本研究关注“成为你自己”这一来自现代教育主体的理想或期待，尝试在更深层的分析和哲学反思中澄清其理论渊源并给予恰当的解释，通过对本真性理论线索的梳理和基于教育视角的反思得到对上述问题的深入理解。本文首先按照本真性思想内涵的两个线索进行哲学考察，本真性的核心内涵以自我实现为原点，包含着两个层次的不同含义，一是忠于自己，二是发现、创造、实现自己的独特性。在本真性的第一层内涵上，不少思想家以内在自我性的阐发作为论证起点，强调忠于自己意味着遵从内在自我的规定性，并限制外在干预的教育手段，由此形成了本真性思想的浪漫主义传统；在本真性的第二层内涵上，自我独特性的理论发展出以自我创造为重要特征的思想体系，使得本真性思想陷入主观主义和原子论的危机之中。在这两条本真性思想发展的基本线索中，它不断面临着自我割裂和来自现实可能性的挑战，因此本真性思想的内涵经历了不断充实的过程，从“自我”脱离于神化秩序之链条开始，本真性经历了世俗化的催化，在日常生活伦理的浸润下走向现代语境的本真“自我”，这个本真自我形成于现代化的肥沃土壤，本真自我的实现在现代伦理维度上呈现出不同的侧面。

本真自我的实现是本真性的原初含义，也就是“成为你自己”，它在现实维度上表现为追求自我的完整形象，在更高维度上规定了本真自我的一致性内涵，指向忠于自己和实现自我独特性的统一。教育主体的本真性建立在这种统一之上，具体来说，它要求自我由“分解”走向“整体”，因为这种分解的自我不能产生完整的自我价值感，分解的自我难以达成自由的目的，本真的自我在此是难以实现的；自我的完整形象还指明教育主体本真性自我认同的获得就是它自身的直接表现形式，本真性自我认同是指教育个体基于自身的解释框架去把握现实世界，认同在自我互动和自我解释中不断形成，教育要向本真的自我敞开，让主体在变化中建构自我整体性，在真实的道德框架视野中达成本真自我的统一。

This study focuses on the ideal or expectation of "being yourself", which comes from the subject of modern education, attempts to clarify its theoretical origin and give proper explanation in a deeper analysis and philosophical reflection, and obtains a deep understanding of the above issues through combing the clues of the theory of authenticity and reflecting on the perspective of education. This paper first carries out a philosophical investigation according to the two clues of the thought connotation of authenticity. The core connotation of authenticity takes self- realization as the origin and contains two levels of different meanings, one is to be loyal to oneself, the other is to discover, create and realize one's own uniqueness. On the first connotation of authenticity, many thinkers take the explanation of inner self as the starting point of their argument, emphasizing that being true to oneself means following the rules of inner self and limiting the educational means of external intervention, thus forming the romantic tradition of authenticity thought. On the second level of authenticity, the theory of self-uniqueness develops an ideological system with the important feature of self-creation, which makes the thought of authenticity fall into the crisis of subjectivism and atomism. In these two basic clues of the development of authenticity thought, it constantly faces the challenge from the possibility of reality, so the connotation of authenticity thought has experienced a process of continuous enrichment, from the "self" out of the chain of deification order, authenticity has experienced the catalysis of secularization, under the infiltration of daily life ethics to the modern context of the true "self". This true self is formed in the fertile soil of modernization.
The realization of the true self presents different aspects in the dimension of modern ethics. The realization of the true self is the original meaning of the true self, that is, "to be yourself". It is manifested in the pursuit of the complete image of the self in the realistic dimension, and defines the consistent connotation of the true self in the higher dimension, pointing to the unity of being loyal to oneself and realizing the uniqueness of the self. The authenticity of the subject of education is based on this unity. Specifically, it requires the self to move from "decomposition" to "wholeness", because the decomposed self cannot produce a complete sense of self-worth, the decomposed self is difficult to achieve the goal of freedom, and the true self is difficult to realize here. The complete image of self also points out that the acquisition of authentic self-identity of the educational subject is the direct form of its own expression. Authentic self-identity means that the educational individual grasps the real world based on its own explanatory framework, and identity is constantly formed in self-interaction and self-interpretation. Education should be open to the authentic self, so that the subject can construct self-integrity in changes. Achieve the unity of the true self in the real moral framework.