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Становление педагогической антропологии: К. Д. Ушинский vs Карл Шмидт
The article discusses the pedagogical heritage of Karl Schmidt (1819–1864), a German thinker and teacher, thanks to whom pedagogical anthropology appeared and began to fight for the scientific status. He was the author of several voluminous works, which substantiated the need for the anthropological foundations of education, for which he was called the “teacher-anthropologist of the 19th century”. The first part of the article outlines the contours of pedagogical anthropology, outlined by Immanuel Kant and largely predetermined the scientific and pedagogical search of Karl Schmidt and Konstantin Ushinsky. For Schmidt, Kant's anthropology is a not too harmonious synthesis of psychological anthropology and physiological anthropology. Ushinsky called Kant the author of contradictory psychological notes, indicating that he was rightly cautious in matters relating to physiology. The second part presents an analysis of the writings of Karl Schmidt, revealing the features of his anthropological and pedagogical concept. Three key works of Schmidt published between 1852 and 1852 are analyzed, as well as two parts of a generalizing work on anthropology, which was published after the death of the author, in 1865. All these works have not yet been translated into Russian and quotations from them, translated by the author of the article, are published for the first time. The third part of the article presents the criticism of Schmidt's pedagogical anthropology expressed by Ushinsky on the pages of the essay “The Human As a Subject of Education: Pedagogical Anthropology”. Ushinsky's caustic remarks towards Schmidt were probably more than just a desire to convict him of “phrenological fantasies”.