不羞辱与正派教育制度  

Non-humiliated and Decent Education System

作　　者：胡友志[1] 冯建军[1] HU You-zhi FENG Jian-jun(School of Education Science, Nanjing Normal University, Nanjing 210097)

机构地区：[1]南京师范大学教育科学学院,南京210097

出　　处：《教育学报》2017年第5期12-19,共8页Journal of Educational Studies

基　　金：国家社科基金(教育学)一般项目"我国教育哲学学科发展的世纪反思与人学建构"(项目编号:BAA120010)的研究成果

摘　　要：教育生活中的制度性羞辱以排斥、贬低、支配和污名为主要类型。作为一种精神伤害,教育羞辱造成受教育者自我厌憎与"习得性无助",个性泯灭与"标签内化",丧失自主与过度服从,权威人格与逆反心理等危害。正派教育的第一原则是教育制度"不羞辱"受教育者。"不羞辱"具有道德上、认识论上和实践规范意义上的优先性,为正派教育制度划定了一种底线伦理,表现为一系列否定性的规范。但如果教育仅停留在底线伦理水平上,而放弃其扶持生活理想、塑造美德、引领价值的功能,那么它仅能保证人性不受伤害而无法提升人性。教育必须超越底线伦理,走向对正面价值理想的积极追求。The institutional humiliation in school life mainly includes excluding,dominating,belittling and stigma.As a damage to mental health,education institutional humiliation leads to harmful consequences such as self-loathing and acquired helplessness,personality extinction and label internalization,loss of autonomy and excessive obedience,authoritative personality and psychological inversion.＂Being non-humiliated＂will be the first principle of the decent education system,which is taken as priority in the sense of moral,epistemology and practical norms.＂Being non-humiliated＂draws the bottom-line for ethics in education system,which represents as a series of negative rules.But if education only stays on the bottom-line ethics level and gives up function to support ideal of life,shape virtue and lead value,then it would only guarantee the human nature from harm and could not ascend the human nature.Education system must transcend the bottom-line ethics and move towards actively pursuing for the positive value ideal.

关 键 词：教育羞辱 不羞辱 正派教育 底线伦理 

分 类 号：G40-02[文化科学—教育学原理]