%0 Journal Article
%T 对教育学学科形成的讨论——以康德与赫尔巴特教育思想比较为切入点
Discussion on the Formation of Pedagogy—Starting with a Comparison of Kant’s and Herbart’s Educational Thoughts
%A 韦湧波
%J Advances in Social Sciences
%P 411-418
%@ 2169-2564
%D 2025
%I Hans Publishing
%R 10.12677/ass.2025.142140
%X 康德和赫尔巴特的教育学思想出自其各自的哲学尤其是实践哲学思想，作为后辈，赫尔巴特的实践哲学中包含大量的康德成分。康德的实践哲学铺就了赫尔巴特教育思想的底色。但赫尔巴特引入了经验主义的“可塑性”概念作为自身教育理论的根本，确立了教育的地位，而进一步确立教学在教育中的核心地位，是教育学形成的关键环节。
The educational thoughts of Kant and Herbart originate from their respective philosophies, especially practical philosophy. As a younger contemporary, Herbart’s practical philosophy contains a significant amount of Kantian elements. Kant’s practical philosophy laid the foundation for Herbart’s educational thought. However, Herbart introduced the empiricist concept of “plasticity” as the cornerstone of his educational theory, establishing the status of education, and further solidifying the central role of teaching in education as a key link in the formation of pedagogy.
%K 赫尔巴特，
%K 康德，
%K 科学教育学，
%K 实践哲学
Herbart
%K Kant
%K Scientific Pedagogy
%K Practical Philosophy
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=107662