哲学、诗歌与智术──柏拉图的千古课程难题

Philosophy, Poem and Wisdom: Plato’s Educational Philosophy on Curriculum

为安顿灵魂与城邦，柏拉图提出以学园、对话作为实施其哲学教育的外在条件，但这些条件并未涉及哲学教育的内涵，因此他必须展开一段旨在界定其哲学教育内涵的思考。通过极力与诗人、智者设计的教学内容区别开来，柏拉图界定了自己的哲学教育，让自己的学园与对话教学有了满意的内容，同时也挑起了何为哲学、知识分裂与灵魂完美之悖论关系等千古课程难题，以至于尼采、海德格尔等现代思想家不得不重构柏拉图的哲学界定。但他们终究无法让教育安定下来，有关教育内容的思考仍可能会在柏拉图曾经遭遇的分裂与紧张中，寻求即使达不到也坚信一定存在或应当存在的完美。

In order to design the best curriculum， Plato defined his educational philosophy by establishing learning center and models for dialogue， which makes a sharp contrast with study programs invented by artists and the wise. This effort made Plato’s ideal education successfully and also raised a long-standing problem of classical curriculum.