Birkelund R
School of Advanced Nursing Education, Arhus University, Vennelystparken, 8000 C Arhus C, Denmark.
Nurs Ethics. 2000 Nov;7(6):473-80. doi: 10.1177/096973300000700603.
In the debate concerning the education of nurses that is currently taking place in Denmark, two widely differing views are apparent regarding the best way of training nurses such that the ethical aspect of their work is adequately considered. The first of these is based on the premise that practical care is fundamental to and justified by theories on nursing, care and ethics, which is why the theoretical part of nurse education deserves a higher priority. The second view is based on the premise that social care cannot be taught by means of theories, but can be learnt only through practice. The master-apprentice principle of ancient Greece is stressed in connection with this as being a viable alternative to the theoretical model of education. These two very different views can be traced back to Plato's and Aristotle's ideas on ethics and teaching respectively; indeed, those engaged in the debate make specific reference to these philosophers. In Denmark, a third fundamental viewpoint exists, known as 'ontological ethics'. Phenomenologist KE Løgstrup is one of the best-known representatives of this view. Basing the line of argument on Løgstrup's ethics and the view of education associated with this, this article questions the relevance of ancient Greek thought to today's world by illustrating a number of problems that are connected with the theoretical model of nurse education and with the master-apprentice principle. Løgstrup associates ethics with the aesthetic principle that 'the useless is the most useful' in human life and with the view we also see in Kierkegaard's and NFS Grundtvig's writings that ethics can be imparted only by indirect means. Løgstrup bases his understanding of ethics on the Judaeo-Christian concept of Genesis and the view that human beings were created with an ethical potential that is best nourished by aesthetic impressions.
在丹麦目前正在进行的关于护士教育的辩论中，对于以何种最佳方式培训护士以便充分考虑其工作中的伦理方面，出现了两种截然不同的观点。第一种观点基于这样的前提，即实际护理对于护理、关怀和伦理理论而言是根本性的且有其合理性，这就是为何护士教育的理论部分应被赋予更高优先级的原因。第二种观点基于这样的前提，即社会关怀无法通过理论来传授，而只能通过实践来学习。与此相关的是，古希腊的师徒原则被强调为理论教育模式的一个可行替代方案。这两种截然不同的观点可以分别追溯到柏拉图和亚里士多德关于伦理和教学的思想；事实上，参与辩论的人特别提到了这些哲学家。在丹麦，还存在第三种基本观点，即“本体论伦理学”。现象学家KE·勒斯特鲁普是这种观点最著名的代表人物之一。本文以勒斯特鲁普的伦理学及其相关的教育观点为论证主线，通过阐述与护士教育的理论模式以及师徒原则相关的一些问题，对古希腊思想与当今世界的相关性提出质疑。勒斯特鲁普将伦理与美学原则“无用即最有用”在人类生活中的体现相关联，并且与我们在克尔凯郭尔和NFS·格伦德维格的著作中也能看到的观点相关联，即伦理只能通过间接方式传授。勒斯特鲁普对伦理的理解基于犹太 - 基督教的创世纪概念以及这样一种观点，即人类被创造时具有一种伦理潜能，这种潜能最好由美学印象来滋养。
