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Frontiers of Philosophy in China 2013年第2期8卷 247-257页

作者： CHEN Bo Department of Philosophy Peking University Beijing 100871 China

In contemporary society, the number of students who major in philosophy at universities has decreased. Furthermore, as Richard Mervyn Hare said many years ago, ＂Most of my pupils are going to be, not professional philosophers, but businessmen, politicians, schoolmasters, clergymen, lawyers, journalists, civil servants, and, indeed, almost anything but philosophers; and a substantial number of these may be expected to reach the highest ranks of their professions＂（Hare 1971, 39）. Given this situation, we have to answer some serious questions： what can philosophy education offer to those students who will not become professional philosophers？ What benefits can they expect to get from philosophy education？ Why is it necessary for them to spend three or four years studying philosophy rather than studying more practical subjects, such as economics, finance, management, or engineering？ That is to say, philosophy education has to justify itself, to clarify its aim and mission in contemporary society, and to explain what it can contribute to a good life for students who will not do philosophy in their career. This is what I intend to address in this paper.

关键词： Socratic philosophy educational philosophies Reading Eastern philosophy Continental philosophy Modern philosophy Aristotelianism Argumentation Philosophical texts

Chinese Philosophy Education at Peking University

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Frontiers of Philosophy in China 2013年第2期8卷 278-288页

作者： WANG Bo Department of Philosophy Peking University Beijing 100871 China

1 IntroductionPhilosophy is no more a favorite subject for students at Peking University than it is for students at other universities around the world, even if many of them enjoy philosophy courses. Presently, the Department of Philosophy at Peking University enrolls an average of forty-five freshmen each year, though most of them do not take philosophy as their major. I believe that they prefer economics or law as major, based on the choice of second baccalaureates taken by students from the Department of Philosophy. Regardless, philosophy classes are typically crowded, with students attending, not due to a desire for academic credits, but rather due to their interest in knowledge or reason. To a certain extent, this indicates the appeal of philosophy, and provides a needed boost to the confidence of those who practice philosophy education. In this essay, I will present a simple introduction to the philosophy education offered at Peking University, taking its situation as representative to a certain extent of the general situation of philosophy education in China's Mainland. I will then briefly discuss major issues in Chinese philosophy education.

关键词： Ancient philosophy Modern philosophy Western philosophy Universities educational philosophies Academic education Philosophical Taoism Confucianism Traditions

Philosophical Research and General Education

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Frontiers of Philosophy in China 2013年第2期8卷 240-246页

作者： Jaakko Hintikka Department of Philosophy Boston University Boston MA 02215 USA

What can philosophical research do today to improve the lot of contemporary societies globally？ What can anyone do for the purpose？ To take the most urgent international problems as an example, what kind of person should the Secretary-General of the UN send to disarm a conflict situation？ Perhaps a religious leader, a priest, an imam or a guru？ But a leader of which religion？ Perhaps a lawyer？ But a lawyer is by definition some particular client＇s advocate. I submit that the best background of such a negotiator would be that of a labor arbitrator. Such a professional is trained to take into account the interest of different and conflicting parties. The success of a persuasive arbitrator presupposes a capacity to analyze objectively and realistically not only the professed goals of different parties, but the actual consequences of the realization of those goals. It presupposes objective knowledge of the consequences of different courses of action and the ability to explain them to the different parties. Above all, it presupposes a skill in finding possibilities of synthesizing apparently conflicting points of view.

关键词： Deductive reasoning Critical thinking Mathematical logic Thinking skills Epistemology Inference Mathematics educational philosophies

Reflection and Critique： Philosophy＇s Hope for Education

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Frontiers of Philosophy in China 2013年第2期8卷 266-272页

作者： Bart Raymaekers Institute of Philosophy Katholieke Universiteit Leuven 3000 Leuven Belgium

1 IntroductionUniversities still, today, enjoy a specific type of respectability. Undoubtedly, this could be explained by the fact that universities, from medieval times onwards, have belonged to the cultural and intellectual landscape in general and to educational heritage in particular. From a distance, it looks like they are braving, with obvious confidence, every day＇s delusions; most people look at universities as quite stable institutions. Of course, there are good reasons for this： Universities have been and still are offering programs and training, consisting of individual courses, offered by professors. At the end, in exchange for ongoing efforts, students can get a degree, most likely opening the door to interesting, meaningful jobs with decent pay.

关键词： Universities Higher education Hope Social evolution Public authorities educational research educational philosophies Critical thinking

What Is Philosophical Education？

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Frontiers of Philosophy in China 2013年第2期8卷 273-277页

作者： JIANG Yi Departmeni of Philosophy and Sociology Beijing Normal University Beijing 100875 China

1 Clarification in VocabularyBy ＂education,＂ we generally mean education in schools and colleges. Education in schools, as we know, focuses on teaching knowledge and training capacities in science, technology and other fields in which students will need to grow well. There is, however, another implication of education on which I concentrate here, that we have to consider seriously in our discussion on education. The implication I am thinking of is education in a philosophical sense. But before I present my main ideas on education in such a sense, I have to clarify some terms. First of all, there are terms such as ＂philosophical education,＂＂education in philosophy＂ and ＂philosophy of education.＂ It seems that there would be no sharp difference between those terms. We often have philosophical education in mind when we talk about the education in philosophy, and those two terms have similar meaning as the philosophy of education. But in my understanding of those terms there are slight differences between them.

关键词： educational philosophies Eastern philosophy Humans Socratic philosophy Academic education Rationality Death Modern philosophy Meditation