Abstract

Relevance. The problem of classical philosophical pedagogy in the late 19th and early 20th centuries is analyzed in the article.

Purpose. The issue of the basis of experimental pedagogy and the philosophical and pedagogical principles of E. Meumann are highlighted.

Methodology. E. Merman’s undeniable merit is that the educator pointed out the substantiation of the content and place of pedagogy in the system of sciences and the correlation of pedagogy with psychology, philosophy, ethics, aesthetics, culturology, religious studies, logics, etc.

Results. E. Meumann formulated the main tasks of experimental pedagogy and declared that the classical philosophical pedagogy, state and society should remain the definition of the general tasks of education and training. According to E. Meumann, philosophy can provide many important and necessary preliminary data for solving pedagogical problems, and therefore the philosopher should be of great importance in pedagogy as a representative of the science of values and norms.

Conclusions. The philosophy as the main part of pedagogy ought to be accomplished in upbringing because it combines the religious, ethical and aesthetic values that are the foundation for the full development of personality and society.

Keywords: Ernst Meumann; classical philosophical pedagogy; experimental psychology; experimental pedagogy; pedagogical reform

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