Abstract: To the history of development of violin pedagogy, the 20th century is a golden age. With the succession and development by various great educators and virtuosos, and through the matured influence by the whole educational realm and environment, many different points of view, theoretic pedagogical systems and pedagogical schools began to appear. Both ¡§Talent Education¡¨ proposed by Shinichi Suzuki(1898-1998) and the pedagogy of ¡§Mental¡VPhysical Theory¡¨ mentioned by Kato Havas(1920- ) belong to one of the main violin pedagogical schools developed in recent years. Today in the field of violin teaching, although various schools have their own space for development, there are many different background factors among them. For example, Suzuki¡¦s pedagogy was influenced by the Eastern and Western cultures, whereas Havas¡¦ pedagogy completely inherited the Western teaching ideas; the vocabulary concept in the linguistics system was employed by Suzuki¡¦s pedagogy as its foundation, whereas Havas¡¦ pedagogy absorbed the theories of psychology as the basis of its pedagogical studies; Suzuki¡¦s pedagogy emphasized teaching materials, environment and the external, reasonable and appropriate succession of experience, whereas Havas¡¦ pedagogy emphasizes the search for the nature of playing action and the coordinating development of physical and mental. Since these cultural and educational backgrounds are different, the teaching principles of these two pedagogies are very different. In view of this, this research paper is divided into seven chapters for detailed studies and analyses, and comparisons are made between the philosophical foundations, teaching ideas, teaching strategies and means of these two pedagogies in order to present the characteristics of these two pedagogies developed under different background factors, and also show the similarities and dissimilarities between them. After detailed comparisons and analyses, we can understand that these two pedagogies are very much different in various aspects. Suzuki¡¦s pedagogy emphasizes the learning development of children. From many places of teaching it appears to have been influenced by the traditional German school. But Havas¡¦ pedagogy focuses on the realm of playing action. Hitherto the ¡§Mental-Physical Theory¡¨ mentioned by her is still a very new pedagogy. From the analytical description of these comparisons, we can understand that although there is a certain extent of difference between them, they perhaps can adopt some parts of the other pedagogy, and supplement the insufficiency of each other so as to achieve better teaching qualities.

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