高校师德内涵的伦理哲学建构

Connotations of University Teachers' Morality: An Ethical Philosophy Perspective

通过对武汉大学、兰州大学、郑州大学等6所高校师德建设研究抽样问卷调查分析,从伦理哲学的角度进行了构建师德内涵的尝试。"审慎"、"知识"、"技艺"和"人格"等四种要素是高校师德内涵,四者之间的相互关系是:"审慎"和"知识"的两种要素由于"技艺"的桥梁作用而使得"师德"内涵浑然一体、相互制约;"审慎"态度是基础,制约教师采取"技艺"的原则和方式;反之,如何理解和使用"技艺"又会影响"审慎"心理态度;而"人格"是贯穿"审慎"、"知识"和"技艺"的一根红线,是师德内涵建构的核心。

Based on the analysis of a questionnaire about university teachers＇ morality conducted in six universities in China, the paper explores the connotations of teachers＇ morality from the perspective of ethical philosophy and argues that the teachers＇ morality includes four elements, that is, prudent attitude, knowledge, technique and personality. The elements of prudent attitude and knowledge, by way of the element of technique, make the four elements integrated and checked. Prudent attitude is the basis and restrains the principles and methods of adopting techniques. The understanding and utilization of techniques influence the prudent attitude. Personality, the core of morality, links the other three elements.