摘要
说服成为一种有理论基础且自成体系的德育方法,始于苏格拉底。在说服方法的背后,是知与行的关系以及知如何能引领行的问题。这些问题涉及对德育本质的理解,即涉及根据什么认为德育是一切教育之本。目前教育界对说服问题的讨论多止于经验总结,这种现状应当是以实践理论自居的教育学所不能满意的。基于此,本文从说服的概念界定和本质界定入手,对说服作为德育方法的内在矛盾和冲突,以及说服的运用限度和运用条件等问题进行了初步的理论探讨,以期引起学界对说服问题的重视。
Functioning as the method of moral education with its own theoretical founda- tion,persuasion can be traced back to Socrates.The critical issues of persuasion lie in the relationship between knowing and practice,as well as the unity of knowledge and prac- tice.These issues involve the understanding on the nature of moral education.The main discussion on persuasion in the educational circle today still remains on the level of expe- rience.With the conceptual definition as a starting point,this article preliminarily in- quired into the problems of persuasion as moral education method,and its limitations and conditions of application in school educational.
出处
《北京大学教育评论》
北大核心
2007年第2期46-58,共13页
Peking University Education Review
