从惩戒到关系修复:北美校园暴力治理范式的转变

From Punitive Discipline to Restorative Relationship:The Paradigm Transform of School Violence Governance in North America

近年来,北美乃至整个西方司法界对于社会暴力的治理范式经历了从基于报应性正义的惩戒向基于修复性正义的关系修复的转变。这一转变同时也为西方治理校园暴力、解决学生冲突提供了新思路,促进了报复、惩罚的“零容忍”政策转向修复、治疗的修复性教育实践。修复性教育实践通过促进学生积极参与和对话,满足学生的需求,从而弥补伤害,修复关系,并提升学生的冲突解决能力,进而促进校园暴力问题的解决,营造更为健康的学校氛围。在实际操作方面,修复性教育实践是一个从非正式到正式的连续体,类型多样,主要模式有修复会议、缔造和平圈、家庭小组会议和同伴调解等。修复性正义理论及其在教育中应用的国际经验,有助于我们对教育部新出台的《中小学教育惩戒规则》形成新的理解和认识。对于青少年违法违纪违德行为,我们更需要从学生身心健康及社会长远和谐的角度,探寻更有效的富有长远育人价值的替代性治理方案。

In recent years, a paradigm transformation from punishment-oriented retributive justice to restitution-oriented restorative justice is occurring in North America and even the whole Western world. At the same time, this transformation also provides a new idea of school violence governance and student conflicts resolution for the western world, that is, from the “zero tolerance” policy to the restorative justice practice in education. By promoting students’ active participation and dialogue, the restorative justice practice in education helps to meet students’ needs, make up for injuries, rebuild relationships, and improve their conflict resolution skills, thus promoting the resolution of school violence and creating a healthier school climate. In the actual operation, the restorative justice practice in education is a continuum ranging from informal to formal, with various types, including restorative/community conference, peacemaking circles, family group conference and peer mediation. International experience of restorative justice theory and its application in education provides a new perspective for understanding the newly issued “Guidelines and Rules of Discipline for Primary and Secondary Schools” by the Ministry of Education of China. For the illegal behaviors in teenagers, we need to explore more effective and valuable alternatives from the perspective of students’ physical and mental health and sustainable peaceful society.