新西兰教育学作业代写 美德伦理学

2020-03-24 02:27

在过去的二十年里，亚里士多德的美德伦理学和他的道德教育理论都受到了教育界的积极关注(Curren, R. 2010)。然而，Curren指出，在亚里士多德的《政治学》中可以找到对公共教育最有力的论证。他认为，亚里士多德关于公平提供教育的论证直到今天仍然具有说服力(Curren, R. 2010)。在我的研究中，Jonas指出“这种趋势令人惊讶的地方在于柏拉图和亚里士多德对道德教育有着相似的概念”(Jonas, M. 2015 pp 302)。他指出，柏拉图和亚里士多德都相信:如果一个人要过幸福、富足的生活，就必须实践美德。要体现美德，就必须养成习惯，不断练习。需要有明智的和有道德的理想，一个人可以根据这些理想来塑造自己的生活，并形成一个人可以学会区分善良和邪恶的行为(乔纳斯，M. 2015，第302页)。约拿斯指出，柏拉图与亚里士多德并非完全相同，检视他与亚里士多德的不同之处，或许有助于重新思考道德教育。按照目前的情况，这些想法仍然被上述的误解所掩盖。柏拉图声誉的恢复可能会使未来的道德教育研究发现新的途径，探索如何最好地培养学生的美德(乔纳斯，M. 2015页303)。很明显，通过在一开始就构想出假设的错误概念，乔纳斯自己可能会在柏拉图的哲学上投下阴影。通过这篇论文，我们可以看到，教育理论家对苏格拉底的道德哲学感兴趣，因此暗示他们实际上仍然对柏拉图的对话感兴趣。然而，约纳斯明确强调柏拉图的哲学应该被仔细地解释，因此他的道德教育理论并没有被亚里士多德的道德教育理论所忽视
新西兰教育学作业代写 美德伦理学
In the past two decades Aristotle’s virtue ethics and his theory of moral education, have both received positive attention from the educational community (Curren, R. 2010).  However, Curren stated that the strongest argument for public education is to be found in Aristotle’s Politics he believes that Aristotle argument for the equitable provision of education remains compelling to this day (Curren, R. 2010). By my research, Jonas states that “what is surprising about this trend is that Plato and Aristotle have the similar conception to moral education” (Jonas, M. 2015 pp 302). He states that both Plato and Aristotle believe in the following: the necessity of practising the virtues if one is to live a happy, flourishing life.  The necessity of habituation and practise if one is to embody the virtues. The need to have wise and virtuous ideals upon whom one can model one’s life and form whom one can learn to distinguish virtuous from vicious actions (Jonas, M. 2015, pp 302).  Jonas states that Plato is not identical to Aristotle and examining the ways that he is different might prove useful for rethinking moral education. As it stands these ideas remain hidden by the aforementioned misconceptions. The rehabilitation of Plato’s reputation may enable future researches in moral education to discover new avenues for exploring how best cultivate virtues in students (Jonas, M. 2015 pp 303). It is clear to see that by formulating the supposed misconceptions in the first place, that Jonas himself could be casting a shadow over Plato’s philosophy.By undertaking this paper we can see that educational theorist are interested in Socrates moral philosophy, therefore implies that they are in fact still interested in Plato’s dialogues. However, Jonas clearly emphasis that Plato’s philosophy should be interpreted carefully, so his theory of moral education does not become unnoticed by Aristotle’s theory of moral education.

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