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¡¡¡¡This thesis probes into the long history, and evaluates the unique uses, discovers the obstacles and studies the educational philosophical foundation of "the critical function of higher education"(CFHE) in the light of "criticism". It argues that restoring and reinforcing the CFHE concerns both the future and fate of human beings, and the future and the present task of Chinese people. Therefore, it is the key to solve the problem for higher education to raise up education quality in the course of releasing CFHE.
"Criticize" means pass judgement upon something with respect to its merits or faults. It is a cultural performance that neither means to say "yes"nor means to say "no" only according to authorities or to the prevalent. Criticism is what social development depends on. Both the practice orientation and the spiritual motivation need criticism. The reason is that, firstly, man is incomplete but wants to be perfect, only through criticism could man and the society get their motivation and developments. Otherwise, neither can man find his demerits, nor can his faults be corrected. If so, he has no way to reinforce and comfort his moral will. Secondly, both the complexity of the politics, economy, culture, and the blindness of social practice, make criticism more necessary. Only by criticism can human actions' orientation be found. Without criticism, it's impossible to imagine any social development.
Self-criticism and mutual criticism have all their limits that cannot be overcome by themselves. And so, our society needs the CFHE. In the history of higher education, the existence and the uses of CFHE can be found: it owns some unique authority because of the free inquiry into advanced knowledge; it contacts with wide and deep range of the world because of the largest number of intellectuals; it is attractive because of its "conservative" forms and its practical and realistic spirits. And all of them tell the beneficial conditions for the release of CFHE. In the rapid approaching of the knowledge-based economy, people are taking more and more attention to CFHE, which is more beneficial to the release of it.
However, the history of calling CFHE is as long as the history of resisting it. Some people welcome it, and some obstruct it. There are always obstacles, such as the educational philosophy of nationalism, the narrow ideas of the education wants from the society, etc. Actually, CFHE is the needs but not the wants of society. Society needs and calls for it while refusing and melting it. Currently, people are losing not only their characteristics, but also their human nature.
The condition, causes and harms of resisting CFHE tell that, it is understandable, unavoidable but unreasonable to obstructing CFHE. Higher education ought to find a way to criticize and improve the current by judging what should not lack. The existential reasons for CFHE can be found out by analyzing higher education itself, only thus can it be.
Firstly, education is something about values. Where there is value, there needs inquiry, and inquisition depends on criticism, from which it is known that education depends on criticism. In fact, all the aspects of education, such as the course, the reform, the models are firmly connected with criticism, which is the internal relation between criticism and higher education, i.e. the highest level of education. Without criticism, there is no education, let alone higher education.
Secondly, CFHE is of special importance to higher education. It's the parent function of higher education. "Parent" expresses the roles of base and derivation from CFHE. These are the deepest grounds for CFHE to exist, which are decided by the internal relations among criticism, advanced knowledge and higher education. On one hand, criticism is the original drive and theoretical source of advanced knowledge. Without criticism, the renewing of knowledge finds no drive, and there is no way to develop advanced knowledge. On the other hand, advanced knowledge forms the working materials of higher education, higher education should concentrate on the exploring and pursuing of advanced knowledge. It is seen that, without criticism, higher education would lose itself because of the loss of its working subjects. In short, CFHE is the parent function of higher education.
For China, the release of CFHE is of special values, --criticism is the foundation to the goals of the nation's creation. For the Chinese colleges and universities, inquiring and using advanced knowledge should be their key activity, and cultivating true intellectuals should be their own task. The author wishes that Chinese intellectuals may do what they should and what they can.

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