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首页> 外文学位 >The arguments of their lives: A role for lives in moral reflection and moral teaching (Plato, John Stuart Mill, Rene Descartes).
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The arguments of their lives: A role for lives in moral reflection and moral teaching (Plato, John Stuart Mill, Rene Descartes).

机译：他们生活中的论点：生命在道德反思和道德教学中的作用（柏拉图，约翰·斯图亚特·米尔，雷内·笛卡尔）。

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摘要

Moral philosophers and teachers of ethics generally make episodes, cases, and stories the focus of their practical reflection. In this dissertation, I investigate the possible roles of richer accounts or investigations of lives in the research and teaching of practical ethics. By giving a close reading of passages from three central philosophic texts, Mill's On Liberty, Plato's Crito, and Descartes' Discourse on Method, I show how attention to richly described lives is grounded in the tradition of Western philosophic inquiry. These readings also serve as the starting points for arguments about the importance of consideration of lives as a supplement to more abstract moral thinking. I find in all of these texts a common thread: the concern to take responsible account of the fallibility of moral thinking, the impulse to preserve oneself from serious error in matters of practical importance. In the final chapter of the thesis, I develop a view of philosophic responsibility as a kind of modesty in reflection and in teaching. I attempt to draw some practical conclusions about what responsibly modest philosophy teaching might mean and about the kind of responsible thinking that philosophy teaching should model. To illustrate these conclusions, I consider three pieces of common moral advice, discussing ways that information about particular lives might help to investigate and evaluate each piece of advice.
机译：道德哲学家和伦理学老师通常将情节，案例和故事作为他们实际反思的重点。在这篇论文中，我研究了丰富的账目或生活调查在实践伦理学研究和教学中的可能作用。通过仔细阅读三本中心哲学著作，密尔的《自由》，柏拉图的《克里托》和笛卡尔的《方法论》的文章，我展示了如何关注描写丰富的生活是建立在西方哲学探究的传统基础上的。这些读物也可以作为辩论的起点，这些辩论涉及考虑将生命作为更抽象的道德思维的补充的重要性。我在所有这些文本中都发现了一个共同点：关注负责考虑道德思维的易犯性，在实际意义上使自己免于严重错误的冲动。在论文的最后一章中，我提出了一种哲学责任观，作为一种反思和教学中的谦虚态度。我试图就负责任的适度的哲学教学可能意味着什么以及哲学教学应树立的负责任的思维得出一些实际的结论。为了说明这些结论，我考虑了三种常见的道德建议，讨论了有关特定生活的信息可能有助于调查和评估每条建议的方式。

著录项

  • 作者

    Shea, Peter.;

  • 作者单位

    University of Minnesota.;

  • 授予单位 University of Minnesota.;
  • 学科 Philosophy.; Education Philosophy of.; Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 175 p.
  • 总页数 175
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 哲学理论;教育;教育;
  • 关键词

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