杜威的“教育即生活”并不仅仅意味着教育不能脱离生活，教育要以青少年的生活和经验为基础，引导青少年学会生活。更为重要的是“教育即生活”与民族－国家民主化过程的思想方法和价值原则一体。个人主义是民族－国家民主化过程的价值起点，因此，“教育即生活”首先意味着“教育即以个人主义为基石的现代生活”。在民族－国家工业化和城市化过程中，流动、躁动和集群成为现代生活的基调，教育、生活和民主都需要不断改造。因而，“教育即生活”进一步意味着“教育即以新个人主义为特色的民主化生活”。没有自由就不会有卓有成效的民主化改造。对自由的自觉是现代生活的根本标志。因此，“教育即生活”同时意味着“教育即自由生活”。自由是争来的，教师争取教育自由是教师的个人权利、公民权利和专业权利，其核心是连续不断地解放智慧，这是实现“教育即生活”各种涵义至关紧要的一环。%The meaning of John Dewey's idea of “Education as life” goes beyond that education should not be separated from life , and that education should be the process for young people to learn to live on the basis of their own lives and experiences . More importantly , “education as life” is unified with the democratization of nation‐state in terms of the ideological methods and value principles . Individualism is the start point of the democratization of nation‐state in respect to value . T herefore , “education as life”firstly means that “education is the modern life w hich is based on individualism” . In the process of industrialization and urbanization of nation‐state , mobility , agitation , and clustering have become basic tone of life . Education , life , and democracy need to be continuously reconstructed . Hence ,“education as life” also means that “education is the democratic life featured by new individualism” . Without freedom , there can be no successful democratization . Consciousness of liberty is the fundamental symbol of modern life . In this sense ,“education as life” also means that “education is life of freedom”. Freedom is the fruit of struggle . The struggle for freedom of education is the personal right , civil right , and professional right of teachers , the core of w hich is the emancipation of mind , or freeing intelligence . For this reason , freeing intelligence is the crucial agent through w hich the meanings of “education as life” can be achieved .
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