Liberal education是西方教育思想史中的幾個核心概念之一,但學界對這一概念的認識長期被其模糊性所困擾。本文通過思想史和類型學方法,對這一概念在歷史上形成的多重涵義進行了梳理。研究發現,liberal education一詞在歷史上具有十種主要的語義,這十種語義分別從教育對象(自由人、紳士、自由公民)、功能(非功利教育、通識性教育、心智自由、心智訓練)和內容(古典教育、人文學、文理學科)三個維度對這一概念進行了界定。這一概念在不同歷史時期沉淀的語義一方面是"相互論證"的,另一方面也存在不一致甚至沖突之處。從課程實踐角度來看,深入分析liberal education的多重涵義對于當下的本科教育改革也具有一定的啟發價值。在未來的大學課程改革中,應更多強調通識課程的心智訓練價值和公民素質培養的價值。

The term "liberal education"is one of several core concepts in the history of western educational thought,but its understanding has long been debated due to its vagueness.This article uses methods of typology and intellectual history to sort out the multiple meanings of this concept in history.Studies have found that "liberal education"has ten main semantic meanings in history.These ten meanings range from educational objects(freeman,gentlemen,free citizens),functions(non-utilitarian education, mental training, mental freedom,and general education)and content(classical education,humanities,liberal arts and sciences).On the one hand,the definitions of this concept originated from different historical periods were mutually supportive,but on the other hand,there were inconsistencies and even conflicts between these meanings.From the perspective of curriculum practice,an in-depth analysis of the multiple meanings of liberal education also has important implications for improving the current undergraduate education reform.In future university curriculum reforms,more emphasis should be placed on the value of mental training and civic engagement in general education.