摘  要：美国当代教育管理学家托马斯·J·萨乔万尼(Thomas J. Sergiovanni)经过对教育领导问题的长期研究，提出了学校道德领导思想。该思想在当今教育管理学界有很大影响。本研究旨在通过对萨乔万尼道德领导思想的系统整理和评析，为我国教育管理理论和实践提供参照。

    萨乔万尼是当代非主流的主观主义教育管理学派的代表人物。他在西方传统的逻辑实证主义研究范式下接受过严格训练，但最终成为一名主观主义者，其学术思想的转型与其早年经历、现时实践、以及当代社会科学的发展紧密相关。本文指出，萨乔万尼思想产生的渊源是:美国当代社会发展和教育改革的背景、现代西方人文哲学思潮的传播、管理学发展中领导问题研究的演变。而这其中，一些当代哲学社会科学家、教育管理批判理论家的著述对道德领导思想形成提供了最直接的启示。

    萨乔万尼在70年代末放弃逻辑实证主义，形成批判理论风格。早期著作中对教育领导工具理性的批判、对教育管理主体意识的研究，已经预示了道德领导作为教育领导理论基础的可能性。也就是说，贯穿于早期作品中的是一种从传统的领导科学理论向价值理论方向的转变，伴随这种转变是他对传统领导理论的反思、主观主义认识论的建立、以及对“优良”学校领导战略、领导原则、和领导步骤的充分阐述。

    随着萨乔万尼主观主义研究范式的形成及其批判风格的逐渐成熟，其道德领导思想也逐渐系统化。以1992年出版的《道德领导:抵及学校改善的核心》为标志，萨乔万尼开始系统地论证将道德领导置于学校领导核心的必要性。他指出，领导的道德权威能激发人的内部动机，促进共同体成员的自我管理，使学校达到不治而治的境界。道德领导思想提出以后，萨乔万尼又大量阐发了“共同体”建设、“生活世界”复兴等观点，使道德领导思想体系趋于完善。整体上，道德领导思想包涵了通过价值进行领导、以文化的力量替代领导、建立一个道德的学校学习共同体等理论主张。

    道德领导思想一经提出便引发了学术界强烈的回应，它对西方学校管理实践也产生了若干影响，引发了人们在校长培训模式或学校管理改革上的深度思考。对于这一理论，我们应当辨证地评价，一方面，它是教育管理领域，乃至整个管理领域的思想遗产;另一方面，它也有一些缺陷，例如有“泛道德化”、“宗教化”的理论倾向。

    通过对我国传统文化和教育管理现状的分析比较，本文揭示出道德领导思想对我国学校管理实践的启示意义:倡导一种基于道德权威的领导实践；引领一种有“文化凝聚力”的领导；实现领导权的分享，促进员工的自我领导；以及提倡小学校、小班化的教学组织形式。研究同时也指出了道德领导思想的应用局限。

关键词：道德领导思想；萨乔万尼；主观主义；工具理性；价值；文化

Abstract：After a long period of study on the problem of educational leadership, American contemporary educational administrator Thomas J. Sergiovanni has brought forward Moral Leadership in Schools. This dissertation aims to provide a reference for the theory and practice of educational administration in our country through a systematic review and criticism on Sergiovanni’s Moral Leadership.

    Sergiovanni is the representative scholar of contemporary non-mainstream subjectivism in educational administration. Although he was strictly trained under the western traditional paradigm of logical positivism,  he finally turned to  be a subjectivist and his academic thought was closely related with his early experiences, current practice and the development of contemporary social  science.  In the discussion of the origins of his thoughts, this dissertation points out that the social-historical and theoretical background of Sergiovanni’s thought lies in the development of contemporary American society, the reformation of education, the dissemination of the tendency of contemporary western humanistic philosophic thoughts and the evolvement of the study of leadership problem in the development of administration. Among all these, the masterpieces of some contemporary philosophic social scientists and critical theorists of educational administration gave the most direct revelation to the formation of Moral Leadership.

    Sergiovanni gave up logical positivism in the late 1970s and formed critical theoretical style. The possibility for Moral Leadership to be the base of educational leadership theory has been indicated in his early works about the instrumentalism criticism of educational leadership and the study on the subjective consciousness of educational administration. What runs through in his early works is the change from the traditional scientific leadership theory to the direction of value theory, and what accompanies with this change is his reflection on traditional leadership theory, the establishment of subjective epistemology and a full statement about “excellent” school leadership strategy, leadership principles and leadership steps. His early thoughts show that he has turned to the way of a subjectivist from a positivist.

    In 1990s, Sergiovanni gradually made out the thought of Moral Leadership. Symbolized by ((Moral Leadership: Getting to the Heart of  School Improvement)) he began to demonstrate systematically to place moral leadership to the core of school leadership. He points out that at present the practice of leadership depends too much on technical rationality, however, the power of moral leadership can stimulate people’s inner motivation, improve the self-administration of community members so that the school reaches the state of being administrated without administration. After the demonstration of Moral Leadership, Sergiovanni greatly presented many point of views such as "community" establishment and "life world" renaissance, and thus made the system of Moral Leadership go more perfect. In a whole, Moral Leadership contains theories and propositions like leading through value, substituting leadership with the power of culture and establishing a learning community in schools.

    Moral Leadership has aroused strong responses in academe just after it was presented. People think that Sergiovanni intended to establish a kind of leadership theory which may not fit corporations, but must fit schools. Moreover, Moral Leadership also has much influence on the administration practice of western schools. It arouses people to think deep about the training mode of the headmasters and the reformation of school’s administration. This theory should be evaluated in a dialectic way. On the one hand, it is the heritage of educational administration realm, and even the heritage of the whole administration realm; on the other hand, it has its own demerits too, for example, it has the theoretical inclination of “moralization” and “religionization”.

    Through the analysis and comparison between the traditional culture in our country and the present situation of educational administration, this dissertation reveals the revelatory meaning of Moral Leadership towards the administration practice in our country: to advocate a kind of leadership practice which is based on the moral authority; to direct a kind of leadership which has a “culture congregation”; to realize the share of leadership right, advance self-leadership of the employees and to urge the teaching form of small school and small class. This study also indicates the applied limitation of Moral Leadership.

Key words: Moral Leadership; Sergiovanni; subjectivism; instrumentalism; value; culture

（蔡怡  华东师范大学硕士研究生学位论文）