A Research On Dilthey's Pedagogy Thoughts

The upper section of my thesis excavates and analyses German Life Philosopher Dilthey's unknown pedagogy thoughts. Dilthey in the "history" part concluded that prevailing education systems of universal effect were impossible through anatomizing western education history, especially the developing locus and important questions of German education history. And in the "system" part, based on the historical tracing and critique, he sublated the classical science represented by Herbart and Spencer; uniting the achievements of anthropology and experimental psychology with the sight of basic viewpoints of Life Philosophy and human sciences as a whole, he set up a comparatively close system of education science contributing to bring forth an education science in the modern form.The lower section of my thesis analyses the spiritual connections between Diltheyand main representatives of culture pedagogy school------on which aspect theyinherited the teacher's doctrine and how to create and develop. Spranger and Nohl were the first generation disciples who unfolded deeply from different emphases to make the school shaped. Flitner and Bollnow were indirect disciples who had more intensive contemporarmess and at last made the source and course originated by Dilthey to present a splendid sight.In short words, Dilthey's pedagogy is an important theoretical result of western pedagogy in the transition period of the later 19th century and of high value of mining.