论教师伦理发展的三重逻辑

The Threefold Logic of the Development of Teacher Ethics

教师伦理与教育发展、教师生存及学生成才密切相关,对教师伦理的关切直接关系到“立德树人”根本任务的落实与教师专业发展的持续推进。教师伦理作为一个重大的教育命题和时代课题,需要在历史、理论、实践的三重逻辑中深入探究其本质发展,阐明其丰富的理论样态,厘清其发展完善的现实路径。其中,在历史逻辑层面,以久远的伦理文化为思想渊源,教师伦理呈现出相应的历史流变;在理论逻辑层面,以文本为主要遵循,挖掘中西方教师伦理研究的学术议题与概念基础;在实践逻辑层面,以育人为根本指向,并在历史逻辑和理论逻辑基础上探寻教师伦理发展的实践路径。准确把握教师伦理发展的逻辑,对教师伦理的发展具有重要意义。

Teacher ethics is closely related to the development of education, the survival of teachers and the success of students. The concern for teacher ethics is directly related to the implementation of the fundamental task of “establishing morality and cultivating talents” and the continuous promotion of teacher professional development. Therefore, as an important educational proposition and subject of The Times, it is necessary to explore the essential development of teacher ethics from the three logics of history, theory and practice, clarify its rich theoretical forms, and clarify the realistic path of its development and perfection. At the level of historical logic, teachers’ ethics shows corresponding historical changes based on the ancient ethical culture. At the level of theoretical logic, this paper mainly follows the text on the basis of historical logic and theoretical logic. It is of great significance for the development of teachers’ ethics to grasp the logic of the development of teachers’ ethics accurately and realize the “brightness” and “clarification” of the triple logic of the development of teachers’ ethics.