老子思想隐含丰富的教育内容。老子教育内容以自然本真为主旨,是人类教育及生命永续的希望。但在民族历史隐性抉择的过程中,有为与贪婪的本性注定人类抛弃老子自然本真教育的选择,构造现实教育的制度化、工具化、奴性化、虚伪化、模拟化及人类中心化等有为教育体系,不断强化人与自然的对抗,并导致人类越来越深刻的灾难。如今,为化解人类现实教育与自然本真教育相对决的不利局面,须有效确立以老子教育思想为指导,把握自然本真的基本方向,构建自然性的教育体系,主要包括自然本真的质性教育、情感教育、精神教育、行为教育、宇宙教育和生态教育等,开启本真教育的时代之门,保障人类与自然相和谐一致及同生共荣的长久目标。%Saussure＇s structural linguistics triggers a rethinking about the relationship between text and the world. For Derrida, the text is a labyrinth of language game, and there is nothing outside text and all things within text do not need any links or supports from outside world. So we don＇t want the text to represent the truth of the world any more. What we should do is actively plunging into the sea of signifiers. On the contrary, for Foucault, the text is a web of power--weaved body and it is always from and for some certain groups although it seems to be closed, pure and stable. Any self--evidence and commence sense knowledge or text is with some characteristics of hiding power and these powers are tools to produce domination. The difference between Foueault＂ and Derrida illustrates two distinctive ways to deal with the relationship between the text and the world in postmodern literature.
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