“教育学观念”经“教育学行动”成为“教育学实体”的过程，是教育学存在的确证。借助教育学形态研究理论，本书旨在为早期德意志教育学的发展状况提供新的描述和解释。

1780—1810年间，至少有十三本教育学著作在德意志地区出版，它们分别以“教育艺术”、“教育原理”、“教育学说”或“教育学”为名，对此后的教育学以及教育事业的发展有重要的影响。这些出现在十八世纪前后的早期德意志教育学，作为迥异而独立教育学存在，拥有各自的生成过程、结构特征和效应影响，呈现出多种多样的形态。它们的集中出现形成了独特的教育学现象，彼此间的交叠、影响和互动，形成了纷繁复杂的关系和教育学效应。这各异的教育学形态，该如何描绘；这独特的教育学现象，该如何解释；这纷繁复杂的关系，该如何处理；当时德国的教育学知识领域中的光彩和阴影，又该如何反映？遗憾的是，这些早期德意志教育学，在当今中文教育学研究中是“缺位”的。

为改善这种境况，本书借用教育学形态研究理论的分析范式，从情境、语言和观念三个维度分别考察诸早期德意志教育学。对各教育学的分辨、解析、描述和解释，是研究的第一步；与之同步的，是在多个维度上对诸教育学的分析比较；最终，依据分析结果，将诸早期德意志教育学分门别类，确立它们在教育学系谱中位置。为方便研究，特选取六部教育学著作为研究对象。它们分别是特拉普的《教育学尝试》（1780）、康德的《康德论教育学》（1803）、尼迈尔的《教育与教学原理》（1796）、施瓦茨的《教育与教学学说教科书》（1805）、赫尔巴特的《普通教育学》（1806）、里希特的《莱瓦娜，或教育学说》（1807）。

本书共分为五个部分。

第一部分是绪论。通过对陈桂生问题的分析，对国内外相关研究文献的回顾，提出本书拟解决的问题。

第二部分探讨情境与教育学行动的关系。教育学形态研究的初阶分析，是情境分析。18世纪末19世纪初的德意志地区，“德意志民族的神圣罗马帝国”由衰落走向灭亡，理性与非理性在思想领域交织碰撞催生了一系列思想运动，与此同时，德意志地区的教育实践得到一定的发展，这些为早期德意志教育学的产生提供了土壤。而出生和成长于这一时期的教育学的作者们，因不同的背景和成长经历，发展出不同的个性特征。时代情境塑造了作者个性，个性特征影响作者对时代情境的感知，两种因素的叠加、互动，形成了形态丰富、风格迥异的教育学。

第三部分探讨语言与教育学实体的关系。教育学形态研究的中阶分析，是语言分析。它主要探究语言在教育学场域的应用过程，即观念教育学转化为实体教育学的过程。在分析各教育学实体内容结构的基础上，研究呈现了不同教育学的作者在教育学的陈述原则、陈述结构、陈述内容等方面的差异。六部教育学在陈述语言的异同，体现出各教育学实体之间的传承与互动。

第四部分探讨观念与教育学存在的关系。教育学形态研究的高阶分析，是观念分析。它以概念为起点，经对基本概念、基本判断和核心命题的考察，确定诸教育学的性质及其区别。

第五部分是结语。研究表明：“得教育学风气之先者”，并非赫尔巴特一人，而是作为一种整体现象的早期德意志教育学；早期德意志教育学三十年的发展历程，亦是德意志教育学科学化的初始进程；参照教育学形态研究理论的分类模型，可将早期德意志教育学初步分类：特拉普和施瓦茨教育学属于学校教育学，康德、尼迈尔、赫尔巴特和里希特教育学属于家庭教育学。

关键词：德意志教育学；教育学形态研究；康德；赫尔巴特；里希特

Abstract

The definite proof of the pedagogi cal existence is the process that“the pedagogi cal ideas”through“the pedagogi cal acts”to become“the pedagogi cal entities”.This book intended to present some new descriptions and explanations for the development of the early German pedagogies.

During the period of 1780-1810,at least 13 pedagogi cal works were published in the German region.Their names were different as“the pedagogi cal art”,“the pedagogi cal principle”,“the pedagogi cal doctrine”,“the pedagogi cal manual”and“the pedagogy”etc.Those pedagogies had significant impacts on the development of later German pedagogy and education.As distinct and independent pedagogy these early German pedagogies which appeared around the 18th century,had different generation processes,structural characteristics and influences,appeared varied forms.Their emergence has formed a unique pedagogi cal phenomenon.The crossing influence and interaction of them has formed complex relationships and pedagogi cal effects.How to describe these different pedagogi cal morphology;how to explain the unique pedagogi cal phenomenon;how to deal with this complicated relationship;how to reflect the brilliance and shadow in the pedagogi cal knowledge in Germany?Unfortunately,they are absent in current Chinese pedagogi cal study.

This book studied the early German pedagogies in situation,language and idea those three levels by the theory of morphologi cal study on pedago gy.The first step was the analysis,description,explanation of each pedagogy.Synchronously this book comparatively analyzed those pedagogies at three levels in situation,language and idea.Finally,the early German pedagogies were classified according the result of those analyses.Six pedagogies were chosen as the study objects: E.C.Trapp's“Versuch einer Pädagogik”（1780）,I.Kant's“I.Kant über Pädagogik”（1803）,A.H.Niemeyer's“Grundsätze der Erziehung und des Unterrichts”（1796）,F.H.C.Schwarz's“Lehrbuch der Pädagogik und Didaktik”（1805）,J.F.Herbart's“Allgemeine Pädagogik”（1806）,J.P.F.Richter's“Levana oder Erziehlehre”（1807）.

This book divided into five parts.

The first part is introduction.Based on the analysis of Chen Guisheng's problem andthe review of relevant research literature,this part posed the research question,introduced research methodology and clarified research design.

The second part explored the relationship between contexts and pedagogi cal actions.The situational analysis is the primary paradigm of the morphologi cal study on pedagogy.At the end of eighteenth century and early nineteenth century,there were lots of changes in German region:“die heiligen römischen Reich Deutscher Nation”was in decline and finally die out,the collision of the rational and irrational thoughts forced a series of ideologi cal movement,the educational practice developed quickly.Those were the soil of the early German pedagogies.Due to different background and development experience,these authors who were born and raised in this period and situation,developed various personalities and characteristics,which were the reason of those rich morphologi cal and different stylistic pedagogies.

The third part discussed the relationship between language and pedagogi cal entities.The language analysis is the middle paradigm ofthe mor phologi cal study on pedagogy.Based on the analysis of the content and structure of these pedagogies,the study compared different choices of the content,different arrangements of the statement structure and the diversities in the principle of statement by different authors.The similarities and differences in the language of statement reflected the inheritance and interaction between the various pedagogi cal entities.

The fourth part discussed the relationship between ideas and pedagogi cal existences.The idea analysis is the advanced paradigm of the morphologi cal study on pedagogy.It started from the concept by the analysis of the basic concept,the basic judgment and the core proposition,determined the nature of different pedagogies.

The last part is conclusion.It was not Herbartwho played the role“the pioneer in pedagogies”but the early German pedagogies as a whole phenomenon.The thirty years development of the early German pedagogies was also the junior scientific process of the pedagogy.According to the classification model of the the morphologi cal study on pedagogy,the pedagogy of Trapp and Schwarz belongs to the school pedagogy,the pedagogy of Kant,Niemeyer,Herbart and Richter belongs to the family pedagogy.

Key Words: The German Pedagogy; the morphologi cal study on pedagogy; I.Kant; J.F.Herbart;J.P.F.Richter