从“零容忍”到“恢复性”惩戒:美国教育惩戒的转向及启示  

From“Zero Tolerance”Discipline to“Restorative”Discipline:The Turn of the Educational Discipline in the United States and Its Enlightenment

作　　者：张颖 苏君阳[1] ZHANG Ying;SU Jun-yang(Faculty of Education, Beijing Normal University, Beijing 100875, China)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《北京教育学院学报》2020年第4期14-20,共7页Journal of Beijing Institute of Education

基　　金：教育部—北京师范大学合作共建教育立法研究基地“教育惩戒权的法律规制”研究成果。

摘　　要：美国教育惩戒权的实施经历了从“零容忍”教育惩戒向“恢复性”教育惩戒的转变“零容忍”教育惩戒凸显了“犯罪—惩罚”的教育惩戒理念,通过惩罚的威慑力来降低失范行为的发生;而“恢复性”教育惩戒则关注失范行为所造成的伤害,强调多方主体间共同协商来修复伤害,最终培养学生“为他人负责”的责任意识和道德品格。两种教育惩戒的理念思维迥异,但具有目的价值上的一致性,均为教育惩戒权的重要内容,对我国当前教育惩戒权立法的启示应将“零容忍”与“恢复性”教育惩戒相融合,妥善地把握“零容忍”教育惩戒的边界,在“恢复性”教育惩戒中重视育人功能。The implementation of the right of educational discipline in the United States has undergone a transition from“zero tolerance”educational discipline to“restorative”educational discipline.“Zero tolerance”educational discipline highlights the concept of“crime-punishment”in educational discipline,aiming to reduce the occurrence of anomie behaviors through the deterrent of punishment.“Restorative”educational discipline focuses on the harm caused by anomie behaviors,emphasizes the joint negotiation among the parties to repair the harm,and finally cultivates the students’sense of responsibility and moral character of“being responsible for others”.What they inspire us to do in the current legislation of the right of educational discipline in China are that we should integrate“zero tolerance”educational discipline with“restorative”educational discipline,properly grasp the boundary of“zero tolerance”educational discipline,and attach importance to the educating function in“restorative”educational discipline.

关 键 词：美国 教育立法 教育惩戒 “零容忍”教育惩戒 “恢复性”教育惩戒 

分 类 号：G473.6[文化科学—教育学]