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British educator P.H. Hirst1948 graduated from Cambridge University and studied mathematics. After college, he worked as a middle school mathematics teacher, and obtained a diploma in education from London University and a master's degree in education from Oxford University. Since then, he has been a lecturer in the Department of Education. 1959 Lecturer in the Department of Philosophy of Education, University of London; 197 1 Professor in the Department of Education, Cambridge University; 1988/Retired.

In the1960s, Hearst and R.S. Peters co-authored The Logic of Education as an introductory reading for educational researchers. Hearst himself is famous for his rigorous exposition and eloquence. Most of his main articles are included in the book Knowledge and Curriculum.

Hearst's theory of liberal education is mainly found in "Liberal Education and the Essence of Knowledge" published by 1965. He devoted himself to the exploration of liberal arts education thought in the 1960' s for two main reasons: first, children-oriented education thought was the mainstream in Britain at that time, leading national education, but Hearst thought liberal arts education should be the core of education; Secondly, he thought that scholars at that time were not clear about the spirit of liberal arts education. Even if someone outlines the specific content of liberal arts education (such as Harvard report), the theoretical basis of their planning is flawed.

Basically, Hearst thinks that the ideal of liberal arts education in classical Greece should be preserved, but its theoretical basis should be rebuilt. Hearst believes that the theoretical basis of liberal arts education should be based on the interpretation of knowledge. For him, knowledge is not a revelation of reality, nor is it a "collection of information", but a "complex way to understand human experience".

In Hearst's view, the process of acquiring knowledge is the process of building a rational mind; The completion of a rational mind requires the individual to seek and prepare sufficient knowledge. Hearst opposes the basic view of child-centered educational thinkers. He believes that the human mind is not an entity with inherent development laws, and can grow automatically; Different from the seeds of plants, the human mind has no established function and internal development law; Once the seeds of plants are in the right environment, they can grow naturally, but the human mind has no such nature. Even in the right natural environment, it is impossible for the human mind to develop in an all-round way. How is the human mind formed? Hearst believes that the relationship between mind and individual is not the relationship between eyes, ears, nose and mouth and people. Under normal circumstances, people are born with eyes, ears, nose and mouth, but people don't have a "brain" at birth, and the formation of the brain needs artificial construction. Hearst believes that the process of spiritual construction is basically a process of absorbing all kinds of knowledge, that is to say, because people are born with all kinds of knowledge, and these knowledge has developed to a considerable extent, so the individual's mind has the opportunity to grow.

Analysis of Tradition and Educational Philosophy: A Historical Analysis

[Author] Patricia White [1] Paul Hurst [2] Shi Zhongying [3]

[Mechanism ][ 1] Researcher, School of Education, University of London, UK [2] Visiting professor, tenured professor, honorary vice chairman of the British Society of Philosophy of Education [3] Professor, School of Education, Beijing Normal University.

Abstract: Under the background of the continuous development of western philosophy, educational philosophy has really begun to become a research field with clear boundaries, which is famous for its powerful analytical methods. Peters, a British analytical philosopher, put forward the task and characteristics of educational philosophy, which successfully made educational philosophy have its own unique nature: it is not only a dynamic field in contemporary philosophy, but also a major and independent field of educational research. Since 1980s, he has been a philosopher of analytical education. Learning has become a part of western philosophical tradition. At present, the primary task of analyzing educational philosophy is to seriously re-evaluate and correct the fundamental problems within the discipline.