律他型的学校德育及其影响——一项关于处境不利学生的文化研究  

School Moral Education Based on Discipline and Its Impacts:A Cultural Study on Disadvantaged Students

作　　者：何芳 康永久[1] HE Fang;KANG Yongjiu(the Faculty of Education,Beijing Normal University,Beijing 100875)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《教育研究与实验》2024年第3期81-89,共9页Educational Research and Experiment

基　　金：北京师范大学教育学一流学科培优项目“城市化进程中儿童青少年的成长陷阱与教育改进研究”(YLXKPY-ZYSB202205)的研究成果。

摘　　要：传统的文化缺陷理论将“文化贫困”的标签贴在处境不利的学生身上,以此来解释他们的学业失败。但铁西一中的田野研究显示,一种特殊的律他型的学校实践,可以提供更深层的解释。在那种客观化的道德世界中,存在着各种“位置不当”,规则被放到了“最高善”的地位。学生的成长不是建立在潜移默化的文化惯习的基础之上,而是建立在刻意形成的行为习惯的基础之上。由于不断借助规则、身份、纪律的控制,而不是通过专业知识和人格力量来启迪和感染人,教师深层的教育意向不断消退。正是这样一种文化困顿的律他实践,使教育作为一种文化生产和建构的道德探险无从发生,将师生限制在客观的文化资本和诸种表面现象之中。Traditional theories of cultural defect explain the academic failure of disadvantaged students by labeling them as"cultural poverty children".However,the fieldwork in Tiexi No.1 Middle School helps us find that a special type of school moral education based on discipline can provide a deeper explanation.In such an objective moral world,there are various"misplaced things",and rules are placed in the position of"the highest good",The growth of students is not based on the subtle cultural habits,but on the behavioral habits deliberately formed.Due to the continuous use of rules,identity,and discipline to control individuals,rather than inspiring and infecting them through professional knowledge and personality,teachers'deep educational intentions are also constantly fading.It is precisely such a practice of other discipline in its own cultural predicament that prevents education as a moral exploration of cultural production and construction,and limits teachers and students into objective culturals capitals and various superficial phenomena.

关 键 词：文化困顿 习惯教育 道德世界 客观化 律他实践 

分 类 号：G63[文化科学—教育学]