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1.
生态中心论作为当代西方环境伦理学的主要流派之一,认为应该把道德义务和伦理关怀扩展至整个生命系统。森林是生命系统的重要组成部分,生态中心论不可能绕开森林道德判断讨论对自然的伦理关怀,它包含了丰富的森林伦理思想。大地伦理学认为森林作为完整、稳定、美丽的生物共同体应该得到尊重;深层生态学坚持“顺其自然”的森林管理;自然价值论揭示了森林生态系统的创造性是森林工具价值、内在价值和系统价值的源泉,人类应该关注森林的多种价值的统一。挖掘整理生态中心论包含的森林伦理思想,有助于为构建森林伦理体系提供理论源泉与哲学基础。 相似文献
2.
宋可 《淮北职业技术学院学报》2021,20(2)
生态环境问题的凸显逐渐引起了人们对人与自然关系问题的思考。在人们试图从伦理观念的角度论证人类与自然之间是否存在着道德联系时,一种关于“自然具有内在价值”的观点产生了。自然内在价值论从主体性、客观性、目的性三方面论证了自然具有内在价值。从马克思主义视角来看,它在理论与逻辑上都存在着一些内在的缺陷,主要表现在这种理论将价值判断等同于事实判断,由此造成了概念上的混淆,同时,也表现对价值主体内涵的否定,否定了“人”作为价值主体的唯一性,将价值概念的主体扩大到人以外的自然物,忽视了人的主体性地位,也狭隘地将生物本能与生存特性、人的目的性划上等号。 相似文献
3.
Robin Attfield 《The Journal of environmental education》2013,44(4):15-18
Abstract The introduction of environmental philosophy into four philosophical courses at University College, Cardiff is discussed in this article. One-fifth of a course on philosophical aspects of social and world problems is devoted to ecological problems. In philosophical theology, the objections to Christian belief are considered—despotism, anthropocentrism, speciesism, chauvinism, and dualism. In a course on modern European ideas, changing attitudes to nature are considered. In a course on moral philosophy, theories of moral considerability, of intrinsic value, of consequentialism, and of interspecies morality are defended. Some of the opportunities for, and constraints upon, the teaching of environmental philosophy in British and American universities are also expounded. 相似文献
4.
人与自然关系的伦理审视及道德思考 总被引：2，自引：0，他引：2
人与自然关系伴随着人类社会的演进而经历了一个发展、深化的过程,如今,日益严重的环境问题和生态危机迫使人们开始重新审视人与自然的关系问题,也使得将伦理关怀扩展到自然界,对人与自然关系进行道德思考成为必要。所以人们应转变传统的思维方式,肯定自然的内在价值,确立和发展人与自然和谐共生的道德理念,加强生态、环境道德教育,注重道德实践,推行生态伦理,从而走向深层环保,实现人与自然的和谐与可持续发展。 相似文献
5.
王正平 《上海师范大学学报(哲学社会科学版)》2006,35(2):1-11
环境哲学是追求人与自然和谐发展的智慧之思。它在对人与自然关系的反思基础上，以全新的眼光来解释世界，把“自然-人-社会”看作是一个辨证发展的整体，提出了关于自然的工具价值和内在价值的新认知，“自然权利”本质上是人的环境权利，人具有积极调节人与自然关系的道德责任。环境哲学是可持续发展道路的理论基础，它要求人们从机械世界观转变为生态世界观，从人类个体主义转变为生态整体主义，从片面发展走向人-自然-社会的可持续发展。 相似文献
6.
ABSTRACT This paper addresses three basic questions about moral motivation. Concerning the nature of moral motivation, it argues that it involves responsiveness to both reasons of morality and the value of persons and everything else of value. Moral motivation is thus identified as reason-responsive appropriate valuing. Regarding whether it is possible for people to be morally motivated, the paper relies on Self-Determination Theory (SDT) to show how moral motivation is a likely product of education that is need-supportive in modeling appropriate valuing and engaging students in the kinds of reasoning that are essential to moral motivation. Virtuous motivation that inclines people to engage in morally motivated acts is equated with being morally self-determining or achieving the right kind of integrated motivation. SDT shows how people come to be morally motivated, and the paper concludes that an identified aspiration to be virtuous may play a significant role. 相似文献
7.
Numerous studies have pointed to a gap between the attitudes people express about the natural environment and their subsequent behaviors toward that environment. Variables identified within these studies include: how significant others view behaviors related to the attitudes; demographic variables such as sex, age or education; self‐perceived ability to do the attitude‐related behavior; attitude strength; and personal relevance of the attitude. This study proposes the concept of environmental desirability responding (EDR) as another factor which might contribute to the attitude‐behavior discrepancy. The development and construct validation of the Environmentally Desirable Response Scale (EDRS), which is designed to identify the existence and level of EDR, is described. The EDRS contains items designed to measure two types of socially desirable responding – ‘Self‐deception’ and ‘Image management’. A total of 1024 usable data sets were obtained from a sample of respondents in several countries (Japan, the US and Australia). Principal factors and correlation analyses revealed that the EDRS comprises three factors identified as ‘Self‐deception/Assertion of positives’, ‘Image management’ and ‘Self‐deception/Denial of negatives’. Cronbach alpha estimates of reliability for the three factors were .74, .66, and .61. Suggestions for further research regarding the scale and EDR are offered. 相似文献
8.
蒋满元 《沙洋师范高等专科学校学报》2009,10(1):40-44
在促进和承接产业转移的过程中,政府一般是处在主导地位和能够发挥出宏观调控的关键性作用的。由于区际产业转移是利弊共存的,由于实践中保护生态环境不仅是人民群众的愿望、且也是政府理应承担的重要的责任;因而在促进和承接产业转移的过程中,政府除应担负起相应的政治责任、经济责任、政策责任、法律责任、道德责任、诚信责任外,还应在生态责任和环境责任方面有所作为;否则,政府的作用与责任不仅会大打折扣,而且产业转移的内在积极影响也必将会受到极大的制约。 相似文献
9.
《Africa Education Review》2013,10(4):567-581
ABSTRACTThis article explores factors influencing values management and in particular the way in which teachers and principals perceive their role in the inculcation of democratic values and moral principles with a view to managing schools more effectively within a democratic dispensation. In a small scale qualitative study, it was found that educators need more guidance and support as to how they should perform their duties in a democratic and multicultural dispensation. Ironically, this need is exacerbated by the lack of basic services regarding maintenance of school infrastructure by the provincial department. The main conclusion of the study is that a school should be regarded as an ecosystem which primarily functions through constant dynamic interactions with its community or habitat, where the relationship between the whole and the parts are key. Moreover, if a beneficial habitat exists where everyone feels safe and has a sense of belonging it can benefit education in a broad sense. Furthermore, if a principal leads by example and forms partnerships with his or her school management team and community members to embrace an ethics of care which youngsters can emulate, schools and communities can become humane centres of learning and hope. 相似文献
10.
邬凤鸣 《成都教育学院学报》2009,23(10):78-80
中国文化以人伦本位为主线,西方文化则以个人本位为主线。汉英谚语在文化内涵上的差异表现为：在人文精神上,中国体现出对个人、集体、国家的积极关注,而西方更侧重于个人的“自我”的发展;在道德观念上,近现代西方受理性思维与利己主义思想的影响,与中国的孝道、交友之道、义利观呈现出差异;在文化心理上,中国表现为内倾,西方表现为外倾,中国注重平衡和谐,西方强调对力的崇拜。 相似文献
11.
《Journal of moral education》2012,41(4):459-471
Although it is commonly assumed within schools that drama has a place within moral education, there is very little theory or analysis to support the assumption. This article sketches a theoretical framework to show how and in what ways drama can make a distinctive contribution to the field. Drawing upon Stenhouse (1975) it proposes a broad distinction between moral instruction and moral induction and analyses drama's potential contribution to both areas. In so doing, it draws links between the cultural practices of the theatre and those of the drama classroom, analysing the moral potential of the dramatic experience through five theoretical lenses. These include the enacted nature of dramatic narrative; the association between drama and the learning of rules; the communal function of drama as a public artform; dialogue and dialogism in drama; and the relationship between emotion, reason and moral engagement in drama. 相似文献
12.
吴树勤 《青岛大学师范学院学报》2012,29(1):109-114
孟子以＂天＂或＂天道＂作为人至善的价值根源,但同时又认为善内在于人的世俗生活,＂内求＂就可实现善。荀子强调天人之分,天、天道完全是纯粹自然的观念,人所得自天的,也完全是一种自然的生命,而没有先天的道德规定性。礼义等道德内容完全是人得自后天的认知和实践创造。情欲是人性的重要组成部分,与生俱来。欲不可去,欲不可尽,欲望本身无所谓善恶。善恶是社会治理的结果。荀子建构了以＂礼以养欲＂为核心的不同于孟子心性道德观的礼学思想体系,通过礼义原则对财富的合理分施,在人类欲望的满足与社会的和谐有序之间寻找一个平衡点。 相似文献
13.
孙果 《陕西教育学院学报》2012,(3):15-17
说服教育是当前学校思想品德教育采用的一种重要方式,其目的是促成学生不正确态度和不良行为的根本转变。认知失调理论作为阐释人的态度变化过程的理论,从态度转变的根本性质和态度转变的可能性方面进行了理论和实证的阐述。这一理论启示我们,适当地肯定学生的思想与行为、在情感上积极关注学生需求、尊重学生的自主性等是促成学生态度转变的有效措施。 相似文献
14.
Moral Values and the Arts in Environmental Education: Towards an Ethics of Aesthetic Appreciation 总被引：2，自引：0，他引：2
David Carr 《Journal of Philosophy of Education》2004,38(2):221-239
There appear to be various respects in which the outdoor environment has been regarded as significant for education in general and moral education in particular. Whereas some educationalists have considered the environment to be an important site of character development, others have regarded attention to conservation and sustainable development as pressing moral educational concerns in a world of widespread human environmental abuse. The following paper argues that approaches to environmental education that proceed by way of character education or environmental ethics may yet fall short of the central goal of promoting intrinsic appreciation of nature and the outdoors, and explores an alternative strategy focused on exposure to the arts. 相似文献
15.
《Journal of moral education》2012,41(1):59-65
Abstract One thousand and seventy‐nine pupils aged between 13 and 16 years, from years three through five of Protestant and Catholic secondary schools in Northern Ireland, completed a survey of moral issues, together with a scale of attitude towards Christianity and a range of indices of religious behaviour. These data are employed to develop and to establish criteria of reliability and validity for a scale of traditional Christain moral values. Tentative scale norms indicate that pupils in Catholic schools hold more strongly to traditional moral values than pupils in Protestant schools, that girls hold more strongly to traditional moral values than boys, and that the acceptance of traditional moral values declines between the third and fifth years of the secondary school. 相似文献
16.
生态伦理学把道德义务的范围扩展到了整个自然界,提倡尊重生命,赋予动物、植物同等的生存权利;自然界具有外在价值和内在价值;用道德态度来处理人和自然界之间的关系。在自然中成长起来的农民诗人彭斯仿佛是大自然的使者,对自然万物了如指掌。彭斯的诗歌呈现出卓越的社会关怀、自然情怀和艺术魅力,他用最质朴的语言表达对自然的多重情感,体现了生态伦理学的观点。 相似文献
17.
Abstract This paper begins by establishing the existence of a debate in the broader educational community about the nature, meaning and significance of educational research, and its recognition that different approaches to educational research do not simply represent different strategies for data collection but rest on and express different ideologies that implicate different political attitudes among teachers, students, subject‐matters,schools, support agencies and researchers themselves. Evidence can be seen that this debate is beginning to appear in the science education literature and it is believed that the arguments can be extended. It is argued that research in science education and environmental education needs to consider methodology in the political terms of ideology, rather than simply in the technical terms of method and technique. Some of the recent thinking about the politics of method in both science education and environmental education, is then considered briefly and a number of meta‐research questions are proffered that might focus further attention on the political theory of research in these two fields. 相似文献
18.
中国传统文化的一个重要特征在于关注人生、注重道德、长于伦理。通过系统整理中国古代先哲关于善的智慧,关涉伦理、品德、修身、养性等的阐述,为重新思考这些博大精深思想内容的当代意义,从而思考道德能力培养这个问题,具有重要的传承意义:"人性善恶"之争是道德能力培养的人性根据,"义利理欲"之辩是道德能力培养的主要问题,"修身为本"之道是道德能力培养的路径依赖。 相似文献
19.
《Journal of moral education》2012,41(3):285-300
Some strands of environmental concern invite a radical re-evaluation of many taken for granted assumptions of late modern ways of life—particularly those that structure how we relate to the natural world. This article explores some of the implications of such a re-evaluation for our understanding of moral education by examining the significance of ideas of our place in nature that focus not on our location in some grand abstract system, but on our felt sense of place in the course of our daily existence. It will be argued that exploration of the anticipatory and ecstatic nature of such concrete emplacement reveals an underlying normative character to our encounters with nature, now experienced as an autonomous and essentially mysterious non-human other that both sustains and is sustained by places—places in which find ourselves and live out our lives. It is argued that this view foregrounds a notion of transcendence that leads to both a questioning of the anthropocentrism (i.e. its metaphysical basis) that informs many Western moral views and an acknowledgement of intrinsic value in nature, such that some current mainstream understandings of the character of moral sensibility and of moral education can no longer be regarded as adequate. 相似文献
20.
Ronald Harshman 《The Journal of environmental education》2013,44(2):30-34
ABSTRACT:Researchers and practitioners in environmental education have widely recognized the importance of facilitating the growth of positive environmental values among learners. Environmental Values Education (EVE) is included in environmental education programs, whether it is consciously planned or is an implicit part of the learner's experience. There are, however, many constraints to developing a well-planned EVE program and integrating this into the general curriculum; foremost among these is the need for teacher training in the theory and methods of EVE. Coursework and practical training for teachers is needed in several areas. When choosing appropriate strategies for teaching environmental ethics, each teacher will need to become familiar with the strengths and weaknesses of each approach, his or her own capabilities and need for further theoretical and practical training and the needs of learners and the nature of the situation at hand. Each learner's level of moral development is an especially important factor to consider when choosing and conducting EVE strategies. It is important for teachers to become familiar with school and community attitudes concerning values education, in order to implement a strong program in environmental values education while working within the existing realities of school policies and community expectations. 相似文献