论教师伦理发展的共同体逻辑

Community Logic of Teachers' Ethics Development

教师伦理发展的既有逻辑将发展的动力和阻碍主因归咎于个人道德水平的高低,忽略了教师作为共同体成员的角色担当,从而使教师伦理发展遭遇困境。共同体视域下,教师伦理是共同体对教师身份的本质确认,为教师伦理发展提供新的认识视角、方法路径和价值标准。共同体对教师伦理发展的价值表征主要表现在作为意义共同体的理念引导、作为文化共同体的情境交融和作为实践共同体的行为构筑等三个层面,而最终价值效用的发挥有赖于共识性的伦理信念的建立、交往理性为基础的发展机制的生成以及反思性实践智慧的养成。

The existing logic of teachers＇ ethics development attributes the driving force of development and the major cause of obstruction to the personal moral level, which ignores the role of teachers as members of the community, and makes the development of teachers＇ ethics difficult. From the perspective of community, teachers＇ ethics is the essential confirmation to the teacher＇s identity by the community, which provides a new perspective, methodology and value standard for teachers＇ ethics development. Community plays an important role in teachers＇ ethics development, which concludes idea leading as meaning community, situational fusion as cultural community, and behavioral construction as practical community. Teachers＇ ethics development also relies on generating consensus ethical views, developing communicative rationality and forming reflective practice.