摘要：
与现代大学的教育系统相关，哲学作为学科有其知识性的一面，承认这一点，是对哲学在历史衍化过程中形成的现实形态的确认。按其实质，学科性与知识性、规范性无法相分，在一定意义上，掌握哲学领域的知识的过程，也是经受哲学思维训练的过程，无论从哲学之为哲学的本然形态看，还是就哲学的学科意义而言，把握它与其他思想的区分的独特之点，难以离开其知识系统及相应的学科“规范”。哲学的起源既与思想的惊异相关，也涉及对现实的忧患，与之相应，哲学的教育不能仅仅从引发惊讶感或启发惊讶能力入手，而应同时引导学生注重现实存在，并从价值层面关切人类命运。进一步看，谈哲学教育，不能仅仅讲批判性，而是需要同时从创造性、建设性方面加以引导。在更一般的层面上，哲学教育与一般教育之辩，折射了哲学问题与日常问题的关系。哲学所面对的，首先是现实世界中活生生的问题。哲学教育旨在引导人们基于人类文明衍化所凝结的成果（包括各种形态的知识成果），创造性地解决内在于现实存在和生活世界中的多样问题。
关键词:
Abstract:
Related to the educational system of modern universities, philosophy, as a discipline, has its
intellectual side. Admitting this, is a confirmation of the realistic form of philosophy formed in the process
of historical evolution. According to its essence, discipline cannot be separeted with knowledge and
standardization. In a certain sense, the process of mastering knowledge in the field of philosophy is also a
training process of undergoing philosophical thinking. No matter from the original form of philosophy or
from the disciplinary significance of philosophy, it is difficult to grasp the unique point of distinguishing other thoughts without its knowledge system and the corresponding discipline“norms”.
Key words:
杨国荣.
“哲学教育”论辩|如何理解哲学教育——简答尚杰教授
[J]. 探索与争鸣, 2022(5): 75-79.
Yang Guorong.
How to Understand Philosophy Education—— Brief Reply to Professor Shang Jie
[J]. Exploration and Free Views, 2022(5): 75-79.