不羞辱与正派教育制度
发布时间：2018-10-16 09:24
【摘要】：教育生活中的制度性羞辱以排斥、贬低、支配和污名为主要类型。作为一种精神伤害,教育羞辱造成受教育者自我厌憎与"习得性无助",个性泯灭与"标签内化",丧失自主与过度服从,权威人格与逆反心理等危害。正派教育的第一原则是教育制度"不羞辱"受教育者。"不羞辱"具有道德上、认识论上和实践规范意义上的优先性,为正派教育制度划定了一种底线伦理,表现为一系列否定性的规范。但如果教育仅停留在底线伦理水平上,而放弃其扶持生活理想、塑造美德、引领价值的功能,那么它仅能保证人性不受伤害而无法提升人性。教育必须超越底线伦理,走向对正面价值理想的积极追求。
[Abstract]:The main types of institutional humiliation in educational life are exclusion, denigration, domination and stigma. As a kind of spiritual injury, the humiliation of education results in the self-loathing and "learned helplessness" of the educatee, the disappearance of personality and "label internalization", the loss of autonomy and excessive servitude, the harm of authority personality and rebellious psychology. The first principle of decent education is that the educational system "does not humiliate" the educated. "not humiliating" has moral, epistemological and practical norms in the sense of priority, for the decent education system set a bottom line ethics, manifested as a series of negative norms. However, if education only stays on the bottom line ethical level, and gives up its function of supporting life ideal, shaping virtue and leading value, then it can only ensure that human nature is not hurt and can not improve human nature. Education must transcend the bottom line ethics and go to the positive value ideal.
【作者单位】： 南京师范大学教育科学学院;
【基金】：国家社科基金(教育学)一般项目“我国教育哲学学科发展的世纪反思与人学建构”(项目编号:BAA120010)的研究成果
【分类号】：G40
本文编号：2273922
[Abstract]:The main types of institutional humiliation in educational life are exclusion, denigration, domination and stigma. As a kind of spiritual injury, the humiliation of education results in the self-loathing and "learned helplessness" of the educatee, the disappearance of personality and "label internalization", the loss of autonomy and excessive servitude, the harm of authority personality and rebellious psychology. The first principle of decent education is that the educational system "does not humiliate" the educated. "not humiliating" has moral, epistemological and practical norms in the sense of priority, for the decent education system set a bottom line ethics, manifested as a series of negative norms. However, if education only stays on the bottom line ethical level, and gives up its function of supporting life ideal, shaping virtue and leading value, then it can only ensure that human nature is not hurt and can not improve human nature. Education must transcend the bottom line ethics and go to the positive value ideal.
【作者单位】： 南京师范大学教育科学学院;
【基金】：国家社科基金(教育学)一般项目“我国教育哲学学科发展的世纪反思与人学建构”(项目编号:BAA120010)的研究成果
【分类号】：G40
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1 蒋晓凤;底线伦理与心理健康——人格教育的两大支点[J];中国职业技术教育;2003年08期
2 阎桂祥;道德教育应从底线伦理抓起[J];教育理论与实践;2005年10期
，本文编号：2273922
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