In this article, I outline three critiques of analytic philosophy; that it is (1) irrelevant to individuals and society; (2) unconstructive; and (3) excessively technical. These critiques are linked to skepticism about the educational value of analytic philosophy. In response, I suggest that if analytic philosophy provides constructive guidance about prominent and pressing questions, then it holds potential educational value. I identify a body of prominent and pressing questions that are addressed by analytic philosophy as a discipline. Because analytic philosophy is often concerned with the analysis of ordinary concepts, there is at least some potential educational value to analytic philosophy insofar as it provides guidance about the meaning of ordinary concepts that ground ordinary questions. Taking P. F. Strawson's paradigmatically analytic account of philosophy, I show that analytic philosophy can directly address ordinary questions in a constructive manner. Analytic philosophy is neither (1) irrelevant, (2) unconstructive, nor (3) excessively technical.

中文翻译：

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分析哲学的教育价值

在这篇文章中，我概述了对分析哲学的三种批评；(1) 与个人和社会无关；(2) 不具建设性的；(3) 技术性过强。这些批评与对分析哲学教育价值的怀疑有关。作为回应，我建议，如果分析哲学为突出和紧迫的问题提供建设性的指导，那么它就具有潜在的教育价值。我确定了分析哲学作为一门学科所解决的一系列突出和紧迫的问题。因为分析哲学经常关注对普通概念的分析，所以分析哲学至少有一些潜在的教育价值，因为它为普通概念的意义提供指导，奠定普通问题的基础。服用PF Strawson' 作为哲学的范式分析说明，我表明分析哲学可以以建设性的方式直接解决普通问题。分析哲学既不是 (1) 无关紧要的，(2) 没有建设性的，也不是 (3) 过于技术性的。