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同情的三个向度及其教育意蕴
教育学报, 2015, Vol.11 (5), p.42-52
Copyright © Wanfang Data Co. Ltd. All Rights Reserved. ;ISSN: 1673-1298 ;DOI: 10.14082/j.cnki.1673-1298.2015.05.006
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Title:
同情的三个向度及其教育意蕴
Author:
武秀霞
Subjects:
同情
;
同情性教育
;
情感向度
;
行动向度
;
认知向度
Is Part Of:
教育学报, 2015, Vol.11 (5), p.42-52
Description:
同情具有多面性。它不仅仅是情感或情绪的反应,也并不与认知、理智等相对立,甚至也不是将智性因子排除在外的盲目的情感冲动,而是由情感、认知、体验、理解、态度、行为等因子交融而成的具有多个向度和价值追求的多面体。同情拥有情感、认知和行动三个主要向度。不同向度的同情往往也含涉了一定的情感、情绪、理智、行为、意志等成分,并拥有相对不同的价值基点和意义追求。正因为如此,同情性教育具有了无限、丰富的可以实践、探索和发展的空间。
Publisher:
大陸: 北京師範大學
Language:
Chinese
Identifier:
ISSN: 1673-1298
DOI: 10.14082/j.cnki.1673-1298.2015.05.006
Source:
National Social Sciences Database (China)
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