评判与反思:传统教育惩戒的“正礼”之途

Judgment and Reflection of"Zheng Li"in the Discipline of Traditional Education

我国传统教育惩戒具有稳定性和典型性,值得教育界人士反思与借鉴。传统教育惩戒理念中的教师处于伦理高位,掌握着犯错儿童的惩戒权,是“正礼”的合法践行者;但实践却表现出政治性、等级性和工具性等取向,遮蔽了其教育性。当前教育惩戒正面临“礼”的解构、“利”的误用以及“气”的浊化等危机。实现教育惩戒的教育性途径有三:首先,要理性认识教育惩戒的现实,尊重教师权威;其次,要利用情感、榜样、规则等因素,激发儿童“改过”自主性;最后,要不断深化理论、完善制度、落到实处,推进教育惩戒体系建设。

The discipline in Chinese traditional education is characterized by stability and typicality,which is worthy of educators'reflection and reference.In the traditional concept of educational discipline,teachers in the high position of ethics were entitled to the right to punish children who made mistakes as the conventional practitioners of"proper rites".However,its practice showed political,hierarchical and instrumental orientations,thus obscuring its educational essence.Currently,the educational discipline is faced with such crises as the deconstruction of"rites",the misuse of"utilitarianism"and the turbidity of"personality".To realize the essential educational discipline,this research argued that it is necessary to rationally understand the reality of educational discipline and respect teachers'authority for discipline,that factors like emotion,exemplar,rules,etc.are considered to stimulate children's autonomy in"rehabilitation",and that efforts are needed to work on theoretical and institutional construction and practice to promote the educational disciplinary system.