基于《论教育》的分析教育哲学反思：源流、价值与启示
Reflection on Analytical Philosophy of Education from the Perspective of “On Education”: Origins, Values, and Enlightenments

《论教育》从地位、功能、方法实践等角度诠释了教育的本质，具有深远的理论意义和实践指导意义，是新时代中国特色社会主义思想的重要组成部分。二十世纪中叶以前，传统教育哲学因固守形而上学的追求而不断远离逻辑实证，用形式化命题构建的逻辑结构对教育哲学问题的分析越来越难。哈迪为代表的教育哲学家们开始举起分析哲学的旗帜，经过奥康纳、谢弗勒、彼得斯努力，先后形成了逻辑实证主义和日常语言分析学派，逐渐成为主要的教育哲学思潮。回顾和评价分析教育哲学发展的动因、理论的流变和价值贡献等内容，在《论教育》的指导下，对当前我国构建高质量教育体系过程中深化教育地位的认识、探索德育与伦理的融合、厘清师生角色、回归教育实践等维度进行反思。
“On Education” explores the essence of education from perspectives such as its status, function, and practical methods, carrying profound theoretical significance and practical guidance. It serves as an integral part of the ideological framework of socialism with Chinese characteristics in the new era. Before the mid-20^th century, traditional educational philosophy increasingly distanced itself from logical positivism due to its adherence to metaphysical pursuits. The analysis of educational philosophical issues became progressively challenging within the logical structures constructed using formalized propositions. Educational philosophers, represented by figures such as Hardy, began championing analytical philosophy. Through the efforts of O’Connor, Scheffler, and Peters, movements such as logical positivism and the ordinary language analysis school emerged sequentially, gradually becoming dominant trends in educational philosophy. This paper reviews and evaluates the driving forces, theoretical evolution, and value contributions of analytical philosophy in education. Under the guidance of “On Education”, it reflects on various dimensions crucial to the development of a high-quality educational system in China today. These dimensions include deepening the understanding of education’s status, exploring the integration of moral education and ethics, clarifying the roles of teachers and students, and returning to the essence of educational practice.