Abstract
J.F. Herbart's "Educative Instruction" theory was systemized as a general theory for character building. Immediately after his death, however, his marvelous idea in the history of pedagogy transformed into a teaching method and it has supported the Modern School System. Instead of defending the system, Herbart himself criticized Modern School with the "Educative Instruction" theory. This paper aims at clarifying pedagogical constriction and inversion, which is still sometimes pointed out in the discussions, through investigating the fact that "Educative Instruction" theory has been not only the center of Herbart's criticism of the school system but also a main support for School to have an alternative function. First of all, the reason will be examined why Herbart criticized the schools of those days. Secondly, the way how "Educative Instruction" theory was transformed into "Educative Instruction in the School" will be shown. Thirdly, his alternative proposal for a Scheme for School will be suggested. According to those examinations, Herbart's school criticism leads the following conclusion. The study of pedagogy should not be limited to a partial modification or reform of School Teaching but, as Herbart attempted, it should contain the horizon of the problem which establishes a Scheme for School. The reason for this is that such pedagogical establishment of a Scheme for School would give opportunities to criticize existing schools and, at the same time, play a role in the center for building a new Scheme for School.
