在博洛尼亚体系中培养移情能力--经济型教育方法的缺陷与公民教育的重要性

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Dirk Schuck, Lorenzo Pecchi
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引用次数: 0

摘要

1999 年最初的《博洛尼亚宣言》的一个核心目标是让每个欧洲公民都有机会接受更 高等的教育。根据该宣言,这一目标值得实现,而不仅仅是为了在欧盟内部提供更合格的工人,相反,欧盟内部高等教育的目标从整体意义上被理解为组成一个运作良好的欧洲公民社会的先决条件。如何才能实现这一宏伟目标?在本文中,我们提出,关键的核心能力是移情能力,因此,移情能力应成为欧洲高等教育计划的核心。同理心不仅被视为特定个体的一种属性,而且被视为必须赋予特定形式的公民交往的一种属性。因此,欧洲高等教育需要的是为学生提供一个社会环境,使其能够进行公民修养和自我修养。这里所说的 "自我修养 "不仅仅是指礼仪的完善,而是指发展一种与他人交往的文明模式:一种既敏感又有自我意识的模式,可以被视为产生于将修辞和社交能力联系在一起的欧洲共同遗产。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Cultivating a Capability for Empathy in the Bologna System – The Shortcomings of an Economical Approach to Education and the Importance of the Civil
A central aim of the original Declaration of Bologna in 1999 was to give the opportunity of advancement in education to every European citizen. According to the declaration, this goal is worth achieving not simply in order to provide better-qualified workers within the European Union, rather, the aim of higher education within the European Union is understood in a holistic sense as a prerequisite for the composition of a well-functioning European civil society. How can such an ambitious goal be achieved? In this article, we propose that the core capability at stake is that of empathy which, for this reason, should be central to programs of European higher education. Empathy is not regarded as just a property of specific individuals but as an attribute which must be ascribed to specific forms of civil intercourse. Therefore, what is needed in European higher education is the provision of a social environment for students which allows for civil-cultivation, and for processes of self-cultivation. Self-cultivation, as described here, means more than a refinement of manners; rather, it refers to the development of a civil mode for approaching others: a mode that is sensitive and self-aware at the same time, and which can be regarded as arising out of a shared European heritage interconnecting rhetoric and sociability.
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来源期刊
CiteScore
2.00
自引率
10.00%
发文量
77
期刊介绍: Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.
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