教师权威的伦理审视与重建  

The Ethical Examination and Reconstruction of Teacher Authority

作　　者：白鑫刚[1] BAI Xin-gang(Faculty of Education,Henan Normal University,Xinxiang 453007,China)

机构地区：[1]河南师范大学教育学部,河南新乡453007

出　　处：《东北师大学报（哲学社会科学版）》2020年第4期170-175,共6页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：河南省人文社科重点项目(18A880009);河南省知识产权局软科学研究项目(20170106048)。

摘　　要：教育权威具有质的先验性与必要性,教师权威是教育权威的重要组成部分。教师权威的本质是承认,承认是伦理意义上的信服、悦纳与信从。因此,某种程度上可以说“无伦理、不权威”。教师权威的伦理属性包括文化内隐性、道德感召性、情感建构性、实践转化性,兼具独特的教化价值。从伦理维度审视当下基础教育现场中的教师权威,出现了“文化要素剔除、外在制度依赖、情感融合冷漠、跪着教书无奈”等“去伦理化”表征。分析其归因,基于优秀传统文化的教育觉醒与内嵌、教师自身对教育权威的伦理认同、教育过程的伦理展开、儿童世界的伦理匡正等策略重建教师权威,具有深刻的必要性与紧迫性。Educational authority has the quality of apriority and necessity,and teacher authority is an important part of it.The essence of teacher authority is acknowledgment which means complete convention,happily acceptance,and trust in ethical aspect.Hence,to some degree,people say,“Where there is no theory,there is no authority”.The ethical nature of teacher authority includes cultural recessiveness,moral inspiration,emotional constructiveness,practice transformation,and it also has particular educational value.Seeing from theoretical dimension,teacher authority in elementary education shows“de-ethics”features such as“rejection of cultural elements,dependence on external system,lack of emotional integration,and loss of teachers prestige”.After analyzing their attributions,we found that teacher s authority can be rebuilt through strategies as follows:Awakening and inner embedment of education based on traditional culture;teachers ethical identity of educational authority;ethical broaden of educational processes;ethical rectification of children.All strategies are necessary and urgent.

关 键 词：教师权威 伦理属性 去伦理化 传统文化 

分 类 号：G65[文化科学—教育学]