澳洲墨尔本论文代写:直接(演讲)和间接(哲学)

Keywords:澳洲墨尔本论文代写:直接(演讲)和间接(哲学)

ME和CE范式似乎分别与博雅教育的哲学和演讲传统相一致。此外，这两种传统选择了直接(演讲)和间接(哲学)的教学方法。杜威(1908)这样定义这场辩论。它“可能被制定为基本,”他断言,“直接的道德指令的影响,即使在其最好的,是相对轻微的影响”(p。4)。杜威批判传统教育学的劝告,说教的教学和训练,实践,降低道德教学教学优点或灌输某些学生的态度。相反，我们需要的是一种将学校课程与社会利益相联系的道德教育方法;培养孩子辨别、观察、理解社会情况的能力;它使用的方法吸引了智力的“积极的建设性力量”;按照真正的社区组织学校。杜威的这一观点有时被称为进步的或间接的方法，因为它避开了说教式的指导和道德内容的直接传递，而倾向于强调儿童通过参与民主实践、合作团体、社会交往和道德讨论来积极构建道德意义的方法。
澳洲墨尔本论文代写:直接(演讲)和间接(哲学)
The ME and CE paradigms would seem to align with the philosophical and oratorical traditions of liberal education, respectively. Moreover the two traditions pick up pedagogical preferences for direct (oratorical) and indirect (philosophical) methods. Dewey (1908) defined the debate in this way. It “may be laid down as fundamental,” he asserted, “that the influence of direct moral instruction, even at its very best, is comparatively slight in influence” (p. 4). Dewey was critical of traditional pedagogies of exhortation, didactic instruction and drill, practices that reduces moral instruction to teaching about virtues or instilling certain attitudes in students. Instead what is required is an approach to moral education that links school subjects to a social interest; that cultivates children’s ability to discern, observe, comprehend social situations; that uses methods that appeal to the “active constructive powers” of intelligence; that organizes schools along the lines of a genuine community. This vision of Dewey’s is sometimes called a progressive or indirect approach because it eschews didactic instruction and direct transmission of moral content in favor of approaches that emphasize the child’s active construction of moral meaning through participation in democratic practices, cooperative groupings, social interaction and moral discussion.