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How does Herbart’s method connect new ideas with what students already know?

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Hans Holbein the Younger: Erasmus — pedagogy *Erasmus*, oil on panel by Hans Holbein the Younger, 1523–24; in the Louvre, Paris. 43 × 33 cm.

Johann Friedrich Herbart viewed the mind as a system of "presentations" or ideas that interact with one another. He proposed that education should build upon "apperception masses"—organized systems of previously acquired ideas that exist in the mind. When a student encounters new information, these existing idea masses "apperceive" the new material, providing it with context and richer meaning.12

To facilitate this connection, Herbart advocated for a systematic pedagogical approach, often summarized by his formal steps of teaching:31

Preparation: The teacher relates new material to relevant past ideas or memories to spark the student's interest.31
Association: The student thoroughly assimilates the new idea by comparing it with former ideas, analyzing their similarities and differences to firmly implant the new concept.31

Through these steps, Herbart aimed to "articulate" knowledge, ensuring that new conceptions are bound to and ordered within the student's existing mental framework. He believed this process was essential for developing an enlightened will and forming the student's character.2