学校纪律何以成为正义的教育力量  

How Can School Discipline Become a Just Educational Force

作　　者：胡金木[1] 付天娇 HU Jinmu;FU Tianjiao(Faculty of Education,Shaanxi Normal University,Xi'an 710062)

机构地区：[1]陕西师范大学教育学部学校德育与师德研究中心,西安710062

出　　处：《教育发展研究》2025年第2期10-15,共6页Research in Educational Development

基　　金：国家社会科学基金2024年度重大项目“习近平总书记关于教师队伍建设重要论述的学理阐释”(24&ZD181)的部分成果。

摘　　要：纪律是生活的构成因素,好的纪律促成良善生活,坏的纪律则损害人的主体性。学校生活中的纪律应该成为一种正义的教育力量,规范儿童行为,形成一种自律的心灵秩序,促进儿童道德成长。纪律作为一种正义的教育力量,不是单向度的权威控制关系,而应该是双向度的主体间尊重关系。当儿童感受到来自主体间的承认和尊重,才会主动服从权威并内生自我道德意识,形成纪律感。然而,当前学校生活中的纪律多停留于较低层次的权威控制关系的满足,教师非理性权威的过度表达、纪律目标过分关注行为、以简单惩戒为主要矫正方式,使学校纪律陷入一种过于关注支配控制、惩戒矫正的非正义状态。学校纪律教育中需要构建主体间尊重关系,需要关注儿童的主体性,以普遍的尊重来深化纪律教育,以教育爱来温润纪律教育。Discipline is a fundamental component of life.Positive discipline fosters a virtuous life,while negative discipline undermines one's subjectivity.School discipline should serve as a just educational force,regulating students'behavior,cultivating a self-disciplined moral order,and promoting moral growth.As a just educational force,discipline should not be a one-way authoritative control relationship but rather a two-way intersubjective respectful relationship.When students feel recognized and respected by others,they are more likely to willingly submit to authority and develop an intrinsic moral consciousness,thus forming a sense of discipline.However,current school discipline often remains at the lower level of satisfying authoritative control relationships.The excessive expression of irrational teacher authority,an excessive focus on behavioral goals,and the reliance on simple punishment as the primary corrective measure have led school discipline into an unjust state that is overly concerned with domination,control,and punishment.School discipline education needs to construct intersubjective respectful relationships,pay attention to respecting students'subjectivity,deepen discipline education with universal respect,and warm discipline education with educational love.

关 键 词：纪律 纪律教育 正义 权威关系 主体间尊重关系 

分 类 号：G415[文化科学—教育学]