The Value and Realization Strategy of Teacher Ethics Construction in Colleges and Universities under the Perspective of“Cultivating People by Virtue”

“Cultivating people by virtue”has become the foundation of China’s education,and is the top priority of college education.“Only the learned can become teachers,and only those who behave properly can become role models”.The construction of teachers’ethics in colleges and universities is the premise of realizing the fundamental task of moral education,the need of teachers,the key to realizing the great rejuvenation of the Chinese nation,and it is also the way to correct the bad atmosphere in colleges and universities.In the construction of teachers’ethics,teachers should understand their roles and improve their professional ethics,schools should improve the guarantee system of teachers’ethics construction,meanwhile,improve the status of teachers and create a social environment of respecting teachers and valuing teachers.

人性论能否为美德伦理奠基?——在儒家伦理与virtue ethics之间

随着virtue ethics在西方的复兴,越来越多的学者开始以virtue ethics格儒家伦理之义。儒家美德伦理,依其理想形态,应当使儒家伦理与virtue ethics互济不足,相与启发,使两种起源上异质的伦理获得新的发展,从而对世界哲学有所助益。借助儒家伦理与西方思想的对话,可以论证在人性论问题上"是"与"当"一气贯下,人性能够决定人应当如何生活,人性论能够为美德伦理奠基。

Motivation Factors in the Military: Ethical Leadership and Virtue Ethics

This paper focuses on employee motivation factors in military organizations.In the context of the special mission of the military profession,military leadership is approached in an effort to demonstrate the importance and necessity of its ethical dimension in relation to employee motivation.On the motivation factors related to employee personality traits,the paper seeks to demonstrate—through Aristotle’s philosophical reasoning(virtue ethics)—that military virtues have to define each member of the Armed Forces in order to fulfill his/her mission.The methodology part of this paper uses the method of interview with permanent officers of the Hellenic Armed Forces in order to prove the strong relationship between ethical leadership,virtue ethics,and employee motivation in the military.

On the Nationality,Subjectivity,and Originality of Chinese Virtue Ethics in the New Era

Under the academic environment of diversifying theoretical orientations for modern ethics,Chinese virtue ethics in the new era takes a five-in-one theoretical form that integrates mind,behavior,norms,e ort,and spiritual plane.Its mainstream is Marxist virtue theory or Marxist virtue ethics,which manifests Chinese nationality,subjectivity,and originality.It is of great signicance for contemporary people to re ect on and examine the disciplinary structure of ethics and promote the integration of ethical research,and will certainly play a vital role in building a community of shared future for mankind.

The Ethics of Veracity and It Is Importance in the Medical Ethics

The goals of this overview is to discuss the ethics of telling the patient the truth, with some historical backgrounds and it is importance in medical practice, Justifying Less than Full Disclosure in some situations in which the truth may have a terrible impact on the occasional patient, and the influence of the culture on the health care professionals attitudes towards telling the patient the truth. Conclusion: The health care professionals need more awareness, and training in ethics of veracity and also in the communication skills especially in the context of breaking bad news in telling the patient the truth about diagnosis, treatment outcomes, and prognosis of any serious illness.

Teacher's Professional Ethics

Teachers play an important role in society,whose career is considered to be the most glorious one under the sun.They have deep and lifelong influence on students and the prosperity of a country and even the bright future of the whole world.Teacher should be a person with great virtue that sets good examples for the students.However,nowadays,there exist various problems about teacher’s ethics due to complex social,economical,cultural or personal issues.It’s urgent and imperative for teachers to learn and improve professional ethics to be a better mentor.This paper begins with the definition of ethics,emphasizes the importance of teachers’professional ethics,talks about current situation in this area,analyzes the reasons why there are immoral problems about teachers and suggests some practical strategies on how to improve it.

On Virtue Ethics

If one goes beyond the Western perspective, one realizes that most philosophy outside the West has been virtue-ethical in character. But it also turns out that there are simply more historical kinds of virtue ethics than most virtue ethicists recognize. Virtue ethics is mainly of interest because of its contemporary relevance and plausibility, and it is argued here that a virtue ethics that emphasizes empathy is very plausible in contemporary terms. Such an approach can say some strong things in favor of democracy, but it can also criticize Western thought for putting too much emphasis on autonomy rights rather than people＇s, and especially women＇s, welfare.

Developing Ethical Leadership in China:The Value of Confucian Virtue Ethics

Most research into ethical leadership depends on Western corporate experience,however current research findings may not fit the Chinese context.As a result,it is necessary to appeal to indigenous and traditional Chinese sources of wisdom when defining and evaluating ethical leadership in China.Both rule-following ethics and instrumental approaches,which are mainly used in recent empirical studies about ethical leadership,cannot enable people to have inner motivation to behave ethically.Accordingly,this article intends to establish an ethical leadership model in China by appealing to Conflician virtue ethics.A Confucian ethical leader possesses benevolence(ren仁)inside and treats others in a proper way according to ritual and rites(li禮).He/she makes self-cultivation as the first priority and is a virtuous role model,influencing others in a natural way by of his/her moral charisma.For such a person,economic profitableness is not a primary concern,where instead the goals,strategies and practices of his/her organization are defined by the principle of righteousness(yi義).

“医学伦理学再启程”亟待破解的医学伦理课题

面临新境遇的医学伦理学,亟待破解的医学伦理课题有:医疗资本和医疗利益集团追求利润最大化的行为对公立医疗机构公益性造成持续性损害;医学高新技术僭越伦理底线,无限制地对身体进行技术干预;医学技术权力与医学高新技术、医疗资本结盟形成挑战医学伦理的异化力量;确立利益伦理是医学伦理学研究的重要内容;确认患者利益置于首位是现代医学伦理学的首要原则;促进美德伦理与规范伦理结合,推进制度伦理建设与机构伦理建设是医学伦理学落地生根的关键环节。

当代美德伦理“可法典化批判”的三层含义及其反思

美德伦理与规则伦理的争论焦点之一在于对可法典化的不同态度。规则伦理认为道德行动需要一套明确规则的指导,这些规则等同于一种决策程序,而美德伦理学缺乏此类规则,所以有着“不可法典化(uncodifiability)”的缺陷。与之相对,美德伦理学者认为不可法典化不仅不是缺陷,反而正是美德伦理学的长处。美德伦理分别从实践推理、规则运用、实践审思三个不同层次上对可法典化进行了批判。这些批评在相当程度上指出了规则伦理学的某些误区。但一些美德伦理学者试图在此基础上更进一步,在批评现代道德哲学进路之余全面否定道德哲学中规则的作用,却使得可法典化批判走向了误区。理解可法典化批判的关键在于跳出目前流行的把普遍规则与具体情境截然对立起来的简单二分法,认识道德规则的限度与必要。

从“德”到“德友”:《庄子·德充符》中的伦常重建

《德充符》之“至德”既有“虚”而不“实”的内在特征,亦有因“虚”而“实”的外在效应。这种外在效应有两种表现:一是常人以至德者为“师”,也即“以德为师”;二是常人因至德者而为“友”,也即“因德为友”(“德友”)。尽管“以德为师”更本源、更高妙,然而,王骀、伯昏无人、哀骀它等至德者在《德充符》中的隐身或退让却使得“因德为友”成为一条显在而具体的伦常重建之方。“因德为友”这种居于上位者的自我开悟,有助于弱化世俗伦常关系中等级结构与权力意志的规训与侵害,从而为人与人之间的互动、互化、互成奠定了对等的伦理基础。

美德伦理视域下生态道德人格形塑的价值逻辑

美德品质作为人的内在精神特质能够对外在行为进行合理的价值规约和引导。传统伦理学的生态道德人格培育遵循着由外在道德规约到内在美德品质养成的生成逻辑。与此根本不同,生态美德伦理学主张在潜移默化中形塑道德行为者的美德品质,并在生态道德人格的养成中形成生态道德行为习惯。美德伦理视域下生态道德人格建构通过生态美德教育涵养生态道德的自省觉悟,在生态美德养成中达至生态道德的自觉实现,以及在实践中锤炼生态道德的知行合一品质,形塑人与自然和谐共生的伦理价值观念和生产生活方式,实现生态道德理性认知与情感认同的有机统一,在生态道德实践过程中彰显生态美德素养。

“五代无忠臣”辨——五代时期政治生态和忠德状况考论

“五代无忠臣”是宋代史学家欧阳修在《新五代史》中对五代十国时期忠德状况作出的基本判断(原文为“五代无全臣”)。这种忠德状况是由五代十国特定的历史环境和恶劣的政治生态决定的。由于改朝换代过于频繁,忠贞不二的“全臣”非常稀缺,更多的是朝秦暮楚、改换门庭的臣子。当然也有个别尽忠的臣子,因此,“五代无忠臣”只是概说。正是五代时期的道德滑坡,特别是忠德沦替,才更有效地推动了宋朝君主强化中央集权和君主专制,也更激发了宋代思想家致力于道学复兴和三纲五常的神圣化。乱世少忠臣的状况并没有削弱忠德的地位和作用,反而凸显了忠德在中华民族共同体伦理认同中的重要作用。

高校计算机类专业“导学思政”育人创新模式构建

在高校将“立德树人”作为根本任务的背景下,充分发挥高校教师的三全育人功能,以“导师引领、朋辈共进”为导向,实现导师与研究生群体素质双向提升。将思政教育像“撒盐”一样融入研究生多元化培养过程中,构建“导学思政”指导下的平等、交互、共生的良性交互场景,探索高校计算机类专业的“导学思政”育人创新模式。

教育家精神的内涵特征、价值意蕴与培育路径

党的十八大以来,党和国家越来越重视高质量教师队伍建设,关注教师的精神世界。教育家精神是教师队伍宝贵的精神财富,体现了热爱国家与热爱教育事业的统一、道德修养与行业操守的统一、教育智慧与教学艺术的统一、追求卓越与开拓创新的统一、教育情感与教育情结的统一、教育视野与教育格局的统一。在全面推进教育强国建设的征程中,大力弘扬教育家精神具有划时代意义,有助于丰富教师队伍建设的理论与精神支撑,凝聚教师队伍精神内核,发挥教育家精神的辐射作用,促进教师教育高质量发展。培育教育家精神符合强国强教的需要,应通过明确培育目标把握培育的正确方向、构建培育格局打造立体化的培育体系、探索培育策略运用科学的培育方法、实施培育监测建立全方位的评价体系等途径,形成“目的—培育—评价—再培育”的良性培育机制,用教育家精神提升教师的修为与精气神。

新中国成立以来师德师风治理的演进逻辑与实践路向:历史制度主义视角

师德师风治理是高素质专业化教师队伍建设的基础工程。新中国成立以来,师德师风治理经历了以政治认同为导向的师德师风治理初肇成型阶段、以德法并重为导向的师德师风治理健全完善阶段和以立德树人为导向的师德师风治理系统推进阶段。研究发现,教育改革与知识生产所构成的深层结构、立德树人与德法共治形成的路径依赖、职业认同与尊师重教所构成的动力机制等三者相互作用,形成了我国师德师风治理的演进逻辑。而全面深化师德师风治理,应以落实立德树人根本任务为旨归,遵循建立教师全方位发展支持服务机制、建设师德师风治理共同体、健全师德师风考核评价指标体系的实践路向,提升育人实效。

美德复兴的历程与医学美德的复苏

美德伦理的复兴是20世纪伦理学研究的重要转向和理论图景,国外美德伦理研究以麦金太尔为代表,迈克尔·斯洛特的情感主义美德伦理学最具代表性,国内在译介国外研究的基础上提出美德与规范的互补。在医学领域也开始复兴美德伦理,内因在于美德伴随医学的产生,比规范伦理有更悠久的历史,外因在于扭转社会的去道德化倾向,美德伦理与规范伦理同样重要,甚至某些情况下更重要。但在美德伦理的复兴过程中,也面临着内在与外在的阻力,美德伦理复兴任重而道远。

教育人工智能伦理原则的有限性及其补正——兼论“原则-美德-法律”框架

教育人工智能伦理研究的“原则方法”旨在通过伦理原则的构建与教授消解教育领域应用人工智能技术出现的伦理风险。然而,当前教育人工智能伦理原则存在有限性,制约了其对教育实践的影响力。就自身而言,教育人工智能伦理原则在构建过程中忽略了其在不同行业领域、不同教育应用甚至同一框架内的个性特征或关系。就实践而言,教育人工智能伦理原则既无法提升目标对象将伦理原则付诸实践的意愿,也缺乏强制其遵守这些价值观和规范的机制。教育人工智能伦理原则有限性的消解需要在完善原则自身的同时引入美德与法律,进而构建“原则-美德-法律”框架。这一框架的构建要义是使原则、美德、法律三大层次针对且有效地应对伦理原则有限性的各个方面,做到确定可靠切实的伦理原则、开展明确可行的美德培育、构筑稳健有效的法律保障。

人工智能伦理教育的“美德”补充:缘起与方略

人工智能人才是数智时代新质人才培养的重要构成,伦理教育是人工智能人才培养的重要环节。受原则主义影响,当前国内外人工智能伦理教育普遍带有浓烈的原则中心色彩,且这一以原则为中心的伦理教育模式已在学生与开发者中造成实践困境。伦理原则的弱实践属性与原则中心教育的弱个人属性是困境产生的直接原因。为此,可构建基于美德伦理的人工智能伦理教育模式,其因强调个人应对道德情境的能力与技巧、关注个人的内在动机与日常生活,能够补正以原则为中心的人工智能伦理教育存在的弱实践属性与弱个人属性不足以应对实践困境。开展人工智能美德培育有赖于宏观、中观和微观贯通的实践方略。宏观层面,应将培育美德作为人工智能伦理教育目标。中观层面,应将美德培育嵌入人工智能技术课程。微观层面,应明确课程美德实践的环节及要求。

儒家智德思想赋能智能时代大学生道德教育

人工智能的发展影响着人类社会的各个领域,特别是ChatGPT的出现,给教育领域带来了变革。先进的人工智能技术与海量的数据信息为教育提供了更多与更好的技术支持,然而也给学校的思想道德教育带来了前所未有的挑战。教育是兴邦之本,教育承担着人才培养、文化传承与社会服务等历史使命,德育是教育的重中之重。通过分析智能时代大学生的道德教育面临新的挑战,提出以儒家“智德”思想赋能“智能”时代大学生道德教育,从儒家“智德”思想中总结出五重价值:明辨是非,知耻明辱;仁者爱人,以智辅仁;学而知之,崇智明德;仁智并重,从善利他;敬德修业,知行并进。