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1.
    
Assuming religious education to be the same as other subject areas of a Catholic school’s curriculum by, for example, applying the outcomes based philosophy and language of other subject areas to religious education renders a category mistake. A prominent notion in the work of metaphysical philosopher Gilbert Ryle, a category mistake arises when facts of one kind are presented as if they belong to another. This is significant. When Australian Catholic diocesan syllabus documents treat and describe religious education as being like other subjects comprising the curriculum, a category mistake is made, the effects of which may be damaging for student learning. Following an examination of relevant Church documents to describe its purpose, a brief analysis of contemporary Australian Catholic diocesan religious education syllabi (cases in point) indicates that a series of category mistakes have been made. These findings have significance in informing the development and refinement of theory, policy and practice in religious education.  相似文献   

2.
肖雁 《管子学刊》2007,(1):33-37
从性、天统一的德性论,到“德教”、“成德”的德性生成论,再到以德行仁的仁政学说,呈现出了孟子道德形上学的基本理路和环节。这一思维理路反映了中国哲学、尤其是儒家哲学认识和把握世界的基本方式。  相似文献   

3.
This contribution is a criticism of some points David Carr brings forward both in his 1991 book (Educating the Virtues) but even more so in his 1996 article in this journal (After Kohlberg: Some Implications of an Ethics of Virtue for the Theory of Moral Education and Development). With the help of a virtue approach Carr tries to solve the moral objectivism-moral relativism dilemma and the deontologism-consequentialism dilemma in ethics. I will argue that his attempt, though very interesting, suffers from some serious flaws and that, either, Carr's position is much closer to a Kantian approach than Carr thinks, or Carr's position needs a good deal of clarification.  相似文献   

4.
Abstract: This introduction to the collection Virtue and Vice, Moral and Epistemic addresses three main questions: (1) What is a virtue theory in ethics or epistemology? (2) What is a virtue? and (3) What is a vice? (1) It suggests that a virtue theory takes the virtues and vices of agents to be more fundamental than evaluations of acts or beliefs, and defines right acts or justified beliefs in terms of the virtues. (2) It argues that there are two important but different concepts of virtue: virtues are qualities that attain good ends, and virtues are qualities that involve good motives. (3) Accordingly, vices are qualities that either fail to attain good ends or involve bad motives. Finally, the introduction summarizes the eleven essays in the collection, which are divided into four sections: the Structure of Virtue Ethics and Virtue Epistemology; Virtue and Context; Virtue and Emotion; and Virtues and Vices.  相似文献   

5.
    
JASON BAEHR 《Metaphilosophy》2007,38(4):456-470
Abstract: I examine here whether reliability is a defining feature of (moral or intellectual) virtues. I argue (1) that reliability is not a defining feature of a virtue where virtues are conceived (as they often are) as “personal excellences,” but (2) that there is another (also intuitive and familiar) conception of a virtue according to which reliability is a defining feature. I also argue (3) that even on the former conception, a certain rational belief pertaining to reliability is essential and (4) that reliability itself, while not a defining feature of a virtue thus conceived, nevertheless is a concomitant of it.  相似文献   

6.
This applied case study centers on two aspects of Peterson’s research as introduced into a large K-12 school in Australia: (i) creating enabling institutions and (ii) applications of character strengths. The paper describes five character strengths initiatives. Four of the strengths initiatives have been integrated into existing school experiences such as English curriculum, school sport, student leadership, and counseling. The fifth initiative involved a brand new program which introduced a Positive Education Curriculum for years?K-10. We describe these five initiatives and then explain how students at the school may experience these in a more holistic and integrated way. We hope that this article will act as a fitting tribute to the legacy of Christopher Peterson.  相似文献   

7.
    
This paper considers the prospect of moral transhumanism from the perspective of theological virtue ethics. I argue that the pursuit of goodness inherent to moral transhumanism means that there is a compelling prima facie case for moral enhancement. However, I also show that the proposed enhancements would not by themselves allow us to achieve a life of virtue, as they appear unable to create or enhance prudence, the situational judgement essential for acting in accordance with virtue. I therefore argue that moral enhancement technologies should take a limited or supporting role in moral development, which I call “moral supplementation.”  相似文献   

8.

当护士拥有道德勇气时能履行对病人的道德责任等多种作用。本文对国内外护士道德勇气的研究进行梳理,列举了中西方学者对于道德勇气概念的定义,并且从质性和量性研究两方面分析护士道德勇气的研究现况,总结了人口学因素、组织伦理氛围、道德困境、道德敏感性与道德韧性等影响护士道德勇气的相关因素。本文有助于更全面的理解这一护士美德,未来可通过结合中国国情进一步探索并构建干预方案以提高护士的道德勇气,保障患者享受高质量护理。

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9.
    
Addressing the ‘virtue conflation’ problem requires the preservation of intuitive distinctions between virtue types, that is, between intellectual and moral virtues. According to one influential attempt to avoid this problem proposed by Julia Driver (2003), moral virtues produce benefits to others—in particular, they promote the well‐being of others—while the intellectual virtues, as such, produce epistemic good for the agent. We show that Driver's demarcation of intellectual virtue, by adverting to the self‐/other distinction, leads to a reductio, and ultimately, that the prospects for resolving the virtue conflation problem look dim within an epistemic consequentialist approach to the epistemic right and the epistemic good.  相似文献   

10.
    
Students in Catholic schools make up a significant sub group of the Australian population. As such, studies of this group provide valuable information about the religious beliefs and practices of some Australian youth. Many students in Catholic schools express traditional religious views and have relatively high levels of religious behaviours. Over time these levels diminish but in a fashion that invites careful analysis and comparison with standard theories of secularisation. An important finding suggests that student responses are indicative of a loosening of religious affiliation rather than a complete disengagement. These results suggest a more nuanced view of students in Catholic school be adopted with implication for the conduct of Catholic schools in secular cultural contexts.  相似文献   

11.
    
ABSTRACT

Han, Miller, and Snow have written three thoughtful critiques of the VIA Classification of Strengths and Virtues. In this response, I emphasize five points. First, I suggest the concept of practical wisdom may be understood in terms of three VIA strengths: prudence, judgment, and perspective. Second, recognizing that the VIA Classification is a structural model of individual traits, rather than a moral theory, can address some concerns about the model, including its failure to account for the unity of the virtues. Third, I review a three-virtue model that has emerged in recent research on the VIA strengths may provide essential elements for a taxonomy of virtue. Fourth, I raise several issues associated with the application of the VIA Classification to moral education. Finally, though the model demonstrates substantial generalizabilty across Westernized populations, research in traditional indigenous cultures remains insufficient. I conclude with a series of questions for future research.  相似文献   

12.
    
This paper gives a new and richer account of open-mindedness as a moral virtue. I argue that the main problem with existing accounts is that they derive the moral value of open-mindedness entirely from the epistemic role it plays in moral thought. This view is overly intellectualist. I argue that open-mindedness as a moral virtue promotes our flourishing alongside others in ways that are quite independent of its role in correcting our beliefs. I close my discussion by distinguishing open-mindedness from what some might consider its equivalent: empathy and tolerance.  相似文献   

13.
在快乐中培养少儿的道德品行是亚里士多德音乐教育思想的道德目标。在审美通感的基础上,通过道德移情进行理性灵魂的德性活动,是音乐教育培养少儿道德品行的心理机制。“执中”为善、积习成德是音乐教育培塑未来道德公民的基本途径。  相似文献   

14.
15.

道德理想在现代道德哲学理论建构与医学道德实践生活中占有非常重要的地位和作用。道德理想作为道德行动的卓越目标,体现为个人、社会与国家三个层次。在道德理想与道德义务的关系上存在着三种不同的观点。医学美德的实现有赖于医生的超义务行为或份外行善,道德英雄和道德圣人展现出了卓越的道德品质。道德理想虽然不像道德义务那样具有强制性,但完全缺乏任何道德理想的社会生活是不可欲的。医学美德不仅在世俗生活中是可能的,而且我们应该在医学职业中给予它应有的道德地位,它的崇高性、典范性、激励性深刻地展示了人类道德的价值和主体性尊严。

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16.
人类生育选择有以“善”为核心和以“正当”为核心的两类价值定位 ,因而 ,对现代生育伦理问题的理论解释 ,不能只是其中的任何一种思维路向 ,而应当是两种思维路向的合理整合。  相似文献   

17.
    
ABSTRACT

This paper examines the experiences of six teachers from a regional, Australian diocese who attended World Youth Day (WYD). It also reports on aspects of their worldview and their experience working in Catholic schools. Overall participants were very positive about working in Catholic schools, and though not connected in an ongoing way with parish communities, they were happy to support the religious dimension of Catholic schools and were often involved in parish-based programmes when there was a connection with school activities. Their worldview could be characterised as having much in common with dominant cultural paradigms that sees religion in moral terms along with a deistic sense of God. Established social networks supported them in these views. Teacher pilgrims reported that WYD gave them the opportunity to experience a broader, more diverse Catholicism as well as the experience of going overseas and being part of a large gathering. Participation in WYD may open up opportunities for reflective discernment on the part of teacher pilgrims and a result has implications for the formation of teachers working in Catholic schools.  相似文献   

18.
Are there good grounds for thinking that the moral values of action are to be derived from those of character? This ‘virtue ethical’ claim is sometimes thought of as a kind of normative ethical theory; sometimes as form of opposition to any such theory. However, the best case to be made for it supports neither of these claims. Rather, it leads us to a distinctive view in moral epistemology: the view that my warrant for a particular moral judgement derives from my warrant for believing that I am a good moral judge. This view seems to confront a regress-problem. For the belief that I am a good moral judge is itself a particular moral judgement. So it seems that, on this view, I need to derive my warrant for believing that I am a good moral judge from my warrant for believing that I am a good judge of moral judges; and so on. I show how this worry can be met, and trace the implications of the resulting view for warranted moral judgement.  相似文献   

19.
    
This review essay discusses the significance of Charles Curran's contribution to the field of Catholic theological ethics. I suggest that Curran's theological voice is a distinct and important one, that his preoccupations mirror major concerns in moral theology, and that his approach has been shaped through his long‐standing ecumenical and interdisciplinary commitments. I consider four recent monographs and analyze Curran's impact under the headings of (1) the nature of moral theology; (2) the ecclesial shape of moral theology; (3) the (historical) contexts of moral theology; and (4) the (social) character of moral theology. I note that Curran's primary concern has been to honor the richness of the Catholic moral tradition, and that the range and depth of his work is unrivalled in contemporary Catholic moral theology. I conclude by suggesting that Curran's contribution to the discipline of moral theology has been both formative and transformative.  相似文献   

20.
    
ABSTRACT

Background: Mainstream media is increasingly reporting on the relationships between Catholic and trans identities in parochial schools, particularly with regard to gendered washroom use. With greater numbers of trans youth coming out at younger ages, significant educational policy changes are being considered around how Catholic schools can or should include trans youth.

Method: This study applies trans and queer theologies to Critical Discourse Analysis (CDA) in investigating the Wilson case, which was the first known instance of a Catholic school including some affirming policy provisions for trans youth. The authors additionally collected and coded 12 news articles from a variety of platforms to discern and discuss the theological arguments in the public square against more fulsome trans student inclusion in Catholic schools.

Results: The authors found two related theological arguments against full inclusion, namely the notion that (1) Gender is God-given and therefore cannot be chosen or changed, and (2) That transgressive bodies are not sacred parts of the divine gender plan.

Conclusion: Trans theology allowed the authors to disrupt both of the theological claims advanced by the Catholic educators quoted in the Wilson case. This created rich, imaginative space in which to reconsider the relationships between Catholic and trans identities, namely by not arranging them in a binary. Significance for policy-making in parochial schools is discussed.  相似文献   

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