关键词: 施特劳斯, 罗尔斯, 马克思, 政治哲学, 教学

Abstract: The teaching and organization of knowledge in political philosophy have unique and significant implications. Any analysis of the functions of the disciplines educational system can be defined independently of value relations and class structures. However, Leo Strauss and John Rawls conceive the particularity of the disciplines educational functions through knowledge transmission measured by indicators such as the degree of rationalization and democratization; in doing so, they seek to reduce the historicity of the discipline to a universally abstract schema. Rawls, in examining how knowledge comes to be recognized as a crucial political issue, prioritizes avoiding any comprehensive doctrine about human nature, political nature, and ultimate reality. Grounding his approach in public reason, he attempts to dispense with knowledgebased analysis of the relationships among social classes and individuals sense of equality and justice. Compared to Rawls, who is guided by the standard of reciprocity, Strauss is devoted to discovering the ultimate value of modern society, or, amid its most radically rationalistic and pluralistic cultural characteristics, advocating the role of socalled liberal education as merely a historical form. Starting from Marxs analysis of the reproduction and legitimacy of class relations, one of the most irrepressible functions of political philosophy education is that it valorizes the legitimate knowledge of the dominant ruling class. Today, with the rising status of education in the context of Chinese modernization, the education of this discipline should strive to resolutely integrate the innovation of Chinas independent knowledge with the practice of political philosophy.

Key words: Strauss, Rawls, Marx, political philosophy, pedagogy