A. HÖFLER'S APPROACH TO "THE HUMANISTIC THEMES OF SCIENCE EDUCATION"

Abstract

"Gymnasium," which was considered the main stream in secondary school system in Germany in the 19th century, emphasized the humanistic educational goals. Therefore, in order to make natural science similar in status to Greek, literature, history and the other subjects, researchers in science education had to clarify the humanistic values as well as the realistic values of natural science. Their theories were shown in their publications, e.g., "Die humanischen Aufgaben des physikalischen Unterrichts" by A. Höfler. He summarized the humanistic themes of physics education as follows: "In physics education, by getting involved in its processes, the pupils could find the most valuable reasons of knowledge in this field. Therefore, there are peculiar humanistic themes available in physics education. If such education would be brought into operation in schools like "Gymnasium," then it would bring wider humanistic educational goals on these schools." He further developed more explanations about these themes from the following viewpoints. 1. Logic of physics and the humanistic effects 2. Characteristics of the logic 3. Combination of theory and practice in the logic 4. Advancement of physics and the necessity of teaching physics from the cultural point of view 5. Importance of the psychological aspect of physics education 6. Educational value of history, literature and physics and the necessity of the harmonious treatment of those subjects Höfler's theoretical studies along the lines stated above offered the basic guiding principles in the revolutionary movement in modern secondary school science education in Germany.