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

这项研究是通过制作和利用佩斯塔洛齐的完整著作和信件的计算机数据库进行的。他的全部书信，约翰·海因里希·佩斯塔洛齐。Saemtliche Briefe.赫尔格。Vom Pestalozzianum 13 Bde.1946-1971年，他的文集《佩斯塔洛齐》中有10卷。Saemtliche Werke。Kritische Ausgabe。1927年以后。30Bde.用OCR软件转换成MS-DOS文本文件。利用该数据库，通过对前人关于佩斯塔洛齐道德宗教教育思想的主要研究成果的分析，取得了一定的预期成果。一本专著已经出版，几本将在不久的将来出版。他的道德教育思想是存在主义的，他对道德与法律、道德与人性、道德与国家权力等关系的敏锐见解，在今天仍然具有很强的启发性。3、佩斯塔洛齐强调宗教和宗教信仰的重要性，但不敢依赖宗派主义或宗派主义。他的意图有点像一个相当普遍的角色，这在当时是相当罕见的。他在教育方面对天主教儿童的温和态度是值得注意的。4.培斯塔洛齐的道德教育思想是他整个教育思想的核心，在明治时代传入日本教育体系时，出现了日本式的变形。

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.