撒旦为师:不知从何而来的观点与道德感

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Ethics and Education Pub Date : 2021-12-13 DOI:10.1080/17449642.2021.2013635
J. Dahlbeck
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引用次数: 0

摘要

教师应该在多大程度上推广“无中生有”的教育理念?为了回答这个问题,我将以马克·吐温的《神秘的陌生人》为例,说明当从某处看到的观点被视为可以实现的教育理想时所涉及的利害关系。我将从描述托马斯·内格尔的观点开始这篇文章。这样做之后,我将回到吐温的故事,提供一些进一步的例子,说明从任何地方获得的观点如何以不同的方式影响教育过程。然后,我将把吐温的故事提出的教育问题与本尼迪克特·德·斯宾诺莎作品中两种截然不同的典范联系起来:哲学家和先知。这些数字将有助于说明,追求哲学真理有时在教育上是如何不恰当的,因为教育总是需要考虑到人是人,太人了。
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Satan as teacher: the view from nowhere vs. the moral sense
Abstract To what extent should teachers promote the view from nowhere as an ideal to strive for in education? To address this question, I will use Mark Twain’s The Mysterious Stranger as an example, illustrating the stakes involved when the view from nowhere is taken to be an attainable educational ideal. I will begin this essay by offering a description of Thomas Nagel’s view from nowhere. Having done this, I will return to Twain’s story, providing some further examples of how access to the view from nowhere comes to influence the educational process in different ways. I will then connect the educational question raised by Twain’s story to two radically different versions of the exemplar found in the works of Benedict de Spinoza: the philosopher and the prophet. These figures will help illustrate how the striving for philosophical truth can sometimes be educationally inapt, as education always needs to account for humans being human, all too human.
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来源期刊
Ethics and Education
Ethics and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.70
自引率
11.10%
发文量
22
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