Education is different from the pedagogy.The former is superior concept, with the latter parts of the objective;The latter is a lower concept, its objective part is part of the former.As education of a philosophical category is intended for people that can not deny the scientific.It contains all the contradictions of education:the phenomenon of nature, principles and laws, No one left.It is the object of study by the laws of nature in order to define the scope of the education of involving all of the content;The research object of pedagogy is described by its founder, Its presentation will be object to different founders recog-nized that the impact of education degree angle and other factors, In particular, whether the scientific theoretical system of ma-instream education will affect whether science education, It will be object to objective truth is recognized education standards test.Description of the words is consistent with the educational objective truth is a scientific theoretical system, or non-scien-tific;Part of the same, part science.The research object of pedagogy closer and closer to Education has been research subjects is one must go through a process of scientific pedagogy.To approach education has been researched object, A.Must be re-moved researched object who will;B.At the same time in the presentation of a research object of pedagogy must reflect the objectivity of conferred by the laws of nature、Identity, the establishment of universal, ubiquitous nature, inherent and unique-ness of other attributes.%教育与教育学不同。前者是上位概念，含后者中的客观部分；后者是下位概念，其客观部分是前者的一部分。作为哲学范畴的教育是不为人意所能否定的科学，它包含了教育的所有矛盾：现象、性质、原理和规律而无一遗漏，它的被研究对象为自然法则所界定的教育范畴涉及的所有内容；教育学研究对象为其建立者所描述，其表述必受不同建立者认识教育角度与程度等因素的影响，尤其是教育学主流理论体系是否科学将影响教育学是否科学，故必受以教育客观真实为认定标样的检验。描述之言与教育客观真实一致的理论体系就是科学的，否则是非科学；部分一致的，部分是科学的。教育学研究对象不断逼近教育被研究对象就是教育学科学化的必经过程之一。欲逼近教育被研究对象，则在教育学研究对象中，首先必须去掉人意成分；其次必须同时体现自然法则所赋予的客观性、同一性、普遍成立性、普遍存在性、固有性和唯一性等属性。
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