Conceptual Considerations and Value Arguments in German General Pedagogy
In the German general pedagogical tradition,"general"means the systematic shaping of scientific knowledge,which reflects the methodological awareness of the discipline to defend its own concepts and principles.In the context of the history of pedagogy,Herbart consciously constructed an independent form of general pedagogy with the intention of seeking a universal applicability for pedagogical theories and realizing an equal dialogue with other disciplines on the basis of openness to all social and cultural actions.Influenced by the German nation's emphasis on speculative philosophy,German general pedagogy presents distinctive characteristics,which are expressed in its preference for philosophical debate,its adherence to critical reflection,its maintenance of classical theoretical traditions,and its accumulation of educational academic history.In the context of an era of continuous disciplinary differentiation and cross-fertilization,the reconstruction of general pedagogy helps to increase disciplinary identity with a universal and basic structural consensus,reduce the disputes among sub-disciplines over modes of action and dogmas,strongly defend the discipline's identity and reasonably rebuild the living space of pedagogy by maintaining a general theory.
general pedagogyconceptual deliberationvalue argumentdisciplinary differentiation and integration
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