What would we have the school teach? To what end? In the name of democracy, and building on the pioneering epistemology of Michael Polanyi, Harry S. Broudy, a leading voice in philosophy of education during the twentieth century, calls for a liberal arts core curriculum for all. The envisioned product of such schooling is a certain sort of person. Anticipating the predictable relativistic challenge so much on display in our own time, Broudy justifies the selection of subject matter (and thus the envisioned character formation and cultivation of moral imagination) by reference to the authority of experts in the disciplines. This response fails to fully repel the assault, thereby revealing the need for a dimension of Polanyi’s thought whose significance exceeds even that of the epistemology that Broudy so effectively invokes.

我们学校要教什么？为了什么目的 哈里·布劳迪（Harry S. Broudy）以民主的名义，以迈克尔·波拉尼（Michael Polanyi）的开创性认识论为基础，在20世纪教育哲学的领军人物中，呼吁为所有人提供一门通识教育的核心课程。这种教育的设想产物是某种人。布鲁迪（Broudy）十分期待可预测的相对论挑战，这是我们自己时代所展示的，他通过参考学科专家的权威为论证主题的选择（以及由此构想的品格形成和道德想象力的培养）辩护。这种反应未能完全抵制这种攻击，从而揭示了对波兰尼思想范围的需求，其意义甚至超过了布鲁迪如此有效地引用的认识论的意义。