当代教学伦理研究三种取向的比较与融通

Comparison among Three Approaches to Contemporary Teaching Ethics Research

当代教学伦理研究主要呈现三种取向:规范取向旨在建构教学中的规范和标准,强调道德义务与责任,重在规约教学主体的行为,指向教学伦理的合法性;美德取向热衷于揭示教学的内在德性,强调对教学主体的道德关切,重在涵养教学主体的德性和内在品质,指向教学伦理的向善性;语境取向致力于探寻教学的道德环境与情感,强调实际道德境遇,重在教学主体的伦理反思和情感体验,指向教学伦理的合现实性。这三种取向各具所长,也各有局限。今后的教学伦理研究需要考虑三者的关联与融通,即如何在社会规范、个体美德与实际境遇之间寻求契合互补、动态平衡,实现教学伦理合法性、向善性与合现实性的统一。

There are three main approaches to contemporary teaching ethics research. Norm approach, whose purpose is to construct the internal logic of standard, emphasizes the moral obligation and moral responsibility, focuses on the behavior of the subject of teaching, and points to the legitimacy of teaching ethics; virtue approach, which is keen to reveal the internal logic of the virtue, emphasizes the moral concerns of the whole teaching, focuses on the virtue and inner quality of teaching subject, and points to the good teaching ethics; con- text approach, which is dedicated to exploring the internal logic of the moral environment and emotion, emphasizes the actual moral situation, focuses on the ethical reflection and e- motional experience of teaching subject, and points to the reality of teaching ethics. These three kinds of approach have their good points and depend on each other. It provides a possi- bility for the establishment of an integrated teaching ethics research, namely how to find the appropriate matching and dynamic balance between social norms, individual virtue and actual situation, so as to achieve the unification of legitimacy, reality, good in teaching.