Renowned Scholar Lecture Series by the Faculty of Education—Dissecting the Logical Relationship Between “Learning to Be” as Learning to Live and Learning to Autonomy

On the afternoon of November 14, 2024, the Faculty of Education hosted a lecture by renowned scholar Professor Hao Wenwu from Shaanxi Normal University at the Huide Building. Professor Hao delivered a talk titled “Dissecting the Logical Relationship Between ‘Learning to Be’ as Learning to Live and Learning to Autonomy”. The event, chaired by Vice Dean Li Penghu, attracted around 50 faculty members and students.

Professor Hao began by examining various interpretations of “Learning to Be” found in different books and translations. Drawing from an understanding of the four pillars of education, he provided a conceptual analysis, concluding that “learning to autonomy” is the interpretation closest to the essence of “Learning to Be.”

He then delved into the intrinsic meaning of “Learning to Be” from two dimensions: content structure and value pursuit. By comparing the similarities and differences between the books Learning to Be and Learning: The Treasure Within, he underscored the critical importance of “learning to autonomy”. On a value level, Professor Hao pointed out that exploring different translations of “Learning to Be” and the pursuit of autonomy requires consideration of the underlying values and ideal goals, which should be viewed dialectically.

Finally, from a perspective that connects “Learning to Be” with holistic education, Professor Hao emphasized that its various interpretations consistently highlight the notion of “universal existence” and the specific forms of existence within it. He argued that “learning to autonomy” represents the only scientifically valid interpretation of “Learning to Be,” as it integrates the goals of holistic education, facilitates personal and societal development, and aligns with the logic and ethical pursuit of promoting comprehensive student development and high-quality development for all.

During the discussion session, Professor Hao engaged actively with the audience on topics such as the philosophical essence of educational concept translation and the tension between individualized and socialized talent cultivation. Vice Dean Li Penghu delivered the concluding remarks, praising Professor Hao’s lecture for its depth and innovative perspective, which offered participants a deeper understanding of the value implications of “Learning to Be.”