Barbara's word "teacher" means the way to take care of, manage and educate children. At the end of 19, people in English-speaking countries use "education" and "pedagogy" successively. In China, "pedagogy" is a translated name, which should have been translated from Japanese in the early 20th century. The Greek word "teacher" means the way to take care of, manage and educate children. It took about 200 years before and after the symbol of educational independence appeared. Therefore, the independence of pedagogy is a historical process, not completed in an instant. During about 403-22 BC1year, Xue Ji was the earliest book on education in the world. However, pedagogy, as an independent discipline in the educational science system, is gradually formed on the basis of summing up the practical experience of human education and developed through long-term accumulation. Conditions and signs 1. The conditions for the independence of pedagogy mainly include: the rich accumulation of educational knowledge in the pre-pedagogy period in history; 17-19 century educational practice, especially the objective needs of the development of normal education; The general trend of scientific classification development since modern times and the establishment of general scientific methods: the unremitting efforts of some famous scholars and scientists in modern times. 2. The marks of the independence of pedagogy mainly include: education has become a special research field in the research object; In terms of the concepts and categories used, it has formed an educational concept, category and concept and category system that specifically reflects the essence and laws of education; In terms of research methods, there are "scientific" research methods; In terms of research results, some special and systematic educational works have appeared; Organizationally, specialized educational research institutions have emerged. It took about 200 years before and after the sign appeared. Therefore, the independence of pedagogy is a historical process, not completed in an instant. British scholar Bacon put forward pedagogy as an independent science for the first time in his book On the Value and Development of Science (1623). Comenius, a Czech educator, published the first systematic pedagogy book in modern times, The Theory of Great Teaching.
Comenius (1632). Locke, a British philosopher, published Random Talk on Education (1693) and put forward a complete theory of "gentleman education". Rousseau, a French thinker, published Emile (1762), which profoundly expressed the bourgeois educational thought. In Kant's On Education (1803), the German philosopher Kant clearly put forward the proposition that "the method of education must become a science" and "educational experiment". Swiss educator Pestalozzi wrote Lienhard and Goddard (178 1 ~ 1787) and put forward the idea of "making human education psychological". Herbart, a German psychologist and educator, is known as "the father of modern pedagogy" or "the founder of science pedagogy". His General Pedagogy (1806) is recognized as the first modern pedagogy work. The educational ideology, formal education theory and substantive education theory edited in this paragraph originated in ancient Greece and ran through the whole Middle Ages. They were formed in17th century, prevailed in18-19th century and declined in 20th century. The main representatives are Locke and Pestalozzi. The main points are: the purpose of education is to develop students' various functions or abilities; Formal subjects (such as Greek, Latin, mathematics, logic, etc. ) or classical humanities courses have the most development value; Teaching principles and methods are based on the internal development order of students' psychological function. The theory of substantive education originated in ancient Greece and Rome, was suppressed in the Middle Ages, formed in18th century, flourished in19th century, and declined in the early 20th century, with Herbart and Spencer as the main representatives. The main points are as follows: the purpose of education is to teach students a wide range of life-related knowledge; Substantive subjects (such as physics, chemistry, astronomy, geography, law) or practical courses closely related to human secular life are the most valuable; Teaching principles and methods should adapt to the laws of children's physical and mental development, and be pleasant and effective. Formal education theory and substantive education theory have their own philosophical, psychological and social foundations, so they have their own rationality and bias. 19 European and American educational thoughts from the end of the 20th century: 1. New education movement. The progressive education movement, naturalistic education and nationalist education, originated from Aristotle in ancient Greece, formed in the Renaissance, flourished in the18th century and continued into the19th century, which also had an impact on the human education thought in the 20th century. The main representatives are ratke, Comenius, Rousseau and Pestalozzi. The basic viewpoints are: opposing the suppression of children's personality by medieval religious education or feudal education, and advocating that education should follow children's nature; The purpose of education is to cultivate people who can adapt to the needs of capitalist production relations and social relations and develop harmoniously in body and mind; Schools should let [1] children live and study happily; Educate children according to their physical and mental characteristics at different ages; Educational principles and methods should be "natural", oppose corporal punishment, and initially establish a system of modern educational principles and methods. The naturalistic educational thought puts forward some basic ideas of modern education, which promotes the scientification of educational theory and practice and highlights the value of children in educational life. Its shortcoming is that it regards abstract human nature as children's natural nature, ignoring the important value of social and cultural factors in children's development and the great role of education in social development, which has a strong idealistic color. Nationalist education thought originated from Plato in ancient Greece, and reached its climax in19th century with the emergence of modern European and American nation states. Its representative figures are French condorcet, Hull Maintenance, German Fichte, American Jefferson and others. The basic viewpoints are: the right to education belongs to the nation-state rather than the church, and the state should undertake the responsibility of educating the people and carry out educational legislation; Education is a sharp weapon to create a nation-state; The purpose of education is to train qualified nationals, such as French, British, German or American. The state should establish a national education system. Nationalist education thought played an important role in the establishment of education system and the development of universal education in modern European and American countries, but the disadvantage was that education relied too much on state power in a certain period and became a tool in the hands of some reactionary regimes, such as Nazi regime.