Complexity and education: Herbart pedagogy and its own concepts

Abstract

This article is the result of a literature review, from a hermeneutic and analytical perspective. The author seeks to reconstruct the reflections of Johann Friedrich Herbart, signaling how this thinker situates pedagogy in the complex internal and external relationship with other areas and epistemological fields. Johann Friedrich Herbart can be considered the father of academic pedagogy by systematizing and elevating it to the epistemic and research field. To do so, he demands that pedagogy be concerned with the formulation and construction of its own concepts that take into account the specificity of its object. However, this requires that the nascent academic pedagogy exercise itself in the complex dialogue with other fields of knowledge, especially in the philosophical exercise, avoiding precisely the parasitic practice of importing concepts from other fields of knowledge.