“做得好”且“活得好”——幸福伦理视域下教师幸福观的审视与重构  

Acting Well and Living Well——Rethinking and Reconstructing of Teachers’Happiness View from the Perspective of Happiness Ethics

作　　者：宁志军[1] 蔡辰梅[1] NING Zhi-jun;CAI Chen-mei(School of Education,Guangzhou University)

机构地区：[1]广州大学教育学院,广东广州510006

出　　处：《教育理论与实践》2025年第4期30-35,共6页Theory and Practice of Education

基　　金：广东省哲学社会科学规划2021年度青年项目“基于学生心理发展特点的小学教师有效关怀行为研究”(项目编号:GD21YJY16)的阶段性研究成果。

摘　　要：幸福是最高善,是合乎德性的实践活动。教师是否幸福关系着能否培育出幸福的学生,实现真正意义上的教育。亚里士多德的幸福伦理观指出,幸福不是静态的生活享受状态,而是在动态的实践活动之中,幸福的创造既要“做得好”也要“活得好”。研究发现,当下教师消极“躺平”现象蔓延的背后,是对“活得好即幸福”的误认,教师群体过度“内卷”则源于对“做得好即幸福”的偏差性执念。教师作为最有可能实现“德福一致”的职业群体,其幸福创造的必要条件既在于教师充分发挥“做得好”的主体责任,也有赖于社会共建教师“活得好”的支持系统。教师的幸福只有在“做得好”和“活得好”的共生互构过程中才能得以创生。Happiness is considered the ultimate good,an ethical and practical endeavor.For teachers,happiness is intricately linked to their ability to nurture joyful students and achieve authentic education.Drawing from Aristotle’s perspective on happiness ethics,happiness is not merely a static state of life enjoyment;instead,it emerges from dynamic practical activities.Creating happiness necessitates a harmonious blend of“acting well”and“living well”.Research reveals that the current trend of teachers adopting a negative“lying flat”attitude stems from a misinterpretation of“living well as happiness”,while the excessive“involution”among teachers arises from a biased obsession with the notion that“acting well equals happiness”.As a professional group most likely to achieve the unity of virtue and happiness,their prerequisites for creating happiness extend beyond merely fulfilling their subjective responsibilities of“acting well”;they also require a supportive social structure that enables them to“live well”.In conclusion,teachers’happiness can only be generated through the symbiotic and interactive process of of“acting well”and“living well”.

关 键 词：教师幸福 教师幸福观 幸福伦理 “做得好” “活得好” 

分 类 号：G451.2[文化科学—教育学]