悖离与重建:走向意义关怀的医学人文教育

Deviation and Reconstruction:Towards the Medical Humanistic Education of Meaningful Care

人是一种意义存在,因而彰显意义关怀,使医学生在接受医学人文教育的同时既能感受到自身生命存在的意义,又能明了医学人文教育对医学、对其自身存在的意义理当是医学人文教育的固有使命。然而,当下的医学人文教育在践履其使命的过程中却陷入了困境。当下医学人文教育困境的形成原因固然纷繁复杂,但就哲学层面而言,因科学主义思潮强势张扬、工具性医学教育理念以及医学人文教育知识化倾向导致的意义关怀的失落无疑是其重要成因。就此而言,走向意义关怀并采取相应举措显然是医学人文教育摆脱当下困境、实现自身使命的应然诉求。

Human being is a meaningful existence. Showing meaningful care should become an inherent mission of medical humanistic education, which can make medical students not only feel the meaning of their lives, but also understand the significance of medical humanistic education to medicine and its own existence. However, the current medical humanistic education has been in dilemmas in the process of fulfilling its mission. The reasons for the dilemmas of the current medical humanistic education are complex, but in terms of philosophy, it can be introduced that the loss of meaningful care made by strong publicity of scientism trend, instrumental concept of medical education and knowledge-orientation of medical humanistic education undoubtedly become the significant cause. Therefore, in order to get rid of the current dilemmas and achieve its mission, it obviously ought to demand for medical humanistic education go for meaningful care and take a series of corresponding measures.