批判与期盼:关于教学伦理学研究对象的理性思考与深层追问

Criticism and Expectation:Rational Thinking and Deep Inquiry about the Research Object of Teaching Ethics

囿于诸种认知偏差以及判断不当,当前人们对教学伦理学研究对象的认识尚存偏差。实际上,教学伦理学既非研究如何在教学中对学生进行伦理道德教育,也非单纯研究教师在教学时应遵循哪些伦理道德规范,而是研究什么样的教学是好教学以及如何达致好教学。教学存在好坏之分,教学伦理学研究的问题不在于"应该"而在于"由好而应该",建构教学伦理学研究对象,应注意克服伦理学之"规范"情结,在"好"的基础上进一步引出"应该",即由"好"才到"应该"。

Currently, constrained by various kinds of cognitive biases and improper judgment, researchers＇ cognition about the research object of teaching ethics is flawed. In fact, teaching ethics is neither studying on how to carry on the moral education to students in the teaching activities, nor purely researching on what ethics and moral norms the teachers should follow. The purpose of teaching ethics is to research what the characteristic of good teaching is and how to achieve it. There are good and bad teaching in the teaching activities, so the research problem of teaching ethics is not what we should obey in the teaching but what is good teaching and what the good teaching need we do. We should pay attention to overcome the awareness of norm in the researching of teaching ethics, and then base on the good teaching to think what we should do in the teaching activities, that is, only we correctly understand what good teaching is, can we analyze what teaching ethics we should follow.