孔子与苏格拉底处世观之比较

孔子和苏格拉底分别是中国和古希腊具有里程碑意义的历史巨人，他们的立身处世观点有着惊人的一致：矢志不渝、救国安邦，献身信念、无所畏惧，崇尚正义、行正义事，为人谦虚、为事负责。但由于二者所处的环境、文化传统不同，个人的生活经历也不尽一致，他们在对待出仕和财富观念上又因人而异。     

苏格拉底“产婆术”在研究生口语教学中的运用

＂苏格拉底法＂又称＂产婆术＂,是古希腊哲学家、教育家苏格拉底构建的教学方法,其实质是启发性教学。＂产婆术＂经过后世历代教育者的推广和完善,被赋予了新的内涵。在研究生英语口语教学中引入＂产婆术＂教学法具有较大的可行性,并可收到较好的教学效果,实际教学中应采取相应的措施保障这一教学方法的有效实施。     

“善”与“仁”:孔子和苏格拉底道德思想的共通之处

孔子和苏格拉底作为东方和西方“轴心时代”的开创者,在道德学说上分别提出了“仁”和“善”。其道德思想的共通之处表现在:道德价值的确立,道德普遍性的发现及道德神圣性的高扬。     

孔子与苏格拉底处世观之比较

孔子和苏格拉底分别是中国和古希腊具有里程碑意义的历史巨人,他们的立身处世观点有着惊人的一致:矢志不渝、救国安邦,献身信念、无所畏惧,崇尚正义、行正义事,为人谦虚、为事负责.但由于二者所处的环境、文化传统不同,个人的生活经历也不尽一致,他们在对待出仕和财富观念上又因人而异.     

苏格拉底“产婆术”:法理学教学中的吸纳与创新

苏格拉底"产婆术"在法理学教学中既有值得借鉴的价值,又有需要克服的局限性。在诸教学环节中"扬长补短"式地实施"产婆术",可以激发学生的学习兴趣,发挥学生学习的主动性、积极性,取得良好的教学效果。     

The median juror and the trial of Socrates

A model of the mechanism used by the Classical Athenians to prosecute Socrates is presented. Two important features of such trials are, first, both the prosecutor and the defendant propose sanctions and, second, a jury takes a simple majority vote over the two proposals. The Classical Athenians created a mechanism to achieve a median-juror result. This sanction is a Condorcet Winner among all possible sanctions, responds to both the harm of the act and the uncertainty of guilt, and, under reasonable conditions, improves deterrence resulting in fewer crimes being committed.     

Socratic Questions and Aristotelian Answers: A Virtue-Based Approach to Business Ethics

To teach that being ethical requires knowing foundational ethical principles – or, as Socrates claimed, airtight definitions of ethical terms – is to invite cynicism among students, for students discover that no such principles can be found. Aristotle differs from Socrates in claiming that ethics is about virtues primarily, and that one can be virtuous without having the sort of knowledge that characterizes mathematics or natural science. Aristotle is able to demonstrate that ethics and self-interest may overlap, that ethics is largely compatible with common sense, and that Aristotle’s virtuous person can make ethical decisions rationally. Case studies can help students improve their ethical perception and keep their values from being overwhelmed by corporate culture. Edwin M. Hartman is the Peter Schoernfeld Visiting Faculty Fellow at the Stern School of New York University. He has degrees from Haverford, Oxford, and Wharton, and a PhD from Princeton. Hartman’s most recent book is Organizational Ethics and the Good Life (Oxford).