溯本追源:现代教师道德建设的良知之维

On the Role of Moral Conscience in Promoting Ethical Conduct among Teachers

教师良知是现代教师道德建设的重要部分,对于师德建设具有重要的理论意义和实践意义。教师良知构成了教师道德教育理论、伦理实践以及深度体验的逻辑开端。通过人的三重属性思维方法对教师良知进行分析发现,教师良知本质上具有类存在、群体存在、个体存在三重存在样态,反映了教师良知作为教师本原意识、教师专业伦理与行业自律以及教师主体性道德的重要内涵。藉此,教师良知作为教师道德建设的核心与动力,通过祛除工具理性、澄明教师良知、追求德福一致,来复归教师的价值理性、促进教师的专业伦理发展以及实现教师的自我价值等等,并寻求教师良知在教师道德建设中的最终归宿。

As we all know, moral conscience plays an important role in our ethical decision making. Conscience acts as a moral governor for teachers, too. Since humans are species beings, social beings and individuals at the same time, such a "3 in 1" feature is also shared by teacher conscience, which can be explored from the three perspectives of teaching-as-a-job, teaching-as-a-profession, and teaching-as-a-calling. In fact, teacher conscience is indispensable for the promotion of teacher ethics. It is therefore necessary to awaken teachers' moral conscience, encourage them to give value rationality precedence over instrumental rationality, so as to promote ethic conduct among teachers and help them achieve personal perfection.