为着公共利益的教育哲学：五个挑战与一个议程

Philosophy of Education for the Public Good: Five Challenges and an Agenda

1917年，杜威在他的一篇名为《哲学复兴的需要》的文章中写道：“当哲学不再是处理哲学家们的问题的手段时，而是成为由哲学家们发展出来的处理人类问题的方法时，哲学就得以复兴了。”在这篇论文中，我论述教育哲学也是如此，因为教育哲学应当聚焦在教育问题上，而不是哲学问题上。当然，教育哲学应当以哲学专长来面对教育问题。这不仅是一个学术任务，而且是一个政治任务，特别是在一个教育作为公共利益的观念遭遇压力的时代，在一个教育日益被看成个人利益和经济利益的时代，尤为如此。我在文中阐述了在我看来教育哲学家能有所贡献的五个领域。它们不仅为未来的教育哲学工作提供了一个议程，而且为转向存在主义的教育哲学建构了一个论述。这个转向包括在所有教育中都含有我所认为的“美丽风险”。

In his 1917 essay The Need for a Recovery of Philosophy, John Dewey wrote that “philosophy recovers itself when it ceases to be a device for dealing with the problems of philosophers and becomes a method, cultivated by philosophers, for dealing with the problems of men.” In this essay the author argues that this is also true for philosophy of education in that it should focus on educational rather than on philosophical problems by using its philosophical expertise. This is not only an intellectual but also a political task, particularly in a time in which the idea of education as a public good is under pressure and education is increasingly seen as a private or an economic good. The author outline five areas in which education philosopher can make a contribution, which all not only provide an agenda for future work in philosophy of education, but also construct an argument for the philosophy of education that turns to existentialism. The author believes that such a turn embraces “beautiful risk” in all education.