In the context of advanced research, it must be acknowledged that philosophy does not possess an absolutely distinctive domain of its own, though pragmatically, it maintains two relatively unique functions: critique of knowledge and practical philosophy. However, I believe that in the realm of education, philosophy promises to play a more substantial and potentially indispensable role by merging a scaled-down version of its classical conception as unified knowledge with its modern conception as critique. Building on this understanding of philosophy, I am deeply committed to revitalizing the practice of liberal education in a highly specialized modern world. Even today it remains vital to ensure that students possess an elementary understanding of diverse disciplines without losing the sense of unity. I believe that it is crucial for high school and university students, particularly undergraduates in their first two years, to enroll in well-structured courses in liberal education. Philosophy can uniquely contribute—or reclaim its historical role—by educating students on the nature of diverse types of human knowledge, including formal logic and mathematics, or logico-mathematics (formal knowledge), science (empirical knowledge), and humanity (practical knowledge). For the reasoning behind this plan, refer to my book, Transforming Philosophy in the Early Twentieth Century: a Historico-Critical Investigation.

Note: It is even more important for young students from mainland China to participate in these courses to dispel misconceptions created by brainwashing and indoctrination, and to broaden their perspectives on diverse subjects, benefiting both their personal development and the future of China. Below is a concise and general outline for a renewed one- or two-year liberal education program.

First year:
1. Practical philosophy (practical knowledge, humanity) 2. The history of civilizations 3. Mathematical logic and computation (formal knowledge, logico-mathematics) 4. The logic of science, illustrated with the history of science (empirical knowledge, science)
Second year:
1. History of philosophy (formal, empirical, and practical knowledge) I: the ancient and medieval eras 2. History of philosophy (formal, empirical, and practical knowledge) II: the early modern era 3. History of philosophy (formal, empirical, and practical knowledge) III: the modern era 4. The Chinese civilization and its philosophy (for Chinese students)