人的心智的形塑是教育史上既古老又新颖的话题。在美国教育史上，mental discipline则意味着人的心智的培育和塑造，可称为心智训练。本论文的研究主题是19世纪美国的心智训练。在19世纪，美国思想界先后发生了一系列事件——欧洲启蒙思想的传入、第二次宗教大觉醒运动和普权论争论，在这些事件的引导下，美国众多学者陆续引介、接纳和实践欧洲心智训练观念和实践的范式，并呼吁大学、中学乃至家庭应以训练孩童的心智为首要教育目标。百余年来，教育史和教育哲学界一直关注这一历史现象，并就心智训练这一主题作出了一定的研究。然而，学者们在美国心智训练的历史形态上存在意见分歧，且鲜有学者专门研究19世纪美国心智训练史，因此，本研究旨在探究19世纪美国中学教师、大学教授、校长、学园领袖以及其他教育领导者为何以及如何推行和实践心智训练。上述问题的探究有助于推进对美国教育史上的心智训练的理解，并可提供一些有意义的视角来观摩美国传统教育的渊源与面貌，进而尝试着说明历史教育观念及实践形态在塑造当今教育观念与实践上具有一定的意义。在前人的研究基础上，本文基于丰富的史料，采用个案史研究与一般史研究相结合、宏观背景与微观背景分析相结合的方法，将主要研究问题分成以下几个子问题，以便探究。 其一，论文关注了19世纪美国心智训练的基础理论根源问题。研究显示，从欧洲思想谱系上来说，19世纪美国心智训练所包含的身心冲突假设、形式训练说、心智官能层级说、心智习惯训练说、心智体操说可以追溯至古希腊的柏拉图与亚里士多德。此外，就19世纪美国心智训练的直接来源问题而言，加尔文主义神学的儿童观、苏格兰颅相学、瑞士裴斯泰洛奇思想和德国柏林大学的心智训练观念都曾是它的理论基础。 其二，论文探究了19世纪初美国的心智训练与后来引入的心智训练之间的关系问题，其中包括界定它们之间是长期共存的关系还是相互斗争的关系，探索它们自身及其支持者之间是否存在某种矛盾。依据史料，19世纪初，美国心智训练的理论基础是加尔文主义人性观，这种观念认为人生来就有原罪，因此倡导消极的心智训练法，与之相反，欧洲引入的心智训练的理论基础先后有一位论人性观、德国心智哲学、颅相学等，这些学说或观念都在一定程度上否定了原罪观，肯定人性的可塑性，从而推崇的是一种积极训练心智的教育。将欧洲心智训练引入美国并在美国大学和高中进行改造和实践的主要有一位论派人士，这一派系的信徒与正统加尔文主义者因神学教义分歧存在冲突。其三，论文进一步研究了美国人引介、接纳、改造和实践欧洲心智训练的动力问题以及具体的历史过程问题。本文认为，19世纪初，加尔文主义者在精英大学倡导心智训练的原因在于，法国大革命的消息和启蒙思想的传入令加尔文主义者感受到了信仰危机和社会秩序危机，加尔文主义者凭借教会与大学的关系在某些精英大学中推行以加尔文主义人性观和美德观为基础的心智训练。在19世纪20年代以后，中产阶级与劳工群体日益增多，社会张力也逐步增大，乔治•蒂克纳和贺拉斯•曼等一位论信徒怀着共和主义的愿景撷取欧洲的心智训练，致力于用心智训练塑造新一代美国理性公民，在实践的过程中，这些人都一定程度上遭遇了教育制度的阻碍；同时，心智训练受到一些大学的认同，并上升为大学教育导向的指导政策，标志性的事件是1828年《耶鲁报告》的出台。从19世纪末至今，虽然心智训练的某些基本假设不断遭到教育学和教育心理学家的批判，但是，它从未消失，它仍以学术训练和批判性思维的培养等形式留存在现代中高等教育之中。

Bildung of mind is an acient and new topic. In the history of the United States, mental discipline meant the cultivation and forming of the mind. The theme of this study is mental disicipline in the United States of the 19th century. During the 19th century, there had been in the intellectual history of United States Enlightenment, Second Great Awakening and the issue of suffrage. Followed by these events, a lot of American scholars introduced, accepted and practice the paradigm of European ideal and practice of mental discipline, and call for the universities, middle schools even family to adpopt training of the mind as the primary aim of education. For more than a century, the educational historians and philosophors has been concerning on this historial phenomenon, and done some research on this topic. However, scholars disagree on depicting the history of mental discipline in the United States, and few scholars specializing in the history of mental discipline in the 19th-century United States, therefore, this study aims to explore why and how were the educators of secondary and higher education to support and practice mental discipline in the 19th century. Exploration of the question will help to promote the understading of educational history of mental training in the history of American education, and reflects some interesting perspectives to observe the appearance of the origin and traditional education in the United States, then try to explain that the history of education concept and practice forms have a certain significance in shaping today's educational ideas and practices.Based on previous studies, this dissertation founded on abundant historical materials, adopting the method containing the mixed perspective of case stdudy and general history study, the combining macro and micro background, and divide the key question into the following research questions for research. Firsitly, this paper demonstrates the origins of the mental discipline of the 19th century in American. Research shows that, from the lineage of European ideals, the containing of the mental discipline of 19th century in the United States, such as the assumptions of physical and mental conflicts, the doctrines of mental facultys, the doctines of the training of mental habits and mental gymnastics, can be traced back to ancient Greece like Plato, Aristotle. In addition, as to the direct source of it, we can say that the theorial foundations of it were Calvinist view of children, Scotland phrenology, the ideal of Pestalozzi and mental training at the University of Berlin. Secondly, the dissertation explores the relationship between the original mental discipline in the United States of early 19th century and later introduced mental training, which including identifying the relationship was long-term coexistence or fighting with each other，and find whether there is contradiction between themselves and their supporters. Based on historical materials, the theoretical basis of the mental discipline of the early 19th century United States is the Calvinist view of human nature. Calvinists considered that all creatures have original sin, and they therefore advocated a negative mental training. In contrast, the theoretical basiss of the European mental training were theory on human nature from Unitarism, German Philosophy of Mind, phrenology, etc. These doctrines or ideas are to some extent dynied the concept of original sin, and belived the plasticity of human nature, thereby promoting a positive mental training. It is Uniterian who introduced the European version of mental training into the United States and transited and praticed it in the US colleges and high school. There existed conflicts between Uniterians and orthodox Calvinist for their theological doctrines.Thirdly, this essay research the question that what the reason is behind the introduction of European version of mental training into the United States and the process of acception, adaptation, practices of it. This paper argues that the reason why Calvinist advocated mental training at elite universities was that Calvinist perceived a faith crisis and social order crisis from the incoming messages of French Revolution and the Enlightenment ideals, so they can support mental training based on a Calvinist view of human nature and virtue in some elite universities through relationships between with the Calvinist church and universities in the early 19th century. After the 1820s, the growing middle class and labor groups led to the increasing of social tension, George Ticknor, Horace Mann, etc., with the vision of a believer on republicanism supported mental training of Europe to shaping a new generation of rational citizens in the United States. In the process, the practices of these people to a certain extent were hinder by the education system, and mental training has got some recognition of the University community, and then rised some policys in the elite universities. The typical event was the appearance of the "Yale Report" of 1828.Dates from the 19th century, although some of the basic assumptions of mental training pedagogy were criticized by certain educational psychologists, but the ideal of mental discipline has not been disappeared, it is still kept in the form of academic training and training of critical thinking Among higher education nowadays.