CAJ | 학술논문

“美德是否可教”是德育理论必须回答的基本问题之一。苏格拉底对美德可教性命题的探讨充满悖论，不同语境下的表达并不统一，其实质是对“美德”和“教”理解的分歧。苏格拉底抛弃传统教授美德方式，采取另外一种“教”，即对自己的灵魂中的道德观念、道德概念进行省察。但是其囿于对德性概念的普遍本质的偏执追求，没有适当地区分德性的不同类别，以致无法适当地处理实践与理性之间的紧张关系，苏格拉底美德命题遭遇批判。无论直接道德教育还是间接道德教学都有其限度，只有对两种教的方式进行扬长避短的综合，才能达到最佳的效果。
“미덕시부가교”시덕육이론필수회답적기본문제지일。소격랍저대미덕가교성명제적탐토충만패론，불동어경하적표체병불통일，기실질시대“미덕”화“교”리해적분기。소격랍저포기전통교수미덕방식，채취령외일충“교”，즉대자기적령혼중적도덕관념、도덕개념진행성찰。단시기유우대덕성개념적보편본질적편집추구，몰유괄당지구분덕성적불동유별，이치무법괄당지처리실천여이성지간적긴장관계，소격랍저미덕명제조우비판。무론직접도덕교육환시간접도덕교학도유기한도，지유대량충교적방식진행양장피단적종합，재능체도최가적효과。
The question that ＂can virtue be taught＂ is one of the basic moral theory problems. Socrates＂ exploration on the teachability of virtue is full of paradoxes, and the essence of the paradox is the different understanding on ＂virtue＂ and ＂teaching＂ because of different contexts of expression. Discarding the traditional virtue instructing way, Socrates has taken another kind. of ＂teach＂, namely to examine one＇s soul in moral idea and moral concept. However, the virtue proposition of Socrates has suffered criticism because it has been confined by the paranoid pursuit for the universal essence of virtue, without appropriately distinguishing the different classes of virtue, which can not appropriately deal well with the tension between practice and rationality. Either the direct moral education or the indirect moral teaching has its own limitations, only by making the best use of the advantages and passing the disadvantages of two kinds of teaching ways can we achieve the best effect.