戒以为何?何以为戒?——对教育惩戒的存在论追问

Why to Discipline?How to Discipline?——On the Ontological Questions of Educational Discipline

后现代性冲击着传统教育的价值体系,导致教育惩戒的存在危机,缺乏普遍通约的程序性与规范性话语成为教育惩戒的存在假相,使其处于一种存在意图不明和价值需求混乱的状态。对教育惩戒的存在论追问包含“戒以为何”的存在价值追问与“何以为戒”的存在样态追问。合乎教育目的的教育性、符合教育过程的道德性与实现教育结果的正义性构成了教育惩戒的存在之道,其中,教育性是存在之基,道德性是存在之本,正义性是存在之根,三者共同构成了教育惩戒的存在价值,不可须臾相离;从教育惩戒要素出发回答惩戒存在的应然样态,只有符合其存在之道,具备生生之样态,才能使其保持“永”在与“善”在,从而生生不息。

Postmodernity has impacted the value system of traditional education,leading to the existential crisis of educational discipline.The lack of procedural and normative discourses of universal conventions has become an existential illusion of educational discipline,leaving it in a state of unclear intention of existence and chaotic value demands.The ontological questioning of educational discipline includes:Why to discipline?It is about the value.How to discipline?It is about the existence.The former includes that conforms to the purpose of education,the morality to the educational process,and the justice to the educational results.Educational nature is the foundation of existence,morality is the foundation of existence,and justice is the foundation of existence.The three constitute the existence value of education and discipline and cannot be separated for a moment.From the elements of education and discipline,it answers the proper state of the existence of discipline.“Forever”and“goodness”exist,so that life is endless.