论我国教师权威内涵研究的两种进路及整合的可能

Two Approaches and Integration of the Research of Teacher􀆳s Authority in China

国内教师权威概念内涵研究存在描述性和规范性两种不同的进路。描述性进路以韦伯的权威理论为基础,以教育活动的现实展开为着眼点,强调教师权威本质上是教师相对于学生的正当支配权力。规范性进路强调完善的教师权威是教师在师生互动关系中所形成的、基于个人能力的影响力。从“教师权威”概念的整全性来看,两种进路在事实和理念上都存在共同点,其差别在于描述性进路更侧重“权威”,而规范性进路更侧重“教师”。在当代权威理论的关照下,整全的教师权威应被理解为权威的一种特殊类型,即教师借以实现教育应然目的所必需的影响力。其中描述性进路所强调的、作为“正当支配权力”的教师权威在事实层面得到尊重和认可,但它只是底线,必须承担起不断正当化自身的任务,而其正当化的标准应从“成人”这一教育的应然目的中引申出来。由此,规范性进路的教师权威观作为价值目标而发挥其作用。由此,两种不同进路的教师权威观可以被整合进一个整全性的教师权威概念中。

There are two different approaches in the research of teacher􀆳s authority in China.Descriptive approachis based on Weber􀆳s authority theory and takes educational activities as its object,emphasizing that teacher􀆳s authority is the legitimate power of teachers to manage students.The normative approach emphasizes that the perfect teacher􀆳s authority,which is based on teachers􀆳personal abilities,is the influence formed in the interaction between teachers and students.From the holistic perspective of the concept of teacher􀆳s authority,the two approaches have some similarities in fact and ideal.The difference is that the descriptive approach focuses more on‘authority􀆳,while the normative approach focuses more on‘teachers􀆳.With the help of the research results of contemporary authority theory,one holistic teacher authority should be understood as a special type of authority,which is necessary to achieve the proper purpose of education.The descriptive approach emphasizes that the authority of teachers as“legitimate dominant power”is respected and recognized at the factual level,but it is only the bottom line,and it must also undertake the task of continuously legitimizing itself.The criteria for its legitimization should be extended from the proper purpose of education.However,the normative approach of teacher􀆳s authority plays its role as a value goal.Therefore,the two different approaches of teacher􀆳s authority can be integrated into the holistic concept of teacher authority.