Pedagogy: “Non-education” or “Non-science”

First, this article makes a comparatively systematic investigation and comment on the development history of pedagogy's appearance as science and also its two trends (scientification and humanization). The author holds that pedagogy must be an integration of scientification and humanization. The integration can enhance the academic position of the subject. Furthermore, the paper points out that the real crisis of pedagogy lies not only in the problem of whether it is of science or not but also in the fact that it is of no eduction.Pedagogy now gradually departs from its study objects and at last loses them. The paper analyzes the apperance, roots and harm of non-education. It argues that pedagogy must limit its study objects and change the situation of paying too much attention to the external phenomena, and turn its direction to the regression of "pedagogy with its own duty". This regression can help to emphasize the central work of education practically and develop the course of education theoretically.