本研究主要在探討德國批判教育學者H. Blankertz的教育理論與實務之間的關係。Blankertz作為批判教育學者關切職業教育（Berufsbildung）與普通教育（Allgemeinbildung）二分的問題，尤其是前者以來自於勞動階層家庭背景的學生較多，後者則以社會中上經濟背景家庭的學生為主。對此，Blankertz由教育學發展歷史的立場出發，闡述職業教育與普通教育自十八世紀之後，二者一方面產生辯證的關聯性，但另一方面卻在制度上逐漸分立，進而相互對立。Blankertz由此指出，職業教育也具有普通教育的功能，也是一種普通教育，並進而提出大學預科階段（Kollegstufe）的實驗計畫，以課程統整的方式，打破職業教育與普通教育在制度上的二分現象。對此，本文試圖一方面釐清，Blankertz如何由教育學歷史以及職業教育本身的性質之立場，證成普通教育與職業教育二者具有相關性；另一方面則呈現大學預科階段的課程統整方式所具有的問題。

The article enquires into the understanding of the relationship between theory and practice in Herwig Blankertz’s critical pedagogy. Blankertz, as a critical pedagogue, is primarily concerned about the difference between vocational education and pedagogy, especially for that of the family background of pupils. Theoretically, he emphasizes the importance of vocational education and maintains that vocational education has pedagogical meanings and as such is an art of pedagogy as well. Practically he engages in the experiment of Paedagogische Hochschule by way of curriculum integration to overcome the dichotomy of vocational education and pedagogy. However, if vocational education is an art of pedagogy as he sees it, why the need for the initiative of Paedagogische Hochschule reform? It shows up that Blankertz fails in the end and thwarts himself the reform plan.