語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Empathy, morality, and moral education.
~
Verducci, Susan Louise.
FindBook
Google Book
Amazon
博客來
Empathy, morality, and moral education.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Empathy, morality, and moral education./
作者:
Verducci, Susan Louise.
面頁冊數:
224 p.
附註:
Source: Dissertation Abstracts International, Volume: 60-04, Section: A, page: 1061.
Contained By:
Dissertation Abstracts International60-04A.
標題:
Educational philosophy. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9924617
ISBN:
9780599241879
Empathy, morality, and moral education.
Verducci, Susan Louise.
Empathy, morality, and moral education.
- 224 p.
Source: Dissertation Abstracts International, Volume: 60-04, Section: A, page: 1061.
Thesis (Ph.D.)--Stanford University, 1999.
This dissertation responds to a current trend in moral education that advocates fostering empathy in students. Individual scholarly accounts falsely generate the impression of consensus on the nature of empathy, the process of empathy, and empathy's moral value. Viewed as a whole, these accounts narrate a far more complex story. Drawing heavily from moral philosophy and moral psychology, I explore the nature and processes of empathic phenomena and their (limited) connections to morality. I argue that empathy's connection to morality is far more complex than generally assumed and that in order to cultivate empathy in schools for the purposes of moral education, educators must pay close attention to these complexities. To neglect them is to endanger the very ties between empathy and morality.
ISBN: 9780599241879Subjects--Topical Terms:
3173367
Educational philosophy.
Empathy, morality, and moral education.
LDR
:02950nmm a2200289 4500
001
2067293
005
20160227095822.5
008
170521s1999 eng d
020
$a
9780599241879
035
$a
(MiAaPQ)AAI9924617
035
$a
AAI9924617
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Verducci, Susan Louise.
$3
3182136
245
1 0
$a
Empathy, morality, and moral education.
300
$a
224 p.
500
$a
Source: Dissertation Abstracts International, Volume: 60-04, Section: A, page: 1061.
500
$a
Adviser: Nel Noddings.
502
$a
Thesis (Ph.D.)--Stanford University, 1999.
520
$a
This dissertation responds to a current trend in moral education that advocates fostering empathy in students. Individual scholarly accounts falsely generate the impression of consensus on the nature of empathy, the process of empathy, and empathy's moral value. Viewed as a whole, these accounts narrate a far more complex story. Drawing heavily from moral philosophy and moral psychology, I explore the nature and processes of empathic phenomena and their (limited) connections to morality. I argue that empathy's connection to morality is far more complex than generally assumed and that in order to cultivate empathy in schools for the purposes of moral education, educators must pay close attention to these complexities. To neglect them is to endanger the very ties between empathy and morality.
520
$a
Tracing the history of the concept of empathy reveals that theorists have not been describing a single phenomenon. They have been examining a number of distinct but related "empathies." A question arises, "which conception are we calling for in moral education?" or, better yet, "which of these conceptions should we be calling for?" The remainder of the dissertation examines dimensions of empathic phenomena that can be seen as salient for morality and for educators. Extended analysis on these topics suggests that some dimensions are more securely tied to morality than others. First, empathic phenomena with strong connections to morality possess evaluative as well as emotional dimensions. Second, exploring the philosophical problem of other peoples' minds suggests that empathizing with actual others (as opposed to, for example, characters in a novel) serves to connect empathy more securely with morality. Third, an empathizer's epistemic authority can be improved through acts of dialogic confirmation. Finally, empathy is part of a cultural and historical dynamic and is influenced by a person's past experiences. Educators must negotiate these issues in order to cultivate an empathy securely connected to morality. I conclude by suggesting some practical means to do this in schools.
590
$a
School code: 0212.
650
4
$a
Educational philosophy.
$3
3173367
650
4
$a
Philosophy.
$3
516511
690
$a
0998
690
$a
0422
710
2 0
$a
Stanford University.
$3
754827
773
0
$t
Dissertation Abstracts International
$g
60-04A.
790
$a
0212
791
$a
Ph.D.
792
$a
1999
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9924617
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9300161
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入