Abstract: Learning to teach is the general feature of the notes of Xueji in the era of Confucian classics. "From learning to the origin" is the overall understanding and grasp of Xueji by Chinese ancient scholars. In the transition from the Confucian classics to the academic age, some scholars express the cultural identity of the modern academic in a new way. The Speculation of Xueji is the self-response by the Chinese people to the modern pedagogy. In translating and introducing Herbart's works, the Chinese people have started the construction of Chinese pedagogy. Drawing on Herbart's paradigm, the Notes of Xueji is an attempt to interpret educational system of Xueji from its educational purpose, methodology and psychology. The works like Modern Translation of Xueji, Annotation of Xueji, can be seen as a historical epitome of the construction of Chinese pedagogy since the founding of the People's Republic of China. As the synchronic and diachronic relations in human socialization becomes the major concern of the education history, it's essential to rethink the research paradigm of academic Xueji. In doing so, it's expected to achieve a logic analysis of Xueji as well as the integration of the history of education and the education history.

Key words: Xueji, overall educational history, learn to teach, teach to learn, integration of learning and teaching