A Study on the formation of Pestalozzi's Thoughts on Moral-Reliqious Education.

这项研究是通过生产和利用一个完整的佩斯塔洛齐的著作和信件的计算机数据库。约翰·海因里希·佩斯塔洛齐的全部书信集。圣布里费赫格vom Pestalozzianum 13 Bde. 1946年至1971年，和10卷他收集的著作，佩斯塔洛齐。圣特利切工厂克里斯·奥斯加贝1927年以后。30 Bde。用OCR软件将其转换成MS-DOS文本文件。利用这一数据库，通过对以往有关裴斯泰洛齐道德宗教教育思想的主要研究成果的分析，取得了一定的预期效果。一本专著已经出版，几本将在不久的将来出版。本文得出的新认识有：1.裴斯泰洛齐的宗教信仰观具有鲜明的现实性和激进性，在他所处的时代具有独特性和鲜明的时代特征; 2.他的道德教育思想具有生存论色彩，他对道德与法律、道德与人的本能、道德与国家权力等关系的敏锐认识，至今仍具有深刻的启示意义; 3.他强调宗教和宗教信仰的重要性，但不敢依赖民族主义或宗派主义。他的意图有点像一个相当普遍的性格，这是相当罕见的那些天。他在教育上对天主教儿童的温和态度是值得注意的。4.裴斯泰洛齐的道德=宗教教育思想是其整个教育思想的核心，在明治时期被引入日本教育体系时，受到了日本式的变形。

This study was carried out by means of producing and utilizing a computer database of Pestalozzi's complete writings and letters. All volumes of his complete letters, Johann Heinrich Pestalozzi. Saemtliche Briefe. Herg. vom Pestalozzianum 13 Bde. 1946-1971, and 10 volumes out of his collected writings, Pestalozzi. Saemtliche Werke. Kritische Ausgabe. 1927ff. 30 Bde. were transfered into MS-DOS textfile using OCR software. By utilizing this data-base and through analysing former main research products on Pestalozzi's thoughts about moral-religious education, certain expected results were gained. One monograph has been already published, and a few will be published in the near future. Some new knowledges obtained here are as follows :1.Pestalozzi's view of religion and faith is very practical and radical, which is unique and characteristic in his time.2.His idea of moral education was existencial, and his keen views on the relationships between morality and law, morality and human instincts, morality and state power, and so on, are very sharp and significant, as well as very suggestive even today.3.Pestalozzi emphasized the importance of religion and religions faith, but he dared not to rely on denominationalism, or sectism. His intention was something like a rather ecumenical character, which was pretty rare those days. His mild attitude towards catholic children in terms of education is noteworthy.4.Pestalozzi's thoughts about moral=religious education, which is the core of his whole educational thoughts, was deformed in a Japanese way when it was introduced into Japanese educational system in Meiji era.