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

摘要： 政治哲学教学和知识组织问题有其特殊而又重要的意义。对该学科教育系统的任一功能分析不能脱离价值关系和阶级结构而被独立定义。然而，列奥·施特劳斯和约翰·罗尔斯设想从一种以合理化和民主化程度等为指标的知识传递中领会该学科教育功能的特殊性，他们力图将该学科的历史化约为一种普遍的抽象图解。罗尔斯在考察知识成为重要的政治问题意识中，以避免一套关于人的本性、政治本性和终极实在的理想学说为要务，以公共理性为立足点，企图免除对不同阶级与一个人的平等正义感的不同关系的知识学分析。相较于接受相互性标准指导的罗尔斯，施特劳斯却钟情于发现现代社会的最终价值，或者在它的文化最激进理性主义、最多元的特点中，推崇只是作为一种历史形式的所谓的自由教育的作用。从马克思对阶级关系结构的再生产及合法性出发，政治哲学教育最不能掩盖的作用之一，就是它使占统治地位的阶级的合法知识升值。现在，随着中国式现代化教育地位的提高，该学科的教育应当力图坚决地把中国自主知识创新与政治哲学实践结合起来。

关键词: 施特劳斯, 罗尔斯, 马克思, 政治哲学, 教学