师道与师德合一：构建教师专业伦理制度的理性探索

发布时间：2018-05-23 22:47

本文选题：教师 + 师道　；参考：《陕西师范大学》2012年博士论文

【摘要】：作为教师专业发展标准中唯一的制度标准,教师伦理规范已引起学界的广泛关注,已成为教师专业发展进程中国内外学者竞相研究的重点问题之一。对教师伦理规范的研究分为两个维度：一个是制度伦理,就是制度蕴涵的伦理价值和道德原则等。它是对教师制度建设的道德关注,也指制度的合道德性,就是对制度的伦理评价,偏重于以特定的道德要求和伦理原则为依据的制度设立,以及人们对伦理评价的正当性和合理性,从这两个方面来考察制度伦理的内容。制度伦理,从广义上来讲,是指对社会性组织的规范体系和运行机制的伦理要求和反思,即对社会组织制度化、规范化的伦理的思考与建构。而从狭义来看,则是指对社会性正式组织为主体的规范体系和运行机制的内在联系的伦理思考和要求。另一个是伦理制度,也称“伦理性的制度”,既包含制度的合乎伦理的道德性,又包含人们把一定的道德要求和社会伦理原则提升并规定为制度。它凝结了制度评价和道德实现两个问题,是人们从制度系统中汲取的道德观念和伦理意识与制度伦理化和伦理制度化两个方面双向互动的有机统一。本文将教师伦理规范的研究界定为第二种含义,即以教师伦理规范作为教师专业的制度性实在之本质为出发点,围绕对教师伦理规范的“规范性”特征和建构要求展开研究。这就决定了本文的基本研究范围和研究主题。教育的对象是人,教育的目的在于引领人们追求美好的社会生活,所以整个教育过程自始至终都蕴含着一定的价值取舍,其中教师是一个很重要的因素。积极的教师智慧使人朝向正直,如若不然,教师言行失范则可能导致害人害己的至深后果。何以建立一个良善的伦理规范以约束教师的合理道德价值,并实现教师典范作用就是本研究的基本目的。围绕这一目的,本文凭借三个理论论据对教师伦理规范进行探本溯源：一是“他山之石”,借助制度经济学中对制度研究的成果来探讨教育制度中教师伦理规范的存在问题。这是一种“移植”方式,提出作为“伦理制度”的教师专业伦理规范,本身就是制度的一种,并不是制度化了的(道德)伦理。这一路径解决的是教师专业伦理规范在制度体系中的定位问题。第二个理论论据是“一脉相承”,传承中国古代“礼”的遗风,回顾其在我国规范发展过程中“礼”的制度性特征,以及“法”“礼”有别、引“礼”入“法”等优秀文化传统,以此启发现代教师制度体系建设的思路。这一路径解决的是教师专业伦理规范的归属问题。第三个理论论据是“正本清源”,通过与教育行政法律规范及其它行政制度的比较,辨析属于道德立法的教师专业伦理规范不能由行政法规取代的制度属性,厘清教师专业伦理规范的伦理制度特征。这一路径解决的是教师专业伦理规范的本质问题。这一“本质”与前面的“定位”和“归属”一起,合力解答了教师专业伦理规范究竟“是什么”这一基本问题。回答了教师专业伦理规范的基本问题之后,本文将围绕与其紧密相关的问题展开研究,并得出如下结论：首先,教师伦理规范是教师专业发展的必然。人性不仅需要法规的约束,更需要伦理制度的规约。当前教师道德的滑坡、行为的失范、形象的褪色等问题的出现,引发教师群体对职业威望的思虑以及教师个体对自身职责的思考,反思的结果是：无论是追随教师行业发展的脚踪、探究教师角色变化的规律,还是追求自身精神价值,都会聚焦到教师专业伦理规范建设的问题上来。其次,教师伦理规范是教师内在自律的道德法则。教师成为自身的法则建立者,这一点才是教师规范性的来源。教师伦理规范作为一种道德要求或命令,是由道德行为者自身,即教师自己提出来的,是出于自身的理性和情感,是一种内在规范。这种道德要求需要教师理性的自我意识以及坚定的职业信念提出并实施。教师对于自身行动的自我意识反思的能力,赋予他们对自身的权威,正是这种权威给予道德要求以规范性。最后,教师伦理规范是师道与师德合一的结果。教师伦理制度建设不能脱离教师的人格特点,而作为伦理制度的制定与运行同样应当贯彻“人”的标准。具体来说,教师伦理规范应该既具有教师内在的精神价值追求,也应该赋予合理的外在形式。前者是重扬师道,后者是蓄善为“德”,最终实现师道与师德合一,是教师伦理规范制度建设的根本路径。因为“师道”是一种人格的、愿望的“自然”道德,是教师的精神价值的追求；而“师德”则是关于教师职业活动与专业行为本身的规范,属于教师“约定”的“义务”的道德,是教师的行为准则。二者通达现代教师道德生活的两条路径——道德与规范、自然与约成,互相并行,相互给力,合而为一,有助于教师个体“秀外慧中”,促进教师群体专业发展。
[Abstract]:As the only system standard in the standard of teacher's professional development, teachers' ethical standards have aroused extensive concern in the academic circles, and have become one of the key issues in the study of Chinese and foreign scholars in the course of teachers' professional development.
The study of teachers' ethical norms is divided into two dimensions: one is system ethics, that is, ethical values and moral principles implicative of the system. It is a moral concern for the construction of the system of teachers, and it also refers to the moral character of the system, the ethical evaluation of the system, and the establishment of a system based on the specific moral requirements and ethical principles. As well as the legitimacy and rationality of ethical evaluation, the content of institutional ethics is examined from these two aspects. In a broad sense, institutional ethics refers to the ethical requirements and Reflection on the normative and operational mechanisms of social organizations, namely, the thinking and construction of the institutionalized and standardized ethics of social organizations. It refers to the ethical thinking and requirements of the internal relations between the normative and operational mechanisms of the social formal organization, and the other is the ethical system, also called the "ethical system", which includes both ethical and ethical principles, and the promotion and regulation of certain moral demands and social ethics principles. There are two problems in the system evaluation and moral realization, which are the organic unity of people's moral concept and ethical consciousness derived from the system system and the two aspects of institutional ethics and ethical institutionalization. This paper defines the study of teachers' ethical norms as second meanings, that is, teachers' ethical norms as teachers' professional system. The essence of the degree of reality is the starting point for the study of the "normative" characteristics and construction requirements of teachers' ethical norms. This determines the scope of the basic research and the subject of the study.
The object of education is people. The purpose of education is to lead people to pursue a good social life. So the whole process of education contains a certain value choice from the beginning to the end. The teacher is a very important factor. The positive teacher wisdom makes the person toward integrity, if not, the teacher's anomie may lead to the harm of others. The basic purpose of this study is to establish a good ethical standard to constrain the reasonable moral values of teachers and to realize the exemplary role of teachers. In this paper, the author traced the source of teachers' ethical norms with three theoretical arguments: one is "his mountain stone" and the institutional study of institutional economics. This is a kind of "transplant" way of teacher professional ethics, which is a kind of system, not institutionalized (moral) ethics. This path solves the orientation of teachers' professional ethics in the system system. The second theoretical arguments are "one continuous line", inheriting the legacy of the ancient Chinese "Rites", reviewing the institutional characteristics of the "Rites" in the course of the standard development of China, as well as the distinction between "law" and "Rites", and introducing "Rites" into the "law" and other excellent cultural traditions, in order to enlighten the construction of modern teachers system. The third theory argument is "the original origin". Through the comparison with the legal norms of educational administration and other administrative systems, the paper identifies the institutional attributes of teachers' professional ethics which belong to the moral legislation which can not be replaced by the administrative regulations and clarify the ethical system of the professional ethics of teachers. This path solves the essential problem of teachers' professional ethics. This "essence", together with the preceding "orientation" and "belonging", answers the basic question of what is the "what" of the teacher's professional ethics. After answering the basic questions of the teacher's professional ethics, this article will be closely related to it. The problem is studied and the following conclusions are drawn.
First, teachers' ethical norms are the inevitable development of teachers' professional development. Human nature needs not only the restriction of laws and regulations, but also the regulations of the ethical system. The emergence of the current problems of the decline of teachers' morality, the anomie of behavior, the discoloration of the image, and the reflection of teachers' individual to their own responsibilities, and the results of reflection. It is: whether to follow the footsteps of the development of the teacher industry, to explore the law of the change of the teacher's role, or to pursue its own spiritual value, will focus on the problem of the construction of teachers' professional ethics.
Secondly, teachers' ethical norms are the moral principles of teachers' internal self-discipline. Teachers are the founders of their own laws. This is the source of teachers' standardization. As a moral requirement or order, teachers' ethical norms are made by the moral actors themselves, that is, teachers themselves. This moral requirement requires teachers' rational self consciousness and firm professional beliefs to put forward and implement them. Teachers' ability to reflect on self consciousness of their own actions, and give them authority for themselves, is precisely the authority that gives moral requirements to standard.
Finally, the ethical norms of teachers are the result of the combination of teacher ethics and teacher ethics. The construction of teachers' ethical system should not be divorced from the personality characteristics of teachers, but as the formulation and operation of the ethical system, the standard of "human" should be carried out as well. In particular, the ethical norms of teachers should not only have the spiritual values in the teachers, but also should be given a reasonable value. The former is to carry forward the teacher's road, the latter is to save the good and the "Virtue", the ultimate realization of the combination of the teacher's ethics and the teacher ethics, which is the basic path for the construction of the teacher's ethical standard system. The behavior of industry norms, belongs to the teachers "engagement" "moral obligation", is the teacher's code of conduct. Two access to modern teachers and moral life of the two paths: morality and norms about nature and, in parallel, are awesome, help teachers be made one, individual "pretty and intelligent". To promote teachers professional development.
【学位授予单位】：陕西师范大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G451.1

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