教师惩戒权入法的冷思考——以《教师法》修订为背景

Reflections on the Entry of Teachers'Disciplinary Rights into Law:On the Background of the Revision of Teachers Law

惩戒权入法的社会呼声,伴随着《教师法》修订的推进而此起彼伏。但此种主张的必要性、可行性、合逻辑性等均存疑问:首先,作为教师行使教育教学权和指导评价权的“必要而合适的手段”,惩戒行为完全可以通过法律解释予以肯定,并接受比例原则的检视。其次,惩戒权具有主体特定性,并不适用于所有学段,难以契合《教师法》作为教师行业“基本法”的定位。再次,域外国家或地区的相关立法经验多为教育行政管理内部规范,且需要依托成熟的判例解读技术或其他解释性“软法”,参考价值极其有限。最后,惩戒与体罚、变相体罚等相邻概念的边界尚未完全厘清,仓促入法必将面临立法语言的精准度质疑和现实中的权利滥用问题。所以,应当审慎对待“惩戒权入法”的社会呼声,在未获充分、严密论证的情况下不如暂且搁置,以求《教师法》修订的稳妥性与高效性。

The call for teachers'disciplinary rights to enter the law has always been accompanied by the promotion of the revision of Teachers’Law.However,the necessity,feasibility and logicality of this claim are all in doubt.First of all,as a means of education and guidance,teachers'disciplinary behavior can be affirmed by legal interpretation and be examined by the principle of proportion.Secondly,disciplinary rights do not apply to all stages,which is not commensurate with the"basic law"positioning of the teachers'law.Thirdly,the experience of foreign legislation is mostly the internal norms of educational administration,which often rely on mature case interpretation technology or other interpretative"soft law",which determines that the reference value is extremely limited.Finally,the boundary of discipline and similar concepts such as corporal punishment has not been fully clarified.Therefore,we should treat the social voice of"disciplinary rights into law"prudently and put it aside temporarily due to the insufficiency of rigorous argument,so as to make the revision of Teachers’Law more stable and efficient.