全球教育展望

孔子删述“六经”以赓续斯文、成就个体，富有教材知识意蕴。“述而不作”是孔子删述“六经”的主要知识行为，表现为对知识的分类整理、功能筹划和践履体证。缘构境域性的知识观念赋予了“六经”作为个体缘发性进入具体生命境域，以构成性地获得“知”的功能定位。由此，“六经”作为教材，其基本知识结构以历史经验叙事为表层结构，以共同价值观念隐微其中，通过对以“艺”为核心的生存和思想方式的追求、共同价值观念的指引作用以及身体实践的活动筹划，成为了个体通达历史文化的居间存在。孔子删述“六经”的教材知识意蕴或可超越人文传统，获得普遍意义，成为教材编制的一条可能进路。

Confucius compiled the “Six Classics” to inherit culture and promote the development of individual life, which has the knowledge implication of teaching materials. The main way for Confucius to compile the “Six Classics” is to “state but not to write”, which is manifested in the classification and arrangement of knowledge, functional planning and practice. Therefore, the function of the “Six Classics” is to enable individuals to enter the history and culture, forming a knowledge structure composed of the surface of historical experience narration and the deep-seated structure of values, and becoming the intermediary existence of individuals leading to history and culture. Through the mutual confirmation with “local knowledge”, the implication of Confucius' compilation of the “Six Classics” textbook knowledge may surpass the humanistic tradition and obtain the universal significance, which has become a possible way for the compilation of current textbooks.