教师“惩罚”学生的教育学思考  

Reflection on the Right of Teacher Punishing the School-rule Violator Based on the Educational Perspective

作　　者：夏正江[1] 梅珍兰[1] 

机构地区：[1]上海师范大学教育学院

出　　处：《教育发展研究》2009年第22期46-51,共6页Research in Educational Development

摘　　要：教师能否对犯有过错的学生施加惩罚?本文认为,要回答这一问题,必须抛弃抽象的总体思维,引入具体的、特化的复杂性思维。而且,仅有思维方式的变化也是不够的,还必须采取教育学的观察视角,引入"教育学的立场"。所谓"教育学的立场",就是在思考该不该罚、如何惩罚的问题上,必须始终牢记"教育的宗旨与使命",贯穿和体现"教育的根本精神"。由此,本文对惩罚的使用边界作了三种限定:只有那些违反重要的、基本的学校规则,尤其是道德规则的行为,而且是主观的故意行为,才可以考虑使用惩罚;面对学生的过失行为,惩罚并不是首选的办法,更不是唯一的办法。只有在尝试采用其他办法都不起作用时,才可以考虑实施惩罚;唯有遵循正当程序、符合学生人格尊严并且本身具有道德合法性的惩罚,才是合理、有效的。Can the teacher punish the school-rule violator？ This paper holds that, only by applying the concrete, particular and complex thinking rather than the abstract and totally thinking, can we find the correct answer. Furthermore, we must view it from the educational perspective, that is to say, when a teacher is making a decision whether he should and how to punish the rule violator, he must bear in mind ＂the missions and aims of education＂ and embody ＂the basic spirits of education＂ in his decision. Thus, this paper tries to limit the punishment from three aspects. First, only when the student has violated the important school rules （especially the moral rules）purposely, can the teacher begin to consider using punishment; Second, when the teacher is confronted with the misbehavior of students, punishment can never be used as the first or the exclusive choice, only when the teacher has firstly attempted to use other solutions and find them not working, can the teacher employ the punishment. Last, only those punishments which follow the due process, not hurt the student＇s personal dignity, and are reasonable from the moral perspective, are legitimate and valid.

关 键 词：惩罚 复杂性思维 教育学立场 

分 类 号：G451.1[文化科学—教育学]