Herbartianism

[1] Herbart believed in maintaining the integrity of a student's individuality for as long as possible during the education process as well as an emphasis on moral training.

[4] While the term Herbartianism derives transparently from Herbart's name, the movement was only loosely connected to his own ideas and was not an organized practice until 25 years after his death in 1841.

In the first, Tuiskon Ziller of Leipzig expanded on Herbart's philosophy of "unification of studies", especially around a single discipline (called "correlation" and "concentration", respectively).

This school became "the center of Herbartian theory and practice and attracted students of pedagogy from outside Germany, including the United States".

[6] Between the 1890s and the early twentieth century, Herbartianism was influential in normal schools and universities as they worked towards a science of education.

[7] Later in 1895, they helped found the National Herbart Society[1] "to study and investigate and discuss important problems of education".

[6] In the 1996 Philosophy of Education: An Encyclopedia, J. J. Chambliss wrote that Herbartianism's influence shows wherever "thinking, moral judgment, and conduct" are considered simultaneously.