本研究採用教育詮釋學方法進行歐克斯普通教育學的探討，歐克斯的普通教育學深受康德批判哲學、席勒審美教育理論、杜威實用主義、莫爾分析哲學和哈伯瑪斯論辯倫理學的影響，其主要內涵包括理論與實踐聯結的探究、反教育學的挑戰與批判、教育中弔詭問題的反思、教育倫理學的建構和杜威實用主義的評價。歐克斯的普通教育學具有提出聯結理論與實踐的方法、批判反教育學論點中的錯誤、指出現代教育中的各種弔詭、提出建構教育倫理學的方向、理性的評價杜威的實用主義等優點，但是也存在著可能窄化了教育概念豐富的內涵、反教育學的批判仍然有不盡周延之處和教育倫理學的建構缺乏實質內容等問題。其普通教育學對我國的教育學術具有提供我國作為聯結理論與實踐的參考、提供我國作為批判教育理念的依據、幫助我們理解各種教育中的弔詭問題、提供我國作為建構教育倫理學的借鑑和提供我國作為評價杜威教育學的範例等重要啟示。儘管如此，歐克斯的普通教育學依然有許多優點，可以作為我國建立教育理論和改善教育實際的參考。

This study adopted the method of educational hermeneutics to investigate Oelkers’ general pedagogy. It was affected by Kant’s critical philosophy, Schiller’s theory of aesthetic education, Dewey’s pragmatism, Moore’s analytical philosophy and Habermas’ discourse ethics. Its contents includes inquiry into the connection between theory and practice, challenge and critique of anti-pedagogy, reflection about the paradox problems in education, the construction of educational ethics and evaluation of Dewey’s pragmatism. Oelkers’ general pedagogy has following advantages: first, address the method to connect theory and practice; second, criticize the mistakes of arguments about anti-pedagogy; third, point out some paradoxes in modern education; fourth, bring up the direction of construction about educational ethics; and fifth, reasonable to evaluate Dewey’s pragmatism. But it has also some problems: it reduces abundant meanings of concept about education, its critiques about anti-pedagogy are not perfect and it lacks the real contents of his educational ethics. His perspectives can offer many implications for our education. It can be as references for connection of theory and practice, can as basis to criticize educational ideas, can help us to solve many paradoxes in education, can offer us as references to build educational ethics and can give us an example to evaluate Dewey’s pedagogy. Even then, Oelkers’ general pedagogy has many advantages; it can be as references for establishment of educational theory and improvement of educational practice for our country.