HERBARTOV POJAM ZUCHT – IZGUBLJEN U PRIJEVODU
HERBART´S CONCEPT OF ZUCHT – LOST IN TRANSLATION

Author(s): Lucija Sabolić
Subject(s): Special Branches of Philosophy, 18th Century, 19th Century, Philosophy of Education
Published by: Filozofski fakultet Univerziteta u Sarajevu
Keywords: Herbart; Zucht; pedagogical counseling;
Summary/Abstract: The concept of Zucht comes from the German philosopher and pedagogue Johann Friedrich Herbart (1776-1841). Herbart was notable in the field of education and pedagogy, and his theories about education influenced the development of pedagogy during the 19th and 20th centuries. The term Zucht is often translated in various ways, which can lead to loss of meaning or misunderstanding. In the German language, etymological dictionaries indicate that Zucht refers to the process of directing and shaping the behavior and character of students throughout upbringing and education. Herbart believed that this process was crucial for the development of students› moral, intellectual, and aesthetic abilities, and that educators should provide a structured environment in which students can develop these abilities. When translated into other languages, such as English and Croatian, the term Zucht can be lost in translation or translated in different ways, such as discipline, restraint, upbringing, direction, or even self-control. None of these translations alone fully encompass the entire spectrum of meaning that Herbart attributes to the term Zucht. To better understand Herbart›s concept of Zucht, it is important to consider the broader context of his pedagogical theories and understand how this concept helps shape his approach to education. At the core of his view is the belief that upbringing and education are crucial for the development of a comprehensive, moral, and intellectual person, and Zucht is one of the key elements in this process.

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