教师教育惩戒行为“社会公权力说”的提出与证成

The Proposition and J ustification of the“Theory of Social Public Power”of Teachers’Ed ucational Disciplinary Behavior

传统的“个人权利—国家权力”二元结构使得学界未能从教育惩戒的生成逻辑与法律关系特征出发来探讨教师教育惩戒的法律性质。教育惩戒规则立法价值取向的转变进一步加深了“权力说”“权利说”“双重说”与“复合说”的理论之争。然循法理分析,各说均体现了教师因特定职业身份行使教育惩戒、实施教育惩戒的最终目的是保障学生受教育权的充分实现两大共识。将教育惩戒界定为教师因承担教育义务而享有的社会公权力,既遵循了各说坚持的基本共识,解决了“权力说”与“权利说”存在的学理论证漏洞,也符合既有立法价值取向,契合依法治教、依法治校理念。同时,从学校教育惩戒与教师教育惩戒的衔接、校纪校规对教育惩戒的细化、教师权益保护以及教师教育惩戒行为入法4方面进一步回应了教育惩戒规则的实践需求。

The traditional dual structure of"private rights-state power"prevents the existing studies fail to ex-ploring the legal nature of teachers'educational diseipline from the generation logic and the legal features of ed-ucational discipline.The transformation of the legislative value orientation of educational disciplinary rules has further deepened the theoretical debates between"power theory",-right theory","dual theory"and"compound theory".However,according to the jurisprudential analysis.the above mentioned different theories reflect two major consensus,that is,teachers are qualified to exrcise educational discipline based on their spe-cifie identity.and the ultimate purpose of implementing educational discipline is to ensure the sufficient guaran-tee of students’right to education.Defining educational discipline as the social public power enjoyed by teachers due to their educational obligations not only follows the basic consensus of each theory,solves the theoretical demonstration loopholes existing in the"power theory"and"right theory",but also conforms to the existing legislative value orientation and the idea of managing education by law and governing schools by law.At the same time,the practical needs for educational discipline rules can be seen from four aspects:the connection be-tween school educational discipline and teacher educational discipline.the refinement of school regulations on educational discipline.the protection of teachers'rights and the entry of teachers'educational disciplinary be-havior into Teachers'Law.