美德与理论与实践中的美德教育:美德是地方性的还是普遍性的?

M. Oliveira
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引用次数: 3

摘要

这本经过编辑的书的15章是在朱比利品格与美德中心主办的一次国际公认会议上发表的演讲。在《美德与美德教育的理论与实践》一书中,我们对美德的地方性或普遍性进行了跨学科、深入的讨论。编辑们将20名研究人员的贡献分为三个部分(哲学、心理学和实践或教育问题),每个部分都有简短的介绍。这本书包括了关于美德的地方性或普遍性的最新方法,这是它的优势之一。根据编辑的说法,除了第三部分的作者采取了“中间立场”(第149页)外,我们还发现其他作者在该卷中有明确的非二分法观点。Elise Murray和Jonathan Tirrell采用了一个发展科学框架,其中“随着时间的推移,人类发展存在于个人背景的多个融合层次之间的人/环境关系中”(第120页),以得出一个综合的解释,具体说明美德的地方和普遍方面。罗恩·比德尔(Ron Beadle)和安格斯·罗布森(Angus Robson。对当代相关问题的恰当处理体现了本书的另一个优点。例如,第七章的作者借鉴了以往的实证研究,调查“一个人是道德的体验”是否与自决理论中的基本心理需求具有相同的功能。尽管这些研究具有“主观”(p.t来自于对本集中发现的美德和品格教育的当前思想和实践见解的阐释)。
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Virtues and Virtue Education in Theory and Practice: Are Virtues Local or Universal?
The 15 chapters of this edited volume originated as presentations at an internationally recognized conference hosted by The Jubilee Centre for Character and Virtues. In Virtues and Virtue Education in Theory and Practice , we fi nd an interdisciplinary, insightful discussion about the locality or universality of virtues. The editors divide the contri-butions of the 20 researchers into three sections (philosophical, psychological and practical or educational issues), each with a brief introduction. The book includes recent approaches regarding the locality or universality of the virtues, which is one of its strengths. In addition to the authors of the third section, who adopt a ‘ middle-ground position ’ (p. 149), according to the editors, we fi nd other authors with a clear non-dichotomous perspective in the volume. Elise Murray and Jonathan Tirrell adopt a developmental sciences framework in which ‘ human development exists in person/context relations among the multiple, fused levels of an individual ’ s context over time ’ (p. 120) to arrive at an integrated construal that speci fi es local and universal aspects of virtues. Ron Beadle and Angus Robson, who discuss the case of a travelling circus, claim that such moral community ‘ provides empirical support for the thesis that virtues are neither particular nor universal but always both ’ (p. 224). The proper treatment of relevant contemporary problems exempli fi es another strong point of the book. The authors of the seventh chapter, for instance, draw on previous empirical studies to investigate whether ‘ the experience that one is moral ’ carries out the same function as basic psychological needs in self-determination theory. Although such studies have a ‘ subjective ’ (p. t from the elucidation of current ideas and practical insights into virtues and character education found in this collection.
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自引率
40.00%
发文量
43
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