In this article, David Lewin examines the processes of educational representation, simplification, and selection, proposing the term "pedagogical reduction" in order to clarify the role these processes play within pedagogy. Although this term is virtually unknown among Anglo‐American educational theorists, it reflects a substantial theoretical basis in the related German concept didaktishe Reduktion. Drawing on sources from the hermeneutic tradition, Lewin argues that education is fundamentally an interpretive exercise because selection and simplification require the interpretive judgment of educators, and that the hermeneutic constraints applied to education entail forms of reduction. He then examines pedagogical reduction within the curriculum areas of history, science, and philosophy in order to illustrate the generative and generalizing nature of pedagogical reduction, which takes students from particulars (objects, exercises, or events) to general or universal principles. Lewin discusses Comenius's 1658 textbook Orbis Sensualium Pictus in order both to illustrate pedagogical reduction as a historical form and to draw attention to a key historical moment in the development of educational representation and reduction. He then turns to an examination of skepticism of pedagogical reduction from progressive and critical pedagogies. The argument culminates in the suggestion that educational theory is too often presented with a false dilemma: either accept the need for a contrived educational experience disconnected from the experiences and concerns of life, or react against this flattened educational aspiration by seeking something authentic and progressive that meaninglessly conflates education and life. Understanding the proper place of reduction in education, Lewin concludes, is vital in mediating this dichotomy.

中文翻译：

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走向教学简化理论：在批判教育时代的选择，简化和泛化

在本文中，David Lewin考察了教育表示，简化和选择的过程，并提出了“教学还原”一词，以阐明这些过程在教学法中的作用。尽管这个术语在英美教育理论家中几乎是未知的，但它反映了德国相关概念“ dakaktishe Reduktion”中的重要理论基础。莱文借鉴了诠释学传统的资料，认为教育从根本上来说是一种解释性的活动，因为选择和简化需要教育者的解释性判断，而诠释学的约束条件则适用于教育的减少形式。然后，他在历史，科学，和哲学，以说明教学法还原的产生性和概括性，它将学生从细节（对象，练习或事件）带到一般或通用原理。Lewin讨论了Comenius 1658年的教科书《 Orbis Sensualium Pictus》，目的是说明教学还原是一种历史形式，并引起人们注意教育代表性和还原发展的关键历史时刻。然后，他转向对渐进式和批判式教学法对教学法减少的怀疑主义的考察。该论点最终表明，教育理论经常出现错误的两难境地：要么接受对人为的教育经验的需求，而这种经验脱离了生活的经验和关注，或通过寻求一些毫无意义的东西来充实教育和生活，从而对这种扁平化的教育抱负做出反应。莱文总结说，了解减少教育的适当位置对于调解这种二分法至关重要。