十七世紀的捷克教育家--康門紐斯(John Amos Comenius,1592-1670)乃是實物教學的代表人物，其《世界圖解》更是西洋教育史上第一本附有圖畫的教科書。然而，泛智乃是其教育思想中的重要概念，過去卻少有教育史家探究。因此，本研究旨在探討康門紐斯的泛智概念以及以此概念為核心而形成的泛智教育思想。
本研究首先探討泛智教育思想形成的時代背景及思想淵源，以掌握泛智教育思想的要義；其次探討泛智概念，以及泛智教育的內涵，掌握泛智教育思想的理論層面；然後再以泛智教育思想的理論層面為基礎，理解泛智教育的實際層面，包括學校制度、課程理念及教科書規劃三大部分，並檢視康門紐斯實踐自己理論的程度；最後，探討泛智教育思想對於後世教育的影響及其在今日教育上的蘊義。
本研究之主要研究結果為：泛智乃是一個包含了人生必需之一切事物(即自然、人、上帝三大方面)的有機知識體系，而泛智教育則是將此泛智知識徹底地教給所有的人。另外，康門紐斯所規劃的課程則是一個包含了泛智知識的同心圓課程，其《世界圖解》及《語言入門》兩本泛智教科書的內容也包含了泛智知識，並且符合「一般先於細節」、「掌握事物的基本原則」、「透過感官來教學」等泛智教育的教學原則。

John Amos Comenius (1592-1670), the Czech educationalist in the 17th century, contended that the visible things are necessary for instruction. His work, Orbis Pictus, is the first textbook in which includes pictures in the western educational history. The pansophy (universal wisdom) is a very important concept in Comenius’s educational thoughts; however, few educational historians explore it till now. Therefore, the main purpose of this thesis is to explore Comenius’s concept of the pansophy and the thoughts of the pampaedia (universal education).
This thesis includes four parts. The first is to explore the historical background and the roots of the thoughts of the pampaedia. The second is to analyze the concept of the pansophy and the content of the pampaedia. The third is to illustrate how he carried out his ideas, including the institutions of schools, curriculum and textbooks, and to examine if his practice conformed to his ideas. The part is to explore the influences of the thoughts of the pampaedia on the education in the western educational history and the implications of the thoughts of the pampaedia for the education in Taiwan. There are five main conclusions as follows:
1. Pansophy is an organic system of knowledge, which includes all necessary things in everyone’s life, namely the things about nature, man, and God.
2. Pampaedia is to teach the pansophy to all men thoroughly.
3. In order to put the pampaedia into practice, Comenius drew up the College of Light and seven kinds of pansophic schools. Furthermore, based on the principle of order, he designed the institutions of public schools.
4. the curriculum of the pampaedia is like a series of concentric circles and embraces the pansophy.
5. The pansophic textbooks, Orbis Pictus and Janua Linguarum Reserata, also embrace the pansophy and conform to the teaching principles of the pampaedia.

壹、中文部分

一、康門紐斯著作中譯

任寶祥(譯)(1990)。J. A. Comenius著。母育學校。載於任鍾印(主
編)，夸美紐斯教育論著選(頁1-74)。北京：人民教育出版社。
傅任敢(譯)(1990)。J. A. Comenius著。大教學論(The great
didactic)。台北：五南。
張華清(譯)(1990)。J. A. Comenius著。世界圖解。載於任鍾印(主
編)，夸美紐斯教育論著選(頁76-162)。北京：人民教育出版
社。
張健純(譯)(1990)。J. A. Comenius著。關於正確命名事物的好處。
載於任鍾印(主編)，夸美紐斯教育論著選(頁304-311)。北京：
人民教育出版社。
劉永虹(譯)(1990a)。J. A. Comenius著。擺脫繁瑣迷宮的出路。載
於任鍾印(主編)，夸美紐斯教育論著選(頁423-439)。北京：人
民教育出版社。
劉永虹(譯)(1990b)。J. A. Comenius著。根除學校裡的惰性。載於
任鍾印(主編)，夸美紐斯教育論著選(頁399-422)。北京：人民
教育出版社。
鮑曉蘇、楊守明(譯)(1990)。J. A. Comenius著。泛智學校。載於任
鍾印(主編)，夸美紐斯教育論著選(頁233-294)。北京：人民教
育出版社。

二、康門紐斯相關研究

(一) 翻譯書籍

楊豈深等(譯)(1957)。克臘斯諾卡斯基著。夸美紐斯的生平和教育學
說。北京：人民教育出版社。

(二) 期刊論文

林玉體(1995)。主張泛智的教育學者—康米紐斯。教育研究所集刊，
36，83-166。
曾吉雄(2000)。從夸美紐斯教育思想談國小美勞科教育。國教天地，
137，18-21。
張啟明(1998)。開創『實物教學』的先河提倡活潑教學的康米紐斯。
高市文教，61，15-18。
張玉山(1999)。康門紐斯教育思想對國內科技教育之啟示。生活科技
教育，32(2)， 2-9。

(三) 學位論文

邱兆偉(1967)。柯門紐斯教育思想之研究。國立台灣師範大學教育研
究所碩士論文，未出版，台北。
陳美妤(1994)。康米紐斯學前教育思想研究。國立台灣師範大學家政
教育研究所碩士論文，未出版，台北。
三、其他

方克明(1990)。夸美紐斯和他的《大教學論》—譯文序。載於傅任敢
(譯)，大教學論(The great didactic)。台北：五南。
五南圖書出版公司編輯部(譯)(1989)。W. Boyd & E. J. King著。西
洋教育史(The history of western education)。台北：五南。
王晴佳、古偉瀛(2000)。後現代與歷史學：中西比較。台北：巨流。
王瓊淑(譯)(1999)。J. L. Stephen著。三十年戰爭(The thirty
years war)。台北：麥田。
石元康(1995)。當代自由主義理論。台北：聯經。
幼獅翻譯中心(編譯)(1978)。W. Durant & A. Durant著。世界文明
史--理性的考驗(The story of civilization-The tentatives
of reason)。台北：幼獅。
台灣中華書局編輯部(編)(1988)。簡明大英百科全書(7)。台北：台
灣中華。
李小群、宋紹遠(譯)(1990)。R. N. Stromberg著。西洋思想史(An
intellectual history of modern Europe)。台北：五南。
李弘祺(1980)。試論思想史的歷史研究。載於李弘祺(主編)，史學與
史學方法論集(頁199-236)。台北：食貨。
杜佐周(譯)(1979)。J. Locke著。工作學校草案。載於張煥庭(主
編)，西方資產階級教育論著選(頁90-93)。北京：人民教育。
李道生(1988)。新約聖經問題總解。台北：讀經日程。
余麗嫦(1987)。培根及其哲學。北京：人民。
林玉體(1997)。西洋教育史。台北：文景。
吳明烈(2004)。終身學習-理念與實踐。台北：五南。
胡宏述(譯)(1972)。M. de Montaigne著。蒙田散文選。台北：正
文。
徐宗林(譯)(1970)。R. Ulich著。西洋三千年教育文獻精華(Three
thousand years of educational wisdom)。台北：幼獅。
國立編譯館(主編)。教育大辭書(二)。台北：文景。
單中惠(主編)(1996)。西方教育思想史。山西：山西人民。
馮作民(1975)。西洋全史(七)—文藝復興。台北：燕京。
傅任敢(譯)(1990)。J. Locke著。教育漫話(Some thoughts
concerning education)。台北：五南。
楊豫(2000)。西洋史學史。台北；昭明。
鄔春芹(2000)。安德里亞：基督城。載於單中惠、楊漢麟(主編)，西
方教育學名著提要。江西：江西人民。
鄧元忠(1990)。西洋近代文化史。台北：五南。
歐用生(2003)。課程統整再概念。載於歐用生、陳伯璋(主編)，課
程與教學的饗宴(頁3-20)。高雄：復文。
鮑文蔚(譯)(1998)。F. Rabelais著。巨人傳(Grargantua and
Pantagruel)。中國：人民文學。
劉景輝(譯)(1983)。C. Brinton, J. B. Christopher, & R. L.
Wolff著。西洋文化史(五)(A history of civilization)。台
北：台灣學生。
關琪桐(譯)(1968)。F. Bacon著。崇學論(The advancement of
learning)。台北：台灣商務。

貳、英文部分

一、康門紐斯著作英譯

Comenius, J. A. (1642). A reformation of schooles (S.
Hartlib, Trans.). Menston: The Scholar Press.
Comenius, J. A. (1656). Janua Linguarum Reserata (M.
Sparke, Trans.). London:George Miller.
Comenius, J. A. (1910). The great didactic (PartⅡ) (M. W.
Keatinge, Trans.). London: A. & C. Black, Ltd.
(Original work published 1632)
Comenius, J. A. (1938). Via Lucis (E. T. Campagnac,
Trans.). London: Hodder & Stoughton, Ltd. (Original
work published 1668)
Comenius, J. A. (1953). The analytical didactic of Comenius
(V. Jelinek, Trans.). Chicago: The University of
Chicago Press.
Comenius, J. A. (1956). The school of infancy (E. M. Eller,
Trans.). NY: The University of North Carolina.
(Original work published 1632)
Comenius, J. A. (1968). The orbis pictus of John Amos
Comenius (C. Hoole, Trans.). Detroit: Singing Tree
Press. (Original work published 1658)
Comenius, J. A. (1986). Comenius’s pampaedia or universal
education (A. M. O. Dobbie, Trans.). Buckland
Publications Ltd. (Original work published 1960)
Piaget, J. (Ed.). (1967). John Amos Comenius on education.
NY: Teachers College Columbia University.
Young, R. F. (Ed. & Trans.). (1932). Comenius in England.
London: Oxford University Press.

二、康門紐斯相關研究

(一) 書籍

Dobinson, C. H. (Ed.). (1970). Comenius and contemporary
education: an international symposium. Hamburg: UNESCO
Institute for Education.
Foldes, E., & Meszaros, I. (Eds.). (1973). Comenius and
Hungary: essays. Budapest, Hungary: Akadmiai Kiad.
Keatinge, M. W. (1910). The great didactic (PartⅠ).
London: A. & C. Black, Ltd.
Laurie, S. S. (1972). John Amos Comenius: Bishop of the
Moravians: His life and educational works. NY: Burt
Franklin Lenox Hill.
Monroe, W. S. (1971). Comenius and the beginnings of
educational reform. NY: Arno Press.
Murphy, D. (1995). Comenius: A critical assessment of his
life and work. Dublin: Irish Academic Press.
Needham, J. (Ed.). (1942). The teacher of nations.
Cambridge: Cambridge University Press.
Sadler, J. E. (1966a). Comenius. London: collier-Macmillian
Limited.
Sadler, J. E. (1966b). J. A. Comenius and the concept of
universal education. London: George Allen & Unwin Ltd.
Seichter, S. (Ed.). (2001). ComeniusImpression: His life,
work and impact. Berlin: Copyhaus.
Spinka, M. (1967). John Amos Comenius, the incomparable
Moravian. NY: Russell & Russell.

(二) 期刊論文及論文集論文

Aub, J. (1970). Comenius and the organization of
education. In C. H. Dobinson (Ed.), Comenius and
contemporary education: an international symposium (pp.
52-59). Hamburg: UNESCO Institute for Education.
Blair, A. (2000). Mosaic Physics and the search for a pious
Natural Philosophy in the late renaissance.
Philadelphia, 91(1), 32-58.
Brambora, J. (1973). The significance of Comenius’ stay at
Srospatak in the evolution of his pedagogic and
pansophic concepts. In E. Foldes & I. Meszaros (Eds.),
Comenius and Hungary: essays (pp.25-29). Budapest,
Hungary: Akadmiai Kiad.
Clauser, J. K. (1965). The Pansophist: Comenius, In P.
Nash, A.M. Kazamias & H. J. Perkinson (Eds.), The
educated Man: studies in the history of educational
thought (pp. 125-188). NY: John Wiley and sons.
Gundem, B. B. (1992). ”Vivat Comenius”: A commemorative
essay of Johann Amos Comenius, 1592-1670. Journal of
curriculum supervision, 8(1), 43-55.
Menck, P. (2001). The formation of conscience: a lost topic
of didaktik. Journal of Curriculum Studies, 33(3), 261-
275.
Orosz, L. (1973). Comenius’ school reforms at Srospatak.
In E. Foldes & I. Meszaros (Eds.), Comenius and
Hungary: essays (pp.101-110). Budapest, Hungary: Akad
miai Kiad.
Odloižlk, O. (1942). Comenius’ s life and work in its
historical setting. In J. Needham (Ed.), The teacher of
nations (pp. 41-60). Cambridge: Cambridge University
Press.
Riedel, K. (2001). The life of Johann Amos Comenius. In S.
Seichter (Ed.), ComeniusImpression: His life, work and
impact (pp.87-97). Berlin: Copyhaus.
Sadler, J. E. (1970a). Comenius as a man. In C. H. Dobinson
(Ed.), Comenius and contemporary education: an
international symposium (pp. 9-16). Hamburg: UNESCO
Institute for Education.
Sadler, J. E. (1970b). Comenius as an international
citizen. In C. H. Dobinson (Ed.), Comenius and
contemporary education: an international symposium (pp.
60-75). Hamburg: UNESCO Institute for Education.
Winkel, R. (2001). Philanthropist and peacemaker-thoughts
on Comenius. In S. Seichter (Ed.), ComeniusImpression:
His life, work and impact (pp.17-21). Berlin: Copyhaus.

(三) 其他

About John Amos Comenius. (n. d.). Retrieved June 11, 2004,
from http://www.comeniusfoundation.org/comenius.htm
Photographs, written historical and description data:
District of Virginia. (n. d.). Retrieved Nov 24, 2004,
from http://rs6.loc.gov/ammem/today/dec05.html
Adamson, J. W. (1971). Pioneers of modern education in the
seventeenth century. NY: Teachers College Columbia
University.
Cole, L. (1950). A history of education: Socrates to
Montessori. NY: Holt, Rinehart and Winston.
Gutek, G. L. (1991). Historical and philosophical
foundations of education: a biographical introduction.
N.J.: Merrill, c1997.
Hutchins, R. M. (1968). The learning society. NY: F. A.
Praeger.
Monroe, P. (1970). A text-book in the history of education.
NY: Ams Press.
Quick, R. H. (1903). Essays on educational reformers. NY:
Appleton and company.
Rusk, R. R. (1969). Doctrines of the great educators. (4th
ed.). NY: Macmillan, St. Martin's Press.
Ulich, R. (1945). History of educational thought. NY:
Cincinnati.