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21.
James Michael Magrini 《Educational Philosophy and Theory》2013,45(12):1320-1336
Incorporating Gadamer and other thinkers from the continental tradition, this essay is a close and detailed hermeneutic, phenomenological, and ontological study of the dialectic practice of Plato’s Socrates—it radicalizes and refutes the Socrates-as-teacher model that educators from scholar academic ideology embrace. 相似文献
22.
苏格拉底教学启发艺术集中体现在两个方面：以价值理性的激发为指向：以诘问的方式引导概念的辩证运动。它们对我们现代的道德教学具有丰富的启示意义。 相似文献
23.
覃贯文 《黑龙江教育学院学报》2010,29(1):23-25
苏格拉底是古希腊伟大的思想家,他使人们思考的目光从自然转向人自身,从寻找外在的根本目的转向追求内心的提升,提醒人们树立善的生活目标与培养崇高的人生意识,时刻审察自己的灵魂,使自己过上美与善的生活。其思想对当下的道德生活与人生目标的确立有很大的启示意义。 相似文献
24.
钟锦 《淮阴师范学院学报(哲学社会科学版)》2001,23(5):645-647
20世纪初新康德主义开始使用Axilogy一词,此词与theory of value有着深刻的区别。在哲学史的背景之下追溯Axiology一词的原意,可知Axiology的研究对象应是worthy而非value,在后中失落了前中所包括的noble之意。 相似文献
25.
孔子与苏格拉底对话教学法:比较文化视角 总被引：1，自引：0，他引：1
作为东西方教育文明源头上最早的两位大教育家,孔子和苏格拉底的教育思想既有相似性也存在差异性;其相似性反映了人类教育教学活动的共同规律,其差异性则反映了各自遭遇的社会生存环境以及民族特有的生活方式、文化传统、价值观念、思维方式,开创了两种不同的教育传统和教育研究范式。在当代多元化与一体化并存的社会背景下,东西方教育与文化正由传统分化走向新的融合,或许从比较文化角度分析孔子和苏格拉底对话教学法及其所显现出来的相似性合差异性,能给教育科学发展一些深刻启迪。 相似文献
26.
孔子和苏格拉底这两位文化巨人。其思想是东西方教育和文化的基础与源泉，他们的教育思想有很多相同之处。然而。在宏观相同的背景下，也存在着许多不同之处。分析比较其异同点。吸收其精华，这在提倡教育改革与创新的新世纪，仍然具有很好的借鉴作用。 相似文献
27.
Avi I. Mintz 《Educational Philosophy and Theory》2013,45(7):735-747
Plato’s Apology of Socrates contains a spirited account of Socrates’ relationship with the city of Athens and its citizens. As Socrates stands on trial for corrupting the youth, surprisingly, he does not defend the substance and the methods of his teaching. Instead, he simply denies that he is a teacher. Many scholars have contended that, in having Socrates deny he is a teacher, Plato is primarily interested in distinguishing him from the sophists. In this article, I argue that, given the historic educational transformation in Socrates’ and Plato’s lifetimes, Socrates’ denial is far more complex and far reaching than the Socrates-versus-the-sophists distinction indicates. Socrates suggests that Athenians have failed to recognize that there were various types among the new educators of fifth century Athens: orators, sophists, natural philosophers and, perhaps, a philosopher like Socrates. Further, the traditional education, which the Athenians believed was threatened by the new educators, was itself fractured. Ultimately, rather than offering a straightforward distinction between philosophizing and teaching, Socrates and the sophists, Plato treats the question of teaching aporectically in Apology; that is, after pointing to various alternatives for understanding the nature of teaching, Plato concludes the work without offering a clear resolution to that question. 相似文献
28.
ABSTRACT: Why is freedom of speech so seldom raised as an issue in philosophy of education? In assessing this question, it is important to distinguish (i) between a freedom and its exercise, and (ii) between different philosophies of education. Western philosophies of education may be broadly divided into classes derived from theories of knowledge first articulated in ancient Greece. Freedom of speech is in principle inimical to some of these, while being essential to the objectives of others . 相似文献
29.
欧阳康 《华中科技大学学报(社会科学版)》2006,20(1):18-23
实践哲学发端于古代哲人在生活世界中对于生活实践的关注与反思。苏格拉底把哲学从天上拉回到人间,促使了实践哲学思想的萌生。柏拉图在对理想国的构建中提出了早期的实践哲学思想;亚里士多德把实践问题提升为一个重要的哲学问题,借助于对人性的理解来把握实践,分析了实践的若干特征,提出了古希腊实践哲学的基本构架。古希腊实践哲学思想对于我们今天全面界说和理解实践哲学具有积极的思想启示。 相似文献
30.
贾玉峰 《渭南师范学院学报》2004,19(3):31-36
从分析苏格拉底的三重偶像破坏(希腊神话和宗教、自然哲学、智者运动)和三重否定(物质文明、政治文明、精神文明)入手，提出苏格拉底之死新假说：不见容于希腊，无所逃于天地之间。 相似文献