本文選題：說服　切入點(diǎn)：真說服　出處：《北京大學(xué)教育評(píng)論》2007年02期 　論文類型：期刊論文

【摘要】：說服成為一種有理論基礎(chǔ)且自成體系的德育方法,始于蘇格拉底。在說服方法的背后,是知與行的關(guān)系以及知如何能引領(lǐng)行的問題。這些問題涉及對(duì)德育本質(zhì)的理解,即涉及根據(jù)什么認(rèn)為德育是一切教育之本。目前教育界對(duì)說服問題的討論多止于經(jīng)驗(yàn)總結(jié),這種現(xiàn)狀應(yīng)當(dāng)是以實(shí)踐理論自居的教育學(xué)所不能滿意的。基于此,本文從說服的概念界定和本質(zhì)界定入手,對(duì)說服作為德育方法的內(nèi)在矛盾和沖突,以及說服的運(yùn)用限度和運(yùn)用條件等問題進(jìn)行了初步的理論探討,以期引起學(xué)界對(duì)說服問題的重視。
[Abstract]:Persuasion becomes a theoretical and systematic method of moral education, which begins with Socrates. Behind the method of persuasion is the relationship between knowledge and action and the question of how to lead the way. These problems involve the understanding of the nature of moral education. That is to say, on what basis moral education is considered to be the basis of all education. At present, the discussion of persuasion in the field of education ends with summing up experience, and this situation should not be satisfied by pedagogy, which claims itself to be a practical theory. Starting with the definition of the concept and essence of persuasion, this paper discusses the inherent contradictions and conflicts of persuasion as a method of moral education, as well as the limits and conditions of application of persuasion. In order to arouse academic attention to the issue of persuasion.
【作者單位】： 南京曉莊學(xué)院教育科學(xué)學(xué)院
【分類號(hào)】：G40

【參考文獻(xiàn)】

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本文編號(hào)：1627047