基础教育教师惩戒权行使机制的系统耦合

System Coupling of the Exercise Mechanism of Teacher Disciplinary Power in Basic Education

当前学界对教师惩戒权的讨论集中在价值观和方法论两个层面,呈现教育学者与法学学者研究分化的现象。在价值观上,教育学者过于注重矫正目的,容易造成教师惩戒的过度化;法学学者过于关注惩戒的形式界限,导致对教师惩戒行为的过度苛责。在方法论上,法学学者和教育学者提倡的结论均有领域局限性而难以收到实效。为此,在对教师惩戒权的价值观和方法论的双层清理之后,基于教育系统和法律系统的封闭性,有必要引入社会系统论的沟通性,来优化两大系统耦合机制教师惩戒权的实施与治理。通过教育理念和法治精神一体运作,法治方法和社会方法协同共进,来消解当前教师惩戒权的发展困境。

The current discussion on the teachers’disciplinary right focuses on values and methodologies,showing the research differentiation of educational scholars and legal scholars.In terms of values,educators pay too much attention to the purpose of correction of students’problems behaviors,easy to cause excessive punishment of teachers’disciplinary behaviors;legal scholars pay too much attention to the formal boundaries of punishment,leading to excessive criticism of teachers’disciplinary behaviors.In terms of methodologies,the conclusions advocated by legal scholars and educational scholars are limited within their own fields and difficult to be effective.Therefore,after the double-layer cleaning of the values and methodology of teachers’disciplinary power,based on the limitations of the education system and the legal system,it is necessary to introduce the communicating nature of Social System Theory to set up the boundary of the teacher disciplinary power under the coupling mechanism of the two systems.Through the integrated operation of education concept and the spirit of law,the rule of law methods and social methods can solve the current development dilemma of teachers’disciplinary right.