所谓苏格拉底“知识即美德”论是臆造之说

The So-Called Socratic Idea“Knowledge is Virtue”is a Fabrication

在中国教育界,几乎存在一种公识:苏格拉底提出过"知识即美德"论;"知识即美德"论是一种重要哲学理论、教育理论、道德教育理论。"知识即美德"或其变体,见于许多教育史或教育思想史专著与教材,见于教育史或教育思想史考试题或模拟题,见于教育史、教育思想史、教育理论(包括德育理论)研究论文,见于教师及学生言谈。然而,所谓苏格拉底"知识即美德"论没有文本存在,在记录苏格拉底言论与思想的柏拉图与色诺芬著作流行英文译本、希腊文原本和中文译本中,均不见苏格拉底说过"知识即美德"。所谓苏格拉底"知识即美德"论也没有语境逻辑,苏格拉底所说知识是一种状态,美德是一种品质,二者不等同;所说知识囊括驳杂事物,其中绝大多数与美德无关;其言论中,没有潜在的或隐藏的"知识即美德"论。所谓苏格拉底"知识即美德"论是凭空臆造之说,一旦得到来信,可能会误导教育知识承传,误导教育理论研究,误导教育实践探索。在教育领域少一些伪学说、丑学说与恶学说,多一些真学说、美学说与善学说,教育理论研究与实践探索的品质才能持续提高。

It is almost generally acknowledged in the Chinese communities of education that Socrates produced the idea " knowledge is virtue", and the idea is important in the theoretical systems of philosophy, education and moral education. "Knowledge is virtue",with some synonymous expressions, is often encountered in textbooks, instructions, papers, and the everyday talks of teachers and students. But, the so-called Socratic idea " knowledge is virtue" does not exist in any textual form; in the texts of the popular English translations, the Greek originals, and the Chinese translations of the dialogues of Plato and the works of Xenophon which record the discourses and ideas of Socrates, no evidence is found to show that Socrates said " knowledge is virtue". And, the so-called Socratic idea" knowledge is virtue" is not implied in any contextual logic; in the discourses of Socrates, knowledge is a state, and virtue is a quality, each irrelevant with other; and what is more, knowledge embraces a great variety of things, from the lowest trivialities to the highest learnings, most of which have no relation with virtue; from the discourses of Socrates, it is almost impossible to infer the idea " knowledge is virtue". The so-called Socratic idea" knowledge is virtue" is but a fabrication, which, once spread and accepted, might exercise negative impacts upon the advancement of knowledge, the progress of theoretical inquiry, and the achievement of practical exploration, in the field of education. In the field of education, only with less false, ugly and evil ideas, and more true, beautiful and good theories, can continued improvement be made of the qualities of the theoretical inquiry and practical exploration.