如何建构一种“无蔑视”的教育秩序——基于教育蔑视根源的分析  

How to Build the Education Order without Contempt——Based on the Analysis of the Roots of Education Contempt

作　　者：雷晓庆 Lei Xiaoqing(Ningxia University)

机构地区：[1]宁夏大学教育学院

出　　处：《当代教育科学》2022年第10期7-14,共8页Contemporary Education Sciences

基　　金：宁夏回族自治区大中小学“课程思政”精品项目“基于儿童生活的小学道德与法治故事教学探究”(项目编号:NXSZ20203002)的研究成果之一。

摘　　要：审视现实教育场域,以虐待性、排斥性、侮辱性为主要表现形式的教育蔑视是一种司空见惯的现象,对受教育者人格尊严的发展造成了极大的伤害,使人处于一种扭曲的和不完整的发展状态之中。究其根源,教育蔑视问题不仅仅与主体立威、区隔心理有关,而且也有其制度性根源。作为一种道德伤害,蔑视的本质是不承认或者拒绝承认。因此,建构一种“无蔑视”的教育秩序,需要培育教育主体之间相互承认的意识;消除“心理边界”,培育主体间“他心想象”的承认能力;变革教育制度的价值取向,建构教育蔑视的消解机制。Looking into the reality of education field,it is a common phenomenon that the education contempt in the form of abuse,exclusion and insult has caused great harm to the development of the human dignity of the educated,making people in a distorted and incomplete state of development.The problem of educational contempt is not only related to the dominant subject and psychological isolation,but also has its institutional root. As a moral injury,contempt is essentially denial or denial. To construct a education order without contempt,we need to cultivate the consciousness of mutual recognition among educational subjects,to eliminate the“psychological boundary”,to cultivate the inter-subject“other mind imagination”recognition ability;to reform the value orientation of educational system and construct the dispelling mechanism of educational contempt.

关 键 词：教育蔑视 人格尊严 教育制度 心理边界 教育承认 

分 类 号：G40[文化科学—教育学原理]