The research object of pedagogy is education in short.
Pedagogy is a science that studies educational activities and reveals educational laws.
The development of pedagogy is closely related to the development of education, which requires the participation of philosophy, psychology and other related disciplines.
Because education is still in the primary stage and experience stage, it is impossible for pedagogy with a certain theoretical system to be a summary of educational experience, and pedagogy has not yet become an independent discipline.
Ancient educational thoughts are often mixed with philosophy, politics, ethics and religion, such as The Analects of Confucius in ancient China and The Republic in ancient western countries. Although these works contain a lot of expositions on education, they can't be called educational monographs.
The earliest educational monograph in the world should be China's Xue Ji (generally believed to have been written in the pre-Qin period); The earliest educational monograph in the West is The Principle of Eloquence written by quintilian (about 35-95) in ancient Rome, but there is no complete educational system.
British scholar Bacon (1561-1626) published "The Value and Development of Science" in 1623, which listed pedagogy as an independent discipline for the first time.
At this time, it is the early stage of capitalist development, and scientific classification has made great progress.
Confucius (55 1-479) was a thinker, educator and founder of Confucianism in the late Spring and Autumn Period.
In the history of education in China, he was the first person to establish a large-scale private school. According to legend, he trained 3000 disciples, 72 of whom were proficient in the Six Arts.
He also compiled and edited cultural classics such as Poem, Book, Rite, Book of Changes, Spring and Autumn Annals, etc., as teaching materials for his disciples.
After his death, his remarks were compiled into The Analects by disciples and re-transmitted disciples (which also recorded the words and deeds of some disciples of Confucius), which is one of the Confucian classics and an important material for studying Confucius' thoughts.
This book embodies Confucius' teaching methods of teaching students in accordance with their aptitude, being persuasive, not ashamed to ask questions, practicing, combining learning with thinking, reviewing old things and learning new things, and his teaching attitude of never getting tired of learning and teaching.
With the development of capitalist economy and scientific progress, education and educational science have also made great progress, and a number of educational monographs have come out one after another.
As far as its grandeur is concerned, The Great Teaching Theory written by Czech educator Comenius (1592- 1670) in 1632 is considered as the earliest educational work with a relatively complete system.
The German philosopher Kant (1724-1804) first taught pedagogy at the University of Konigsberg in 1776, making pedagogy a course in the university.
German educator Herbart (1776- 184 1) introduced ethics and psychology into pedagogy, and published the famous General Pedagogy in 1806, which is considered as the first pedagogy work in the modern sense.
He established the teleology of education on the basis of ethics and the methodology of education on the basis of psychology, forming the thought and teaching mode of "traditional education".
This "three-center" teaching model, which is based on the class teaching system and systematically imparts knowledge under the guidance of teachers, centers on teachers, books and classrooms, and has had a far-reaching impact on the educational theory and practice of modern countries in the world.
Comenius (1592— 1670) is a Czech educator.
When he was young, he was elected as the priest of the Czech Brotherhood and presided over the Brotherhood School.
Ten years after the outbreak of the Thirty Years' War (16 18- 1648), the Czech people were forced into exile and continued to engage in educational and social activities.
He sharply criticized the medieval school education and advocated "teaching everyone everything".
He initiated the class teaching system, put forward a unified academic system, popularized primary education, expanded disciplines and contents, and emphasized the acquisition of knowledge from things themselves.
On the premise that education should conform to nature, he demonstrated the principles of intuition, systematicness, consciousness and reality in teaching, and also compiled various teaching materials.
His major works include Great Teaching Theory, School of Motherhood in the Province, World Map, Introduction to Language and Science, and School of Pan-Wisdom.
At the end of 19, the "new education movement" appeared, attacking the disadvantages of "traditional education" being divorced from reality and neglecting children.
The pragmatic school of education, represented by American educator Dewey (1859- 1952), published books such as School and Society, emphasizing the educational and teaching principles such as "education is life", "society is school" and "learning by doing", putting forward "activity teaching" centered on children and forming "modern education".
The dispute between "traditional education" and "modern education" is a representative dispute between two educational ideas and teaching models in the history of modern education in the world, which plays an important role in the development of educational theory and practice.
/kloc-In the middle of 0/9th century, Marxism was born.
Marx, Engels, Lenin and other classic Marxist writers have systematically discussed the educational issues, which provided important principles and scientific methodological basis for the development of pedagogy.
Since the 20th century, educators in the Soviet Union and China have studied some problems of modern education according to the basic principles of Marxism (including educational principles), and Yang Xianjiang's New Education Outline (1930) and Kailov's Pedagogy (the first edition 1939,1947,65438 revision) have appeared.
Marxist educational principles have become the guiding ideology for the discipline construction of pedagogy in socialist countries.
To sum up, there is a relationship between "source" and "flow" in the development of pedagogy.
The "source" of pedagogy development lies in educational practice.
Educational practice is not only the source of educational theory, but also the standard to test the correctness of educational theory.
However, when an educational theory is formed, it becomes a "stream" that affects the future development of educational thought, becomes a ready-made ideological system, and then guides the development of educational practice.
Any educational practice must always be carried out under the guidance of certain educational theories; Through practice, we supplement, modify or break through the original educational theory, even deny the original educational theory and put forward a new ideological system.
Pedagogy spirals up and develops in such an interaction between practice and theory.
It can also be said that pedagogy is constantly developing in the process of interaction between educational practice and educational theory.