教师情感劳动概念界定的三个误区  

Three Misunderstandings in the Definition of Concept of Teachers’Affective Labor

作　　者：李西顺[1] LI Xishun(School of Education,Soochow University,Suzhou Jiangsu 215123,China)

机构地区：[1]苏州大学教育学院,江苏苏州215123

出　　处：《教育学报》2024年第2期54-63,共10页Journal of Educational Studies

基　　金：江苏省社会科学基金重点项目“教师情感劳动的叙事性评价体系研究”(21JYA004);江苏高校哲学社会科学研究重大项目“基于故事力的师德自我更新机制研究”(2021SJZDA166)。

摘　　要：情感劳动是教师劳动的重要属性。教师情感劳动的概念界定需避免三个误区:对霍克希尔德“emotional labor”概念的拿来主义;未区分“情绪劳动”与“情感劳动”;对劳动异化的批判论遮蔽了基于情感本体的生命存在论,劳动(labor)遮蔽了存在(being)。消解上述误区的重要路径是从“厚概念”角度界定并廓清教师情感劳动的内涵。教师的情感劳动是一个情感意义结构,是一个基于情本体的、饱含着教育价值载荷的厚概念,能够将情绪劳动的合理内涵融括在内,用目的论涵括工具论,据之澄明积极自主建构的生命存在论视域,确证情感劳动之于教师专业成长的本体论意义。Affective labor is an important attribute of teachers’labor.Three misunderstandings should be avoided in the definition of teachers’affective labor.At first,the adoption of Hochschild’s emotional labor concept.Secondly,no distinction is made between emotional labor and affective labor.Thirdly,the critical perspective of labor alienation covers the perspective of life existence based on affective ontology,labor covers being.The important approach to dispel above misunderstandings is to define and clarify the connotation of teachers’affective labor from the perspective of“thick concept”.Teachers’affective labor is an affective meaning structure,a thick concept based on the affective ontology and full of educational value load,which can include the reasonable connotation of emotional labor,use the teleology to include the tool theory,and confirm the ontological significance of affective labor to the teacher’s professional growth according to the clear and active and self-constructed horizon of life existence.

关 键 词：教师劳动 情感劳动 情绪劳动 厚概念 情本体 

分 类 号：G40-012.9[文化科学—教育学原理]