教师的“平庸之恶”对教师的师德发出挑战。教师的“平庸之恶”是教师无思、麻木以及盲目的思维状态和行动方式,呈现为责任转嫁与回避,环境的框定和渗透,时空错位与断裂。基于师德困境的原因,提出的消解方式为责任回归与重塑、思考发散...教师的“平庸之恶”对教师的师德发出挑战。教师的“平庸之恶”是教师无思、麻木以及盲目的思维状态和行动方式,呈现为责任转嫁与回避,环境的框定和渗透,时空错位与断裂。基于师德困境的原因,提出的消解方式为责任回归与重塑、思考发散与追寻、时空接续与延伸。The “evil of mediocrity” of teachers challenges the morality of teachers. The “evil of mediocrity” of teachers is the state of thinking and the way of action of teachers who are thoughtless, numb and blind, which is presented as the transfer and avoidance of responsibility, the framing and penetration of the environment, and the dislocation and rupture of time and space. Based on the causes of the teacher’s moral dilemma, we propose to dissolve the way is the return and reshaping of responsibility, the dispersion and pursuit of thinking, and the succession and extension of space and time.展开更多
文摘教师的“平庸之恶”对教师的师德发出挑战。教师的“平庸之恶”是教师无思、麻木以及盲目的思维状态和行动方式,呈现为责任转嫁与回避,环境的框定和渗透,时空错位与断裂。基于师德困境的原因,提出的消解方式为责任回归与重塑、思考发散与追寻、时空接续与延伸。The “evil of mediocrity” of teachers challenges the morality of teachers. The “evil of mediocrity” of teachers is the state of thinking and the way of action of teachers who are thoughtless, numb and blind, which is presented as the transfer and avoidance of responsibility, the framing and penetration of the environment, and the dislocation and rupture of time and space. Based on the causes of the teacher’s moral dilemma, we propose to dissolve the way is the return and reshaping of responsibility, the dispersion and pursuit of thinking, and the succession and extension of space and time.
