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1.
Not only do the writings of Nietzsche – early and late – fail to support the pedagogy of self-reformulation, this doctrine
embodies what for him is worst in man and would destroy that which is higher. The pedagogy of self-reformulation is also incoherent.
In contrast, Nietzsche offers a fruitful and comprehensive theory of education that, while non-democratic and contemptuous
of egalitarian aspirations, emerges consistently from his metaphysics and philosophical anthropology. Whatever, then, we might
think of his premises, Nietzsche’s philosophy of education represents an attractive model for those who would develop a meaningful,
distinctive, and persuasive educational theory. It defines a domain of the possible and then straightforwardly states what
is and is not to be done within it – and why. 相似文献
2.
Anna Bravesmith 《Psychodynamic Practice》2013,19(3):275-288
Abstract This paper explores the relationship between our attempts to define the aims of analysis and the acceptance of probability in New Physics. It draws attention to the influence of physicists on both Jung and Bion, which is well documented. It presents an argument for process-based aims rather than the recognition of innate knowledge as an aim. Two processes from different traditions (Jungian and Kleinian) are suggested as central to the aims of analysis: containment and coniunctio. The coniunctio/disiunctio axis in Jung's writing is paralleled with the axis PS<->D of the post-Kleinians. Clinical material is presented supporting the necessity of differential aims and illustrating development/stasis along this axis. A case is made for analysis to embrace the reality of uncertainty and to work with the psychic obstacles in patients, and in analysts, that result from coming to terms with probability. 相似文献
3.
Jonathan E. Adler 《Argumentation》2004,18(3):279-293
Is there a duty to respond to objections in order to present a good argument? Ralph Johnson argues that there is such a duty, which he refers to as the “dialectical tier“ of an argument. I deny the (alleged) duty primarily on grounds that it would exert too great a demand on arguers, harming argumentation practices. The valuable aim of responding to objections, which Johnson 's dialectical tier is meant to satisfy, can be achieved in better ways, as argumentation is a social-epistemic activity. 相似文献
4.
对于《周易》的研究,当代学者已从人文、象数、哲学乃至科学等角度进行解读,并取得了丰硕的成果。事实上,作为"天人之学"的《周易》蕴含了丰富的生态思想,其对生命的重视,对人与自然关系的认定乃至"与天与一"的宇宙观皆凸显了深层的生态关怀。无疑,在环境日益恶化的当下,回归经典寻求智慧不失为一种有益的探索。 相似文献
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6.
This paper reviews and augments important work in philosophy of education on intrinsic aims for education, of knowledge, of knowledge of values, and of rationality. A contemporary conception of knowledge as ``rationality's `data-base' is proposed and an in-depth section on the intrinsic value of rationality is incorporated. 相似文献
7.
Mikael Stenmark 《Zygon》1997,32(4):491-514
I discuss the kinds of fundamental questions that must be addressed by people who develop theories about how religion and science are (or should be) related. After categorizing these questions as axiological, epistemological, ontological, or semantic, I focus on those that concern the goals of religion and science (the axiological issues). By distinguishing between epistemic and practical goals, individual and collective goals, and manifest and latent goals, I identify seven axiological questions. The various answers that religion/science theorists give or presuppose to these axiological questions help to explain why such deep, ongoing differences continue among them. 相似文献
8.
Eric Mack 《The Journal of Ethics》2000,4(1-2):71-98
This essay critically examines three theories of moral rights, theBenefit, the Interest, and the Choice theories. The Interest andChoice theories attempt to explain how rights can be more robustthan seems possible on the Benefit theory. In particular, moralrights are supposed to be resistant to trade-offs to supportprincipled anti-paternalism, to constitute a distinct dimensionof morality, and to provide right holders with a range ofdiscretionary choice. I argue that these and other featuresare better yet provided by a fourth theory of moral rights, theJurisdiction theory. 相似文献
9.
临床医生要理解与实践医学的目的 总被引:1,自引:0,他引:1
秦泗河 《医学与哲学(人文社会医学版)》2005,(16)
针对医疗进入市场后,一些临床医生对医学的特征与属性认识不足,医学的行为与目的产生矛盾,提出了医生的人文精神就体现在医疗过程的言行之中。在中国目前的卫生状况下,实现医学的目的,医生们可以有所作为,有所贡献。 相似文献
10.
Jon Fennell 《Studies in Philosophy and Education》1999,18(6):405-434
The central questions raised by Allan Bloom's The Closing of theAmerican Mind are often overlooked. Among the most important ofBloom's themes is the impact of nihilism upon education. Bloom condemnsnihilism. Interestingly, we find among his critics two alternativejudgments. Richard Schacht, citing Nietzsche, asserts that nihilism,while fruitless in and of itself, is a necessary prerequisite tosomething higher. Harry Neumann, affirming the accuracy of nihilism,declares that both Bloom and Nietzsche reject nihilism out of ignoranceborn of weakness. All three philosophers understand that the purpose ofeducation emerges from one's position on nihilism. If nihilism is true,then it is senseless and cowardly to teach one's students that there aregrounds for moral judgments. On the other hand, if one believes thatthere is an objective higher and lower in moral matters, then one cannotat the same time consistently endorse nihilism or the atheism upon whichit rests. There is reason to believe that a consistent nihilism isimpossible and hence that the concept is bankrupt. But then something istrue, and there are grounds for moral judgment. Education must respondaccordingly. But even Bloom with his emphasis on the Great Books fallsshort of what is required. An education which aims to defeat nihilismmust, at the very least, hold out the promise that through thecultivation of reason one may indeed arrive at the truth. 相似文献