论学校对话管理中的他者维度  

The Dimension of Otherness in Dialogic School Management

作　　者：喻小琴[1] YU Xiaoqin(Jiangsu Academy of Educational Sciences,Nanjing 210013)

机构地区：[1]江苏省教育科学研究院,南京210013

出　　处：《南京师大学报（社会科学版）》2022年第2期43-52,共10页Journal of Nanjing Normal University(Social Science Edition)

摘　　要：学校对话管理是对传统独白管理理念的超越和对当下学校管理实践的批判、反思与建构,其倡导的核心要义在于自我—他者平等关系的建立,任何一方缺失都无法达成普遍的共同的善。从他者维度进行分析,在深入了解其在当下学校管理实践中真实处境的同时,可洞察到学校对话管理理论指导实践的意蕴。学校对话管理需要从主体地位平等、权力运作方式、管理资质提升和管理冲突处理等方面进行创造性理论探索,亦需要从缓解他者尴尬处境中进行针对性实践意义建构。The dialogic management of schools is a transcendence of the traditional monologic management and results from the criticism, reflection, and construction of the current school management reality. Its essence lies in the establishment of an equal self-other relationship, without either part of which the common good cannot be achieved. Through the analysis of otherness, on the one hand, we can make a deep understanding of its real situation in the present school management practice;on the other, we can gain the practical implications offered by the theory of dialogic school management. The dialogic school management needs creative theoretical exploration from the aspects of equality of subject status, power operation mode, management qualification improvement and management conflict resolution, and also needs to carry out the targeted construction of practical significance by alleviating the embarrassing situation of others.

关 键 词：学校对话管理 他者维度 实践处境 意义建构 

分 类 号：G47[文化科学—教育学]