现代教育哲学的下降及其后果

The Fall of Modern Educational Philosophy and its Consequence

柏拉图坚持最好生活的非政治特性，卢梭虽然要把人引入道德与政治，但仍然是以最接近于自然状态的最好生活寻找社会存在的惟一合理性，并展示出教育的最高可能性。因此，柏拉图和卢梭虽然就何为最好生活持有不同意见，但两者都展示了人性的最高可能性。特别是此种展示，一方面有赖于教育，一方面有赖于政治方案的设计，并以最好生活为最高探讨规划教育与政治。以赫钦斯和杜成为代表的现代教育哲学把哲人或社会的自然人转换为好公民教育，寄托于政治及政治教育或者说在政治框架内实现人的普遍的幸福生活。现代教育哲学对最好生活的探索的放弃，表明了它的下降，并意味着它把人的幸福附加在政治以及教育的政治与社会功能之中。

Plato stuck to his idea that the best life is of non-morality and non-politics. Rousseau didn't believe this idea, but also wanted to seek for the only rationality of society's existence through the best life most close to natural status, and explored the highest possibility of education. So Plato and Rousseau explored in their book the possibilities of humanity which extends its reach, though they had different opinions on what is good life. Their explorations tell us that good life depends on both educational and political programs, also good life should be used as the highest value to plan education and politics. Modern education philosophy, exemplified by Hutchins and Dewey, explored an education of good citizen instead of philosopher and social natural man, which sought for universal eudemonia through politics and political education or in political frame. Modern education philosophy abandoned the exploration of best life, showed its fall down and also means that man's eudemonia was added to politics and political function of education.