Pence G E
J Med Ethics. 1983 Dec;9(4):189-91. doi: 10.1136/jme.9.4.189.
Socrates (in the Meno) denied that virtues like courage could be taught, whereas Protagoras defended this claim. Compassion is discussed below in this context; it is distinguished from related, but different, moral qualities, and the role of imagination is emphasised. 'Sympathy's and role-modelling views of compassion's acquisition are criticised. Compassion can indeed be taught, but neither by the example of a few, isolated physicians nor by creation of Departments of Compassion. In replying to one standard objection to teaching compassion, it is emphasised that scientific competence and compassion aren't mutually exclusive.
苏格拉底(在《美诺篇》中)否认像勇气这样的美德能够被传授,而普罗泰戈拉则捍卫这一观点。下文将在这一背景下讨论同情心;它与相关但不同的道德品质相区分,并强调了想象力的作用。对同情心获得的“同情说”和“榜样说”观点进行了批判。同情心确实能够被传授,但既不是通过少数孤立医生的例子,也不是通过设立同情心部门来传授。在回应一个对传授同情心的标准反对意见时,强调了科学能力和同情心并非相互排斥。