完形填空 The philosophy of education is not a poor relation of general philosophy even though it is often so treated even by philosophers. It is ultimately the most significant phase of philosophy. 46) For it is through the processes of education that knowledge is obtained, while these ducational processes do not terminate in mere acquisition of knowledge and related forms of skill. They attempt to integrate the knowledge gained into enduring dispositions and attitudes. It is not too much to say that education is the outstanding means by which union of knowledge and the values that actually work in actual conduct is brought about. 47) The difference between educational practices that are influenced by a well-thought-out philosophy, and practices that are not so influenced is that between education conducted with some clear idea of the ends in the way of ruling attitudes of desire and purpose that are to be created, and an education that is conducted blindly, under the control of customs and traditions that have not been examined or in response to immediate social pressures. 48) This difference does not come about because of any inherent sacredness in what is called philosophy, but because any effort to clarify the ends to be attained is, as far as it goes, philosophical. 　　The need for such systematic clarification is especially urgent at the present time. Applications of natural science have made an enormous difference in human relations. They have revolutionized the means of production and distribution of commodities and services. They have effected an equally great change in communication and all the means for influencing the public opinion upon which political action depends. 49)These applications decide, more than any other force or set of forces, the conditions under which human beings live together and under which they act, enjoy and suffer. Moreover, they have produced communities that are in a state of rapid change. Wherever the effect of the applications of science has been felt, human relations have ceased to be static. Old forms have been invaded and often undermined, in the family, in politics and even in moral and religious habits as well as in the narrower field of economic arrangements. Almost all current social problems have their source here. 50) Finally, ends and values that were formed in the pre-scientific period and the institutions of great power that were formed in the same period retain their influence. Human life, both individually and collectively, is disturbed, confused and conflicting.