尊重教师的价值意蕴与历史逻辑

The Value Implication and Historical Logic of Respect for Teachers

尊重教师是一种主客体之间的对象性关系,涉及注意、遵从、积极评价与适宜的行为举止四个要素,帮助尊重主体克服自爱和自大的主观偏好,客观认识自身片面性与人类局限性;作为来自他人的重要社会支持,满足尊重客体基本心理需要,减轻塑造灵魂、塑造生命、塑造人的情绪工作可能带来的不良心理反应,具有“尊则谦谦”与“尊则自许”的主客体价值。从知识社会学的视角分析,尊重教师作为文化基因承载着中华民族“尊老”“重道”“循礼”的集体记忆,从一种“互动模式”到“不言自明”的社会规范或秩序,从生成经验性“知识”到传承为一种“客观现实”,逻辑上经历了惯习化、制度化与合法化的过程。

Respect for teachers is an objective relationship between the subject and the object, involving four elements: attention, deference, valuing and appropriate conduct, helping the subject of respect overcome the subjective preferences of self-love and self-conceit, and to objectively recognize its own one-sidedness and human limitations. As the important social support from others, it satisfies the basic psychological needs of respecting the object, reduces the adverse psychological reactions that may be brought about by emotional work in education, and has the subject-object value of “respect is modest” and “respect is self-approval”. From the perspective of sociology of knowledge, respect for teachers as a cultural gene carries the collective memory of the Chinese nation of “respecting the aged”, “valuing the Dao”, and “following the Li”, from a “mode of interaction” to a “self-evident” social norm or order, from the generation of empirical “knowledge” to the transmission of an “objective reality”, it logically undergoes experiences a process of habitualization, institutionalization and legitimization.