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  1. Evaluation on the interaction between Chinese traditional philosophical culture and higher education ideas.Yan Zhang - 2024 - Trans/Form/Ação 47 (4):e0240055.
    Resumo: O conceito de ensino superior é o acúmulo e a implicação filosófica da excelente cultura tradicional da China, bem como o espírito humanístico e o pensamento filosófico com características chinesas. No entanto, o conceito atual de ensino superior tem problemas, como o posicionamento de metas imprecisas, a ênfase no ensino teórico, a negligência da prática e a dificuldade de adaptação às necessidades sociais e do mercado. Como resolver esses problemas e promover o conceito de ensino superior, para que brilhe (...)
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  • Virtue, Wide Duties, and Casuistry. On why there is a Doctrine of Method_ in Kant’s _Doctrine of Virtue.Elke Elisabeth Schmidt - 2023 - Journal of Transcendental Philosophy 4 (2):209-232.
    This paper deals primarily with theDoctrine of Method(DM) of Kant’sDoctrine of Virtue. First, I present an overview of theDM(1.1) and an explanation of how it is possible to teach virtue (1.2). Second, I address the following issues: Why is aDMnecessary at all (2.1)? How does theDMrelate to what Kant calls casuistry (2.2)? I will argue that wide duties have two essential characteristics: They command the right kind of moral motivation in terms of a moral maxim, and they allow for latitude. (...)
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  • Education - Servant of Many Masters or an End in Itself? Handling Confusions Around Purpose and Instrumentalism in Education.Orit Schwarz-Franco - 2023 - Studies in Philosophy and Education 43 (1):57-71.
    Should education serve external goals, or should it be non-instrumental? In this paper, I recognize a tension between these two views with respect to the question of the end and the means in education, and I suggest conceptual and practical ways to handle this tension. The paper comprises two parts: the first part discusses the problem, and the second part offers solutions. To expose the problem, I present a brief overview of the opposing views of purposiveness versus anti-instrumentalism in education, (...)
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