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Herbart held that the concepts of change and becoming harbored a contradiction that destroyed the reality of continuous identity. He maintained that true being consists of a plurality of simple reals, which were modeled after the Leibnizian monads. Change is nothing but alteration in the various relationships among reals. Though he denied the possibility of psychological experiment, Herbart sought to develop the mathematical and empirical, as well as the metaphysical, aspects of psychology. In education he emphasized the importance of relating new concepts to the experience of the learner so that there would be less resistance to apperception of new ideas. He stressed the need for moral education through experience and brought the work of teaching into the area of conscious method.
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