论教育中的说服原理

发布时间：2018-03-17 23:40

本文选题：说服　切入点：真说服　出处：《北京大学教育评论》2007年02期 　论文类型：期刊论文

【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。
[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.
【作者单位】：南京晓庄学院教育科学学院
【分类号】：G40

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