走向“和合”:“互联网+”时代的教师伦理取向

“Harmony”Ethics:Teacher Ethics in the“Internet+”Era

基于生成教育理论“历史意识”的方法论展开历史分析,教师伦理形态表现出从自然“诗性”和政治“德性”向“技术理性”继而向“交往理性”演进的伦理特征。“交往理性”的教师伦理所表现出的局限性,尤其是“互联网+”教学条件下的教师“身份认同危机”“主体性消弭”“信息化焦虑”等诸多伦理困境,呼唤着以“生命化”的教师伦理追求、“关系优先”的伦理规范理解和“真实主体性”的师生伦理原则等为特征的新时代教师伦理精神。教师“和合”伦理就是立足于本真的教学生活,追求融洽、和谐、和美的教学关系和人的整体生成的伦理,具有共生性、非同一性和圆融互通性等内在属性,反映着中华文化“贵和”的传统基因并融合时代精神的新的“和合”伦理,对于理解教师职业与角色、转变教学思维方式、创新师生伦理关系等具有重要现实意义。

Based on The Generative educational theory methodological standpoint of“historical consciousness”,teachers’ethics show the ethical characteristics evolution from the natural“poetic”,political“virtue”,“technical rationality”to“Communicative rationality”.The“communicative rationality”shows its limitations,especially under the conditions of“Internet+”,teachers face such problems as“identity crisis”“elimination of subjectivity”“informatization anxiety”,etc.It calls for the ethical spirit of“living”ethical pursuit,“relationship priority”ethical norm and the“real subjectivity”ethical principle in the new era.“Harmony”ethics of teacher is based on the real teaching-learning life,harmony of the teaching-learning relationship and the overall generation of human,with the symbiotic,non-identity and harmonious.Reflects the traditional Chinese“harmony”culture and the new“harmony”ethic,to understand the teachers’profession and role,change teaching-learning mode of thinking,innovation ethical relationship between teachers and students has important practical significance.