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|標題:||邊納爾（Dietrich Benner）與布律根（Friedhelm Brüggen）教育學史之探究
Inquiry into Dietrich Benner and Friedhelm Brüggen's Pedagogical History
|關鍵字:||邊納爾;布律根;實踐學;教育學史;普通教育學;Dietrich Benner;Friedhelm Brüggen;Praxeology;Pedagogical History;General Pedagogy||Project:||教育科學期刊, Volume 17, Issue 1, Page(s) 37-59||摘要:||
This article used the method of educational hermeneutics to investigate Dietrich Benner and Friedhelm Brüggen's pedagogical history. First, to explain the thought origins; Second, to analyze the contents; Following, to evaluate the advantages and disadvantages; Finally, to interpret the important implications of their pedagogical history. It based on Benner's general pedagogy. From the perspective of praxeology to start off, he claimed that pedagogy is a science with theory, experience and practice together. Its contents include the context of modern times pedagogy before that, the pedagogy in humanism, the concepts of rationality and cultivation in early modern times, natural right and education, the German education era, the meanings of Kant's pedagogy and German idealism, educational romanticism, the concept of cultivation in neo-humanism, systematic design of pedagogy, the development of school system in 19 century, pedagogy and educational science from 1890 to 1945, pedagogy and educational science in soviet occupational territory and east Germany, pedagogy and educational science of west Germany from 1945 to now. This book has many advantages, such as they applied many methods to write, had quite multiple contents, indicated the influence factors of pedagogical history, had a core thought of general pedagogy and replied the time-space problems of pedagogical history. But it has also some problems, such as they didn't say what pedagogy is? It is deviated the historical facts in writing and fallen into the debate of time-space problem. Even though, their pedagogical history has many important implications, such as the study of pedagogical history should use multiple methods, contents of pedagogical history can be more abundant, investigation of pedagogical history could notice more factors, the writing of pedagogical history should build a core thought and the time-space problem must be solve. These can offer us as a reference for the study and writing of pedagogical history. That deserves us to pay attention to them.
|Appears in Collections:||教育科學期刊 第17卷 第1期|
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