This article offers a general framework for considering education's autonomy and its implications for the relationship between education and philosophy. In it, Doron Yosef-Hassidim examines an initiative in Israel that calls for an autonomous secular public education and uses it as a context to clarify what education's autonomy means and to identify its major characteristics. To enhance the idea of education's autonomy, he further argues that education should not be subordinate to philosophy and that the question about being human must be kept open and educational. In particular, education's autonomy requires resisting the temptation of applying a philosophical framework about being human to education, even if the particular philosopher of education agrees with the philosophical framework. Finally, Yosef-Hassidim proposes a strategy for treating the question about being human as one that involves both the work of philosophers of education and practitioners in the classroom.

中文翻译：

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以教育观哲学推进教育自主

本文提供了一个考虑教育自主性及其对教育与哲学之间关系的影响的一般框架。在其中，Doron Yosef-Hassidim 考察了以色列的一项倡议，该倡议呼吁进行自治的世俗公共教育，并将其作为背景来阐明教育自治的含义并确定其主要特征。为了增强教育的自主性，他进一步主张，教育不应从属于哲学，人的问题必须保持开放性和教育性。尤其是，教育的自主性需要抵制将关于人的哲学框架应用于教育的诱惑，即使特定的教育哲学家同意哲学框架。最后，