Nael M. (2017). Foundations of Education
slideshare.net/diocyiannrequillo/foundation-of-education-1