论教师的形式权威和实际权威——彼得斯分析教育哲学观  

The Discussions About Teachers’ Formal Authority and Actual Authority Based on the Views of Philosophy of Education by R. S. Peters

作　　者：朱镜人[1,2] Zhu Jingren(Anhui Xinhua University,Hefei Anhui 230088,China;Hefei Normal University,Hefei Anhui 230061,China)

机构地区：[1]安徽新华学院大学生素质教育研究中心 [2]合肥师范学院教师教育研究中心

出　　处：《中国教育科学（中英文）》2020年第4期53-59,共7页Education Sciences in China

基　　金：安徽省高校人文社科重点研究基地重点项目(SK2019A0747)。

摘　　要：彼得斯认为,权威与遵守规则有不可分割的联系,专业知识、技术和"领袖魅力"也是形成权威的重要因素,知识领域中权威的正当性需要得到证明,外行不适合放在知识领域中的权威位置,权威不同于权力,权威分形式权威和实际权威两种类型。这给我们如下启示:教师不能仅仅依靠形式权威,必须通过自己的努力成为实际权威,学识和人品是形成教师实际权威的重要因素,教师应当成为教育学和心理学专家并通晓教学方法,教师的权威不能依靠外在的强制手段,权威的"暂时性"要求教师不断学习充实自己。R. S. Peters argues that the authority is closely linked with the obeying of rules;special knowledge and skills as well as charisma are also the important factors for the making of the authority;the authority in the area of knowledge should be justified;the authority is different form the power;the authority can be divided into two kinds, one is the formal authority and the other is actual authority. The inspirations are that the teachers can not only relied on the formal authority;they should make their own efforts to justify themselves to be the authority;the knowledge and personality of teachers are important factors for making the authority;teachers should be experts of both pedagogy and psychology as well as teaching methods;teachers’ authority cannot be relied on using external forcible means;teachers should continue to learn something new to keep their provisional authority.

关 键 词：权威 形式权威 实际权威 教师的权威 

分 类 号：G40-02[文化科学—教育学原理]