他者性视域下教师教育情怀:意蕴、生成与培育  

Teacher’s Educational Feeling From the Perspective of Otherness:Implication,Generation and Cultivation

作　　者：杨建朝 单文宣 YANG Jian-chao;SHAN Wen-xuan(Xinyang Normal University,Xinyang 464000,Henan)

机构地区：[1]信阳师范大学教育科学学院,河南信阳464000

出　　处：《当代教师教育》2023年第2期9-15,共7页Contemporary Teacher Education

基　　金：2020年度河南省哲学社会科学规划项目(2020BJY029);信阳师范学院2022年基础教育“强师计划”项目。

摘　　要：教育情怀是每位教师应当追寻的崇高境界。他者性视域下,具有教育情怀的教师与学生处于非对称的伦理关系下,接纳“面容”,尊重学生个体的绝对差异,倾听接纳学生稚嫩“言说”,对学生具有不对称的关爱与责任,从而以纯粹之“爱”,不求回报地担当学生发展的无限责任。需要审视当前教育制度正当性,进一步聚焦制约情怀生成的障碍因素,完善德福一致的制度伦理,构建善好的教育环境,使尽可能多的教师在辛苦付出中体验到幸福感,自省中顿悟教育情怀的本质要求。Educational feeling is a kind of noble realm that every teacher should pursue.From the perspective of otherness,teachers with educational feelings and students are in an asymmetric ethical relationship.They accept the“face”,respect the absolute differences of individual students,listen to and accept their young“sayings”,have unequal care and responsibility for students,and thus assume unlimited responsibility for the development of students without return.It is necessary to examine the legitimacy of the current education system,further focus on the obstacles that restrict the generation of feelings,improve the system ethics consistent between morality and happiness,build a good educational environment,so that as many teachers as possible can experience happiness in their hard work,and realize the essence of educational feelings in self-examination.

关 键 词：教育情怀 他者性 教师德性 

分 类 号：G451[文化科学—教育学]