医学人文教育的关怀哲学基点探究  

Research on Caring Philosophical Basis Points of Medical Humanistic Education

作　　者：马家忠[1] 

机构地区：[1]南京中医药大学人文与政治教育学院,江苏南京210023

出　　处：《医学与哲学（A）》2013年第8期37-40,共4页Medicine & Philosophy:Humanistic & Social Medicine Edition

基　　金：国家社科基金一般项目"中医文化基因及其传承研究";项目编号:12BZX099;江苏省教育科学"十二五"规划基金"结合专业的人文素质教育体系研究";项目编号:D/2011/01/080

摘　　要：医学人文教育固然以提倡患者的自主存在性突破了医学技术主义形态,但若对患者自主地位的过度强调则会使其陷入二律背反的困境,于此之上的关怀哲学探究则把患者视为处于具体情境中的特殊他人,如此便能建立并维持医学人文情境中的医患和谐。透过耕犁"以患者自主为核心的医学教育限度"、"以关怀为始点的医学哲学诠解"与"关怀哲学在医学人文中的教育张力"三重意涵来突显关怀哲学在医学人文教育中的本位复归,期使医学教育能够透过关怀哲学的融汇从而在医疗临床过程中达成其效力显现的人文基点。Although medical humanistic education to promote the patient＇s autonomy exists breakthrough in medical tech- nology doctrine form, but if the patient is too much emphasis on the center position will make it into the plight of antino- my, in which philosophical inquiry put on top of the patient＇s care, as in the specific context of the special others, so will be able to establish and maintain patient medical humanities contexts harmony. Plowing through the text ＂patient autono- my as the core of medical education limit＂, ＂starting point of medical care as interpreted philosophy＂ and ＂caring philoso- phy of education in medical humanities tension＂ triple meaning to highlight care philosophy in the medical humanities education based reversion of the medical education that through caring philosophy to integrate clinical course in the medical show its effectiveness in reaching the humanistic basis points.

关 键 词：医学哲学 人文教育 关怀哲学 

分 类 号：R-02[医药卫生] R-05