In the first place, Herbart is quite aware of the nature of abstraction.
Drobisch, Ober die Fortbildung der Philosophie durch Herbart (Leipzig, 1876); K.
But we are most of all indebted to Herbart for the enormous advance psychology has been enabled to make, thanks to his fruitful treatment of it, albeit as yet but few among the many who have appropriated and improved his materials have ventured to adopt his metaphysical and mathematical foundations.
The view of Herbart and his school is contradicted by our primary judgments of and from sense, in which we cannot help believing existence; and it gives an inadequate account even of our secondary judgments in which we no longer indeed believe existence, but do frequently believe that a nonexistent thing is (or is not) somehow determined unconditionally.
Allihn in Zeitschrift far exacte Philosophie (Leipzig, 1861), the organ of Herbart and his school, which ceased to appear in 1873.
But in all this it has been assumed that we are spectators of the objective semblance; it remains to make good this assumption, or, in other words, to show the possibility of knowledge; this is the problem of what Herbart terms Eidolology, and forms the transition from metaphysic to psychology.
Hayward, The Student's Herbart (1902), The Critics of Herbartianism (1903), Three Historical Educators: Pestalozzi, Frobel, Herbart (1905), The Secret of Herbart (1907), The Meaning of Education as interpreted by Herbart (1907); W.
Among the post-Kantian philosophers Herbart doubtless ranks next to Hegel in importance, and this without taking into account his very great contributions to the science of education.
He was remotely a disciple of Schelling, learnt much from Herbart and Weisse, and decidedly rejected Hegel and the monadism of Lotze.
Syllogism as formula for the exhibition of truth attained, and construction or what not as the instrumental process by which we reach the truth, have with writers since Hegel and Herbart tended to fall apart.