试论亚里士多德德性论伦理学及其对当代的启示     

刘铮 《嘉应学院学报》2014,32(9):36-39

亚里士多德伦理学多被人称为"德性论"的,这是因为亚氏之伦理学"着眼于人的道德德性的培养,着眼于使人成为一个道德的人这一伦理学的核心问题"[1]。亚氏之伦理学正是把德性与活动、目的、幸福、善、快乐等联系起来,建构出一套以获得德性为最终目的的追求灵魂善的伦理学,对后世伦理学的发展产生了奠基性的影响,也为当今道德建设提供了可资借鉴的理论参照系。  相似文献   

古希腊时期主要修辞学派的修辞批评视角     

周念哲 《三明高等专科学校学报》2014,(1):29-33

在古希腊时期．以苏格拉底和柏拉图为代表的哲学派从伦理、真理、知识、正义等角度出发,对以高尔吉亚和普罗塔哥拉为代表的诡辩派以及他们的诡辩修辞提出了批判,在批判中逐渐形成修辞批评的伦理视角。诡辩家则对哲学家提出了反批评,并指出了哲学家表面追求真理和正义,其实同时也是通过迎合受众来追求名誉,从而形成了修辞批评的或然性视角。亚里斯多德则抹技术的角度对诡辩家和诡辩修辞提出了分析,并在这种分析中形成了修辞批评的技术分析视角。  相似文献   

亚里士多德、尼采与悲剧     

蒙丽芳 《海外英语》2014,(10)

亚里士多德和尼采在不同时期给西方文明留下了理论著作和文化财富,分别在《诗学》和《悲剧的诞生》中阐述了各自的悲剧理论。试从理论派别、理论核心和理论联系等角度对其悲剧观进行对比分析,以探讨他们在悲剧发展史中的地位。  相似文献   

亚里士多德的教研同一观初探     

陈玉茜 《哈尔滨学院学报》2004,25(2):98-101

亚里士多德在进行传授知识的同时，注重教学研究。他的讲稿也是优秀的论文集。这样，亚氏就将教学与研究统一起来。而且，事实表明：研究的深入推进了教学的发展。亚里士多德教学与研究上的突出贡献在希腊历史上是颇为少见的，其独特的教研方法也正是我们今天实施素质教育改革所迫切需要学习的。  相似文献   

亚里士多德治乱理论对构建和谐社会的启示     

罗一娴  党玮莹 《黄冈职业技术学院学报》2008,10(2):62-64

治乱理论是亚里士多德政治理论的重要组成部分,他曾在其著作《政治学》中,通过阐述法治、公平、爱国、民主、德治的精神,对和谐而稳定的理想社会做了全面的设计。治乱理论不仅对政治学研究具有理论上的指导意义,更对我们当前进行的社会主义和谐社会建设具有重要的启发和借鉴作用。  相似文献   

Aristotelian action research: its value for studying character education in schools     

Wouter Sanderse 《Educational Action Research》2016,24(4):446-459

This article explores what it means for teachers to engage in and evaluate students’ character education, by examining the connections between action research and Aristotelian virtue ethics. These connections are explored in two ways. Firstly, the article examines what perspective action research has on how moral education, understood in an Aristotelian way, can be implemented and evaluated. While character education may be hot in educational theory, academic advances have not always reached teachers, heads of school, policy-makers and politicians. Secondly, a specifically Aristotelian approach to action research is explored that may help teachers to understand how action research about character education in schools can best be conducted. After a comparison of the three major action research paradigms, ‘Aristotelian action research’ is described as a kind of dialogical enquiry that contributes to the growth of teachers’ practical wisdom, which, in turn, has an effect on children’s character development. The article ends with suggestions as to how research about character education could be improved if we shift our attention from making character programmes more ‘effective’ to extending and refining teachers’ own practical wisdom and virtue.  相似文献   

Nonadmirable moral exemplars and virtue development     

Koji Tachibana 《Journal of moral education》2019,48(3):346-357

ABSTRACT

Linda Zagzebski’s exemplarist moral theory claims that admiration for a person is a necessary condition for her to be a moral exemplar. I argue that this claim is empirically unsupported. I provide two counterexamples, astronauts and brain data. I demonstrate that they play the role of exemplars well but receive no admiration and, accordingly, are entitled to be called nonadmirable moral exemplars. I conclude that my argument suggests why Aristotle, distinct from Zagzebski, does not emphasise the role of the praiseworthiness of virtue in his theory of virtue development in the Nicomachean Ethics.  相似文献   

A positive role for failure in virtue education     

Nafsika Athanassoulis 《Journal of moral education》2017,46(4):347-362

This article outlines a role for constructive failures in virtue education. Some failures can be catastrophic and push the agent toward vice, but other types of failure can have positive consequences, we’ll call these failures constructive failures, failures that help on the road to virtue. So, while failures are generally appealed to as examples of what to avoid doing, educators may want to actively create conditions that are likely to make their students fail. While failures may involve negative feelings in the short term, constructive failures, although they appear to pose obstacles in the learning process, actually help lead us to our goal, virtue. Crucially, constructive failures give us insights into situations and into ourselves, insights which make it more likely that we will succeed in the ultimate goal of virtue.  相似文献   

论亚里士多德的中道说   总被引：2，自引：1，他引：1  

晁乐红 《湖南师范大学社会科学学报》2008,37(1):14-19

中道是亚里士多德伦理学中的重要范畴,体现了与其形而上学、心理学、生物学的一致性.认真审视中道说,则可知其不仅包含中道观、中道方法,更内蕴着深刻的中道精神,即至善是理性和欲望的契合;意味着德性论和规范论的统一;意味着众人之治好于个人之治.  相似文献   

论人的天性与文学艺术的起源——对亚里士多德诗艺起源理论的另类阐发     

帅盛 《重庆第二师范学院学报》2009,22(2):47-53

亚里士多德认为诗起源于人的两个天性：“摹仿”与“音调感和节奏感”。这个论述深刻地指出了人类意识形态中诗的起源的心理基础。本文首先从人的天性的角度，指出“联系”是确定人存在的根本，并且认为“联系”具体表现为“比喻”和“逻辑”两种基本形态。结合亚里士多德的论述，我们把“摹仿”的天性明确为“比喻”的联系方式．而“音调感和节奏感”的天性对应的则是“逻辑”，的联系方式。然后，通过对中西方文化演变历史的比较分析，在过程中展现“逻辑”和“比喻”这两种联系方式的区别与联系。最后，总结了联系与文学艺术的渊源。  相似文献