赫尔曼·基泽克是当代著名的德国批判教育学者之一，在德国教育学术界具有广泛的影响。基泽克批判教育思想的内容丰富又深刻，但国内对基泽克的研究主要集中在他早期政治教育理论，相对忽视了基泽克对教育学其他领域的探索。此外，国内学界对英美批判教育学家的批判教育理论的研究十分丰富，而对于受法兰克福学派影响下的德国批判教育学者思想的研究却较为零星。因此，开展对德国批判教育学的代表人物基泽克的思想研究，不仅有助于我们加深对基泽克本人的认识，还可以拓宽我国批判教育学研究的视野，从而从理论上弥补国内对德国批判教育思想理论研究的不足，从实践上还有助于为一线教育工作者提供对教育、学校、教学和教师等问题的新认识，为我国教育现代化的发展提供一定的新思路。本研究基于文献研究法，对赫尔曼·基泽克的批判教育思想进行了诠释学的研究，研究发现：

第一，基泽克的批判教育思想所包含的主题十分丰富，涉及到了教育中诸多重要议题，并提出了独特的个人观点。比如，他的教育观提出了“教育的终结”的观点，他认为传统教育已经终结，具体表现为消逝的未来、社会的教育化、教育学成为社会化科学以及代际关系的消解，新的时代背景下需要通过“教化替代教育”来促进人的解放；基泽克的学校观认为“教育的时代精神”是学校权威式微的罪魁祸首，他从教育维度和政治维度两个层面重新分析了学校的本质，他提出学校是开展教与学的民主机构；基泽克的教学观认为教学是超越日常生活的文化发明，学校教学有着区别于其他社会机构的特殊性。他提出了以冲突为特征，以范畴为核心的批判政治教育教学法理论；基泽克的教师观认为教师的角色是学习的辅助者，专业的师生关系应该是“伙伴关系”，教育工作者专业的职业活动是教育行动。

第二，基泽克的批判教育思想具有三大突出特征。其一是他的思想中透露着鲜明的政治视域，他对很多教育问题的看法都带着政治的目光；其二是他的批判教育思想具有浓厚的为弱势群体辩护的特征，是旨在提升弱势群体地位的取向研究；其三是基泽克在其批判教育思想中充分重视了“冲突”的积极作用。

第三，基泽克批判教育思想的形成是他结合个人经历对德国社会和教育问题反思的结果。其批判教育思想的主题与德国不同时期的社会发展深刻连结，有着明显的从政治教育到普通教育的转向。与此同时，基泽克批判教育思想形成具有丰富的学术渊源。具体而言，有欧廷格的政治教育合作理论、达伦多夫的社会冲突论、法兰克福学派的批判理论、后现代主义“解构”思潮以及精神科学教育学的“教化”与“教育学自主性”和改革教育学“从儿童出发”等思想的影响。

第四，基泽克的批判教育思想的贡献在于：他关注了新时代背景下人的解放问题；他的思想有利于恢复学校的权威，促进教师的专业化发展；从理论和实践上深化了政治教育教学实践；加深了对教育学基本概念的理解，有助于促进教育学科的自主性发展。与此同时，基泽克的批判教育思想也存在着某些教育观念过于绝对化，部分核心理论概念较为模糊化，后期写作风格碎片化，还有其政治教育思想内容在一定程度上混淆了政治与教育，关于教师的思想或许会弱化教师社会地位的局限性。

Hermann Giesecke is a well-known contemporary German scholar in critical education and has a widespread influence in the German education academia. The content of his critical educational thoughts is rich and profound. The domestic research on Giesecke’s theory mainly focuses on his early critical political pedagogy, but ignores his exploration of other fields of education. In addition, the domestic academic circle has paid a lot of attention to the critical educational theories of the British and American critical educators, while the research on the theoretical thoughts of the German critical educators under the direct influence of the Frankfurt School is relatively sporadic. Therefore, to carry out the thought study of Giesecke, the representative of German critical pedagogy, is not only helpful for us to deepen the personal understanding of Giesecke, but also to broaden the horizon of the study on critical pedagogy in China, so as to make up for the lack of domestic research on the theory of German critical pedagogy. In practice, it also helps to provide educators with a new understanding of education, school, teaching and teachers, and provide a certain way of thinking for the education modernization development in China. Based on the literature research method, this study conducted a hermeneutic study of Hermann Giesecke's critical educational thoughts, and found that:

First of all, Giesecke's critical educational thought contains very rich themes, involves many important issues in education, and puts forward his unique personal views. Giesecke's view of education is reflected in his thought of "the end of education". He believes that the traditional bourgeois education has ended, which is embodied in the disappearing future, the education of society, the education becoming a socialized science and the dissolution of intergenerational relationship. In the new era, it is necessary to promote the liberation of human beings through "cultivation instead of education". According to Giesecek's view of school , "the zeitgeist of education" is the culprit of the decline of school authority. He reanalyzed the nature of school from the educational dimension and the political dimension. He proposed that school is a democratic institution to carry out teaching and learning. According to Giesecke's view of teaching , teaching is a cultural invention beyond daily life, and school teaching has its particularity different from other social institutions. He put forward the theory of critical political education teaching method with conflict as the prominent feature and category as the core. According to Giesecke's view of teacher, the role of teachers is the assistant of learning, the professional relationship between teachers and students should be "partnership", and the professional activity of educators is educational action.

Secondly, Giesecke's critical educational thought has three outstanding characteristics. In the first place, his thoughts reveal a distinct political perspective. His views on many educational issues have political vision. Besides, his critical educational thoughts has strong characteristics of defending the disadvantaged groups, which is aimed at improving the status of the disadvantaged groups. Furthermore, Giesecke attaches great importance to the positive role of "conflict" in his critical educational thoughts.

Thirdly, the formation of Giesecke's critical educational thoughts is the result of his reflection on German social and educational problems combined with his personal experience. The theme of his critical educational thoughts is deeply connected with the social development of Germany in different periods, which has obviously turned from political education to general education. At the same time, the formation of Giesecek's critical educational thoughts has rich academic origins. Specifically, it is influenced by Oetinger's cooperative theory of political education, Dahrendorf's theory of social conflict, Frankfurt School's critical theory, post-modernism's "deconstruction" trend of thought, the "cultivation" and "educational autonomy" of spiritual science pedagogy and the "starting from children" of reform pedagogy.

Moreover, the contribution of Giesecke's critical educational thoughts lies in: he pays attention to the emancipation of people in the new era; His thought is conducive to restoring the authority of schools, promoting the professional development of teachers. Deepening the teaching practice of political education theoretically and practically; It is also enriching the understanding of the basic concepts of pedagogy, and contributing to the development of the independent education subject. However, at the same time, in his critical educational thoughts, some educational concepts are too absolute, some core theoretical concepts are obscure. Moreover, his writing style seems to be fragmented, and his thoughts confuse politics and education to a certain extent. His thoughts about teachers may weaken the limitations of teachers' social status.