Pedagogy: An Immature Science on the basis of System Science

The scientificity of pedagogy has been bothering pedagogy scholars since its beginning. The reason of debate about scientificity or nonscientificity for more than two hundred years exists in the different understandings of science. The development of science is historical and dynamic. It goes through four complicated transformations: knowledge hierarchy, social activities, community organization and modern system science, which demonstrates the breadth and depth of its changes. It goes without saying that pedagogy is a science from the perspective of traditional science. At the same time, pedagogy owns the features of system science under the perspective of modern science: globality, nonlinearity, randomness, self-organization, and feedback. Introducing system science into pedagogy will form a huge pedagogical view and complex thinking. However, the recognition to system science is at the superficial and primary stage, regardless of theory and practice as in the unsystematic study of contents and methods, low quality of study and superficial level of application. Therefore, in the sense, pedagogy is an immature science.