摘  要：学校领导是内在的蕴涵伦理要求的过程。长期以来，在科学主义和技术理性的影响下，现行学校领导理论视人为物化存在，把人当作物来处理；视领导为技术和方法的应用过程，推崇效率的提高，造成学校领导的伦理缺失。

    论文引言部分主要阐述问题提出的缘由，并简要描述目前学校领导伦理研究的现状。

    第一部分为学校领导伦理研究的原因分析。学校领导的伦理研究并不是领导学与伦理学的简单堆砌，之所以能够结合皆因二者具有一致性。首先伦理是学校领导的价值核心。学校领导是以人为主体，并对其施加影响，最终实现组织共同目标的过程。其次，伦理体现了教育组织的特性。学校作为教育的实现机构，自身蕴含道德性要求。学校必须是一个道德机构。学校要在最大程度上促进人的发展。如若不能促成学生自由人格的生成，学校便放弃了伦理追求。

    第二部分为学校领导伦理缺失的表现及归因。伦理缺失主要表现为领导结构过分重视科层化结构忽视其中人的因素；领导主体狭隘，忽视了主体的主体性；领导方法单一，过分重视物质激励而忽视精神激励;领导目标过分重视工具善而忽视目的善，盲目追求高升学率和经济利益，渐趋功利化。追根溯源，科学主义和技术理性的盛行加剧了学校领导的伦理缺失。科学主义把人当作物来处理，泯灭了人的主体性；而技术理性极端推崇简单化程序化思维，忽视领导的内在价值。在其遮蔽下，越来越少的研究者问津学校领导的伦理纬度，造成学校领导伦理研究领域的偏差。

    第三部分概述了学校领导的伦理使命。要落实学校领导的伦理责任，需要对学校领导伦理进行全方位的建构，整合并承继中西方文化传统中的精髓，培植关怀与责任、自由与自律、正义与人道的文化特质。具体来说，应该树立道德权威的基础地位、以责任和义务为依据，让道德价值和道德追求成为学校领导的一部分，将其建构成道德的教育共同体。

    第四部分为学校领导伦理的实现策略。首先阐述了学校领导改善应该遵循的原则，包括尊重与自我实现原则、文化多元与差异原则、规范与自由适度结合原则。具体而言，创建民主、公正的学校领导制度体系。伦理作为一种社会价值体系，既为制度的形成提供基础和导向，又为制度的运作提供伦理保证。富于伦理的制度包含民主和正义的要求。再次，建构关怀关系以实现学校领导的伦理化。一方面要规范学校组织成员的角色并进而赋予其角色美德，另一方面，要建构基于双方主体性之上的关怀关系。最后创设良好的学校文化，为学校师生的发展营造一个良好的环境。通过不断提升文化，实现学校和谐、持续发展。

关键词：学校领导；伦理；学校领导伦理

总  结：

1、伦理是审视学校领导理论与实践不可或缺的视角。事实上，学校领导的伦理审视并不是对传统学校领导观的全面反对，那种偏执于一端的想法是极不科学的，也是极不道德的，二者并非非此即彼的关系。

2、我们要保证从伦理维度审视学校领导，同时要防止因对这种维度的过分关注而带来的不平衡乃至负面后果。尺有所短寸有所长，我们要取长补短，使其在实践中不断融合并臻于完善。

Abstract：The school leadership is a process which contains ethical request intrinsically. For a long time, under the influence of scientism and the technical rationality, the current school leadership theory regards the human nature as the nature of objects and regards the leadership as a process which is rich in technique and method. Above all, current school leadership is lack of ethical dimensions which results in enhancing efficiency blindly.

    The thesis introduction part mostly expounds the reason why we put forward, and briefly describes the situation about the school leadership at present.

    The first part analyzes why we study the school leadership. The combination of leadership and ethics is not human imposed, but determined by the structure of leadership itself and its inner requirement. School leadership and ethics have an inherent consistency. First, ethics is the core value of school leadership. The school leadership is a process which regards human as subject and imposes on them to realize the organization corporate aim. Second, ethics reflects the characteristic of educational organization. School contains ethical request, the school must be a moral institution. If it could not facilitate the students' free personality, then the school give up ethical pursue. The school must promote person's development in the greatest degree.

    The second part expounds the represent and attribution of lacking ethical dimensions. In the term of school leadership structure, the problem exists in hierarchy. Ignore the management normal form of people. As to the method, the leaders attach substance prompting while ignoring spirit prompting. As to the goals of leadership, we pursue high rate of entering a school of higher grade blindly and economical advantage, tending to utility gradually. Scientism and technical ration prick up the lacking of ethics. Scientism treats the human nature as the nature of objects and human's subject disappears; on the other hand, technical ration praises simplification highly and neglects leadership intrinsic value. Under its camouflage, few researchers study the ethical latitude of school leadership which creates deviation in research area.

The third part summarizes the connotation of school leadership. In  the construction of school leadership, the principles that must be carried out in all way, conforming and inheriting the distillation of various culture tradition, implanting culture traits such as caring, responsibility, freedom,  self-discipline,  justice and humanism. To be specific, we should set up the moral authority's foundation status take the responsibility and the duty as the basis. It also means incorporating moral values and moral pursuit into school leadership,  and  constructing  school into educational community with moral.

The fourth part introduces the approach we construct the school leadership ethics. In the first place, it illustrates the principles that school leadership should follow, such as self-realization, combining various culture and combining criterion and freedom. Then the author gives specific methods. First, we should establish system which is rich in democracy and humanism. Ethics is a kind of social value system, which provides not only the basis and direction for the formation and reform of system, but also the ethical guarantee for the operation of the system. The system which is rich in ethics contains democracy and justice. Second, constructing moral relationship to realize the ethical leadership and in directing teachers and students to develop virtue in constructing moral relationship to realize the ethical leadership. On the one hand, we should endow teachers and students with role virtue; on the other hand, we must construct moral relationship which based on subject.  Third,  we must establish outstanding school culture to build a good environment for the school teachers' and students' development. We can promote the culture to realize the lasting, harmonious healthy development of the school.

Key words: school leadership; ethics; school leadership ethics

（张丹丹  山东师范大学硕士研究生学位论文）