抄録
It is very important to consider Herbart's educational thought in connection with aesthetic judgement. The notion of taste is not only one of the central ideas in Herbart's pedagogy, but also an important notion in pedagogy as a whole.
In the course of the development from “The Aesthetic Presentation of the Universe as the Chief Office of Education” (1802) to “General Principles of the Science of Education Deduced from its Aim” (1806), it looks as if the viewpoint of education for taste were receding or as if it were included into the problems of thought circle. However, Herbart keeps the viewpoint of education for taste throughout. Therefore we are permitted to consider the teaching and the training aim expounded in “General Principles of the Science of Education” in terms of his ideas on aesthetic judgement.
We may say, by way of conclusion, that education for taste is a consistent and original viewpoint in Herbart's pedagogy and that it constitutes a realistic attempt to promote the integration of our inner life.
We may interpret this attempt under the following aspects :
1. The premise of aesthetic judgement ;
2. The aim of instruction and aesthetic judgement ;
3 The 'solid moral character' and aesthetic judgement.
