【摘要】：教育生活中的制度性羞辱以排斥、貶低、支配和污名為主要類型。作為一種精神傷害,教育羞辱造成受教育者自我厭憎與"習得性無助",個性泯滅與"標簽內化",喪失自主與過度服從,權威人格與逆反心理等危害。正派教育的第一原則是教育制度"不羞辱"受教育者。"不羞辱"具有道德上、認識論上和實踐規(guī)范意義上的優(yōu)先性,為正派教育制度劃定了一種底線倫理,表現為一系列否定性的規(guī)范。但如果教育僅停留在底線倫理水平上,而放棄其扶持生活理想、塑造美德、引領價值的功能,那么它僅能保證人性不受傷害而無法提升人性。教育必須超越底線倫理,走向對正面價值理想的積極追求。
[Abstract]:The main types of institutional humiliation in educational life are exclusion, denigration, domination and stigma. As a kind of spiritual injury, the humiliation of education results in the self-loathing and "learned helplessness" of the educatee, the disappearance of personality and "label internalization", the loss of autonomy and excessive servitude, the harm of authority personality and rebellious psychology. The first principle of decent education is that the educational system "does not humiliate" the educated. "not humiliating" has moral, epistemological and practical norms in the sense of priority, for the decent education system set a bottom line ethics, manifested as a series of negative norms. However, if education only stays on the bottom line ethical level, and gives up its function of supporting life ideal, shaping virtue and leading value, then it can only ensure that human nature is not hurt and can not improve human nature. Education must transcend the bottom line ethics and go to the positive value ideal.
【作者單位】： 南京師范大學教育科學學院;
【基金】：國家社科基金(教育學)一般項目“我國教育哲學學科發(fā)展的世紀反思與人學建構”(項目編號:BAA120010)的研究成果
【分類號】：G40

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