重思公共教育的作用     

沃尔特·范伯格 《复旦教育论坛》2011,9(2):15-20

本文旨在于现代背景下重建公众和公共教育的概念.亚里士多德理解的公共教育涉及公众的再生产,它包括某种身份的形成和对使用理性话语沟通的信奉.在现代背景下重思公共教育,需要对亚氏的公众定义加以修订.本文通过分析米尔顿·弗里德曼等新资本主义者支持择校的观点中存在的两个问题,提出了公众是理想的监管者的主张.通过参与共有价值观的集体反思,公共群体共同制定新规范,增加新的准则,开展道德创新,使其能够应对新的现实.  相似文献   

亚里士多德的政体理论     

申林 《哈尔滨学院学报》2012,33(3):21-26

亚里士多德的政体理论主要包括政体分类论、优良政体论和政体变革论等。亚里士多德根据统治者的人数多寡及是否以谋取城邦公共利益为宗旨,把政体分为六种类型,并将中产阶级主导的具有混合色彩的共和政体视为优良政体。此外,他还提到每种政体的变革原因及预防措施。  相似文献   

论“形式”在亚里士多德《形而上学》中的规定     

张海荣 《廊坊师范学院学报》2012,(1):91-93

在亚里士多德的《形而上学》中,关于＂形式＂的论述占有很大篇幅。亚里士多德把＂形式＂等同于＂其所是的是＂,又认为＂形式＂是＂这类＂。探讨亚里士多德在其《形而上学》中对＂形式＂的不同规定及其相互关系,对于进一步研究亚里士多德的＂实体学说＂有一定的借鉴作用。  相似文献   

Motivational aspects of moral learning and progress     

Randall Curren 《Journal of moral education》2014,43(4):484-499

This article addresses a puzzle about moral learning concerning its social context and the potential for moral progress: Won’t the social context of moral learning shape moral perceptions, beliefs, and motivation in ways that will inevitably limit moral cognition, motivation, and progress? It addresses the relationships between habituation and moral reasoning in Aristotelian moral education, and assesses Julia Annas’s attempt to defend the possibility of moral progress within a virtue ethical framework. Focusing on the motivational core of the puzzle, the article argues that Self-determination Theory (SDT) provides resources for better understanding how moral progress is possible and how moral education can facilitate such progress.  相似文献   

简论西方文论本质观的形成     

汪涛 《上海师范大学学报(哲学社会科学版)》2004,33(2):87-90

摹仿论是西方文论本质观的核心,而研究摹仿论必绕不开对柏拉图与亚里士多德的研究,因为他们是古希腊摹仿说的集大成者。文章通过分析希腊古典文论的本质观———摹仿论的形成及发展,旨在对西方文论有一个更深刻的认识与研究,并为认识西方文论的主流传统奠定良好的开端。  相似文献   

论亚里斯多德之悲剧观     

陈军 《扬州职业大学学报》2004,8(2):6-9

亚里斯多德悲剧观是世界艺理论的重要内容。亚里斯多德认为悲剧作家要有才情；认为悲剧创作要给人以自然的印象；认为悲剧接受主要源于案头阅读。  相似文献   

浅析法治的要义——解读亚里士多德《政治学》     

周黎明 《黄石理工学院学报(人文社科版)》2005,22(3):57-60,73

亚里士多德的法治思想对后世产生了极大的影响，本文通过解读亚里士多德的《政治学》以求探究法治之要义，以期对当今中国之法治建设有所贡献。  相似文献   

“模仿说”比较研究——从柏拉图到亚里士多德     

胡安奇 《南昌教育学院学报》2012,(4):29+37

"模仿"历来是西方文论和美学史的一条主线,它贯穿于文论和美学的始终。众多的模仿说当中,古希腊柏拉图建立在"理念论"之上的模仿说和亚里士多德"艺术模仿现实"的唯物主义模仿说尤其光彩夺目,他们共同奠定了西方美学、文论的理论基础。本文简要回顾了柏拉图和亚氏模仿说的基本内涵,并对这两种模仿说进行简略的比较,最后小结柏拉图和亚氏师徒二人在模仿说理论上产生分歧的原因。  相似文献   

Understanding Ahab: A Tragic Hero     

牛张莉 《海外英语》2012,(2):198-199

This paper discusses the implications of a tragic hero based on Aristotle’s theory, and gives an analysis of the causes that lead to Ahab’s tragedy, finally it comes to the conclusion that it is the combination of the inborn fate, his overconfidence and self-centered defiance that makes his quest end in disaster.  相似文献   

Doing right in business: can action learning develop moral sensitivity and promote ethical behaviour?     

Cheryl Brook  Gill Christy 《Action Learning: Research and Practice》2013,10(3):214-229

The question addressed in this paper is whether action learning as a management development technique can be more effective in promoting ethical decision-making than more traditional approaches. Recent examples of moral failures which have emerged in both corporate and public sector organisations in the UK during recent years have prompted a review of some of the literature about the teaching of business ethics in and by business schools. While the use of theoretical approaches to ethical analysis (such as consequentialist and deontological approaches), coupled with the discussion of scenarios or cases is a common way of structuring the teaching of business and organisational ethics, it may be limited as an approach insofar as it does not necessarily address the affective aspects of the learning process which contribute to the development of moral sensitivity and moral character. It is suggested that an action learning approach may help fill this gap, particularly if coupled with an Aristotelian focus on the development of moral character. Action learning as a technique seeks to replace instruction with facilitation, and to enable individual personal growth rather than the acquisition of knowledge. It emphasises practical action in the workplace and working with peers as part of an action learning set. The action learning method may be more suitable to fostering both technical/scientific wisdom (poeisis) and practical or prudential wisdom (phronesis) and could be adapted for use with both business students and practising managers.  相似文献