The History of Pedagogy

the history of pedagogy possesses great interest from the fact that it is closely connected with the general history of thought and also with the philosophic explication of human actions... The best we can do, then, is to follow the chronological order and to study in turn the educators of antiquity

清晰的"教育学史之目的+按时间顺序研究教育家"——19 世纪法国教育史学的稳定高峰，故清晰度为 88。

(Dewey 1896 + Thorndike 1898 + Monroe 1911-1913 + Cubberley 1920 + Park 1912 + Fitzpatrick 1920)

19 世纪法国教育史学的奠基——139+ 年稳定的学术地位，故准确性为 84。

(Introduction + Antiquity + Middle Ages + Renaissance + Reformation + Jesuits + Philosophers of the Seventeenth Century + Education of Women + Rollin + Catholicism + Rousseau and the Émile + Philosophers of the Eighteenth Century + Lay and National Education + The Revolution + The Convention + Pestalozzi + Successors of Pestalozzi + Women as Educators + Theory and Practice of Education in the Nineteenth Century + The Science of Education)

"教育家+教育理论"多段式——19 世纪法国教育史学的标准结构，故结构为 88。

the ascetic tendency... the utilitarian tendency of Locke... the pessimism of Port Royal... the optimism of Fénelon... the literary school of the humanists of the Renaissance... the scientific school of Diderot and of Condorcet

具体的教育家+教育理论案例——19 世纪法国教育史学的高密度，故例证为 90。

The history of pedagogy is a necessary introduction to pedagogy itself. It should be studied, not for purposes of erudition or for mere curiosity, but with a practical purpose for the sake of finding in it the permanent truths which are the essentials of a definite theory of education

19 世纪法国教育史学的核心——教育史+教育心理学的源头，故实用性为 84。

(教育家分类 + 按时间顺序研究 + 教育家谱系 + 教育学与心理学+道德信念 + 教育学史与教学心理学)

教育史学最核心问题的复合回答——19 世纪法国教育史学的元原典，故深度为 88。

(Dewey 1896 + Thorndike 1898 + Monroe 1911-1913 + Cubberley 1920)

当代教育史+教育心理学的核心研究对象+19 世纪法国教育史学的源头，故时效性为 84。

the history of pedagogy possesses great interest from the fact that it is closely connected with the general history of thought... In truth, for him who has an exact knowledge of the educators of past centuries, the work of constructing a system of education is more than half done

19 世纪法国教育史学的稳定高峰——清晰、教育家+教育理论结合，故文笔为 88。 **L1 mean (8-dim):** **86.8** / 100