论教师惩戒权与父母惩戒权的法理关系

On the Jurisprudential Relationship Between Teachers’ Disciplinary Power and Parents’ Disciplinary Right

随着教师惩戒立法的加快,教师惩戒权与父母惩戒权的法理关系成为一个必须面对的理论问题。历史上,根据代理父母地位说的观点,教师惩戒权来自于父母惩戒权的部分让渡,但随着家庭和学校关系的变迁,教师惩戒权开始直接来自于教育法律的规定,并与父母惩戒权共同促进儿童的社会化。根据权力来自于权利而权利根植于广泛社会认同的法理,教师惩戒权应定位于权力而不是权力与权利的复合形态,由此才可以用权利制约权力,实现父母惩戒权制约教师惩戒权的功能。今后在修订《教育法》时应明确教师惩戒权的权力性质,并规定教师惩戒权行使的原则和程序,通过制度化的家校合作保障父母参与学校权利,实现教师惩戒权和父母惩戒权的良性互动。

With the speeding up of teachers’ disciplinary legislation, the jurisprudential relationship between teachers’ disciplinary power and parents’ disciplinary right has become a theoretical problem that must be faced. However, with the change of family and school relationship, teacher’s disciplinary power directly comes from the provisions of educational law, and together with parental disciplinary right promotes children’s socialization. Teachers’ disciplinary power should be positioned in power,rather than the compound form of power and right. Only by this can we restrict power with rights and realize parental disciplinary right to restrict teachers’ disciplinary power. In the future, when revising the education law, we should clarify the nature of teachers’ disciplinary power, stipulate its principles and procedures for the exercise, and guarantee parents’ right to participate in schools through institutionalized family-school cooperation, so as to realize the positive interaction between teachers’ disciplinary power and parents’ disciplinary right.