HERBERT’S DIDACTIC THEORY AND 21st-CENTURY SKILLS: INFERENCE AND SCIENTIFIC GROUNDING

Author: Apostolos Karaoulas

ABSTRACT

Johann Friedrich Herbart’s theory holds a central place in the history of European education, as it shaped understandings regarding the structure of learning and the systematic organization of teaching. The aim of this study is to explore Herbart’s didactic model through the lens of contemporary educational demands and to connect it with the development of 21st-century skills. The article investigates the principles Herbart established for the learning process and their compatibility with modern approaches that foster creativity, critical thinking, and interdisciplinarity. The research focuses on how classical didactic conceptions can be redefined to meet the needs of today’s educational reality.

Key questions addressed concern the extent to which the Herbartian model remains relevant, how it can be interpreted through contemporary pedagogical theories, and what its contribution is to the shaping of a learning framework that supports both cognitive development and metacognitive skills. The article argues that the five stages of Herbart’s didactic approach can be re-evaluated as mechanisms for enhancing core competencies such as critical thinking, creativity, collaboration, and problem-solving.

The analysis is based on a theoretical and literature-based exploration of the interdisciplinary relationship between Herbart’s theory and contemporary pedagogical approaches. Through a comparative examination, the article seeks to highlight the ways in which the Herbartian model can be adapted to modern teaching practices, strengthening the connection between theory and practice. The article contributes to the discussion on the transformative potential of classical pedagogical theories in the modern educational landscape.

Keywords: Herbart’s theory, theory-practice integration, 21st-century skills, structured teaching, timeless educational value, resilience of pedagogical theories

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