Moyman, Ernst

In 1883-1984, Müyman worked in Leipzig as an assistant to W. Wundt .

Since 1897 he was a professor of philosophy and psychology at the universities of Zurich , Koenigsberg , Münster , Leipzig , Hamburg and some others ^[4] .

In 1903 he became the founder of the journal Archiv General Psychology ( Archiv für die gesamte Psychologie ), which was a logical continuation of the journal Philosophische Studien, published by W. Wundt .

In 1905, he founded in Leipzig, together with V. A. Lai, the journal Experimental Pedagogy: An organ of the working society for experimental pedagogy with special regard for the education of weak and abnormal children (Die Experimentelle Pädagogik).

An experimental school, which has existed for more than 20 years, was opened at the psychological laboratory of Meyman in Hamburg. It tested various training programs, the main ones on the periodization of the cognitive development of the Meyman child, methods and criteria for selecting children in classes based on their preliminary diagnosis.

Moyman paid great attention to the applied aspects of child psychology and pedology . I thought that their main task is to create methodological foundations for teaching children.

In psychology, Moyman was one of the first to turn to the study of the psychological characteristics of the development of the child. He studied the aesthetic ideas of children, the development of their memory , the laws of quick and lasting memorization, synthesized the achievements of psychologists with problems in the development of children's abilities.

In pedagogy, Moyman was one of the first to put forward the principle of the child’s self-development, substantiating the importance of the child’s activity in the educational process. I believed that training and education should be based both on knowledge of the general laws of mental development, and on understanding the characteristics of the psyche of a particular child. He suggested the periodization of the cognitive development of the child. For the first time in its entirety, he posed the problem of the interaction of teacher and students and the reaction of students to different communication styles.

Experimental Pedagogy

The three-volume “Lectures on Experimental Pedagogy” (1907), written by Meiman, summarized everything created by that time by educational psychology, while proposing a number of new approaches ^[5] . The aim of the new pedagogical direction - experimental pedagogy, one of the founders of which was E. Meyman, was to develop an empirical basis for general pedagogy, which is responsible for determining common goals and objectives of education, normative pedagogical rules and regulations. Meyman believed that from individual ideas and practical experience it is necessary to move on to the scientific justification of the pedagogical method and the creation of a system of scientific research pedagogical work ^[6] .

For Meyman, pedagogy is an independent science, which has entered the stage of scientific research, that is, it becomes a science itself. Its goals are completely different from the goals of psychology: child psychology asks the question “how does the child develop?”, And pedagogy asks the question “how can we intervene in this development in order to achieve certain goals and ideals?” ^[7] .

The program of experimental and pedagogical research of children, outlined by Meyman included the following main points ^[8] .

1. The study of the development of the child during his school life, since no pedagogical rule should be established without accurate knowledge of the characteristics of the child, his mental and physical development, inherent in him in accordance with the period of growing up in which he is. It is important to establish periods of development, the normal type of child for each of the periods, etc.
2. To individually track the development of individual “spiritual abilities of children” (sensation, imagination, memory, thinking, ability to abstraction, will, emotions).
3. The study of individual differences between children.
4. Development of the scientific doctrine of giftedness.
5. Studying the condition of the child during his school work.
6. Study of the work of students in the study of individual subjects.
7. Study of the teacher’s activities in school, teaching him certain subjects.

In general, Moyman believed that the future of pedagogical science directly depends on the ability to engage in pedagogical experimental work and on the availability of methodically trained experimenters.

• "Essays on experimental pedagogy";
• “Economics and technology of memory”;
• "Lectures on entry into experimental pedagogy" (3 volumes).

• Peter Forster (1994, ISBN 3-428-00198-2 ), " Meumann, Ernst ", Neue Deutsche Biographie (Berlin: Duncker & Humblot). - T. 17: 265-266 , < http://daten.digitale-sammlungen.de/0001/bsb00016335/images/index.html?seite=281 >   ; ( full text online )
• Martsinkovskaya T. D. Meyman, Ernst // Big Russian Encyclopedia. - M .: Big Russian Encyclopedia, 2012. - T. 19: Manikovsky - Meotida . - S. 604-605 . - ISSN 978-5-85270-353-8 .
• A. A. Romanov. Formation of experimental pedagogy in Germany (on the 150th anniversary of the birth of V. A. Lai and E. Myman) // Historical and Pedagogical Journal. - 2012. - No. 4 . - S. 122-138 .