骑在道德围墙上的学校青年教师的伦理世界

摘  要：教师对德育的影响是全方位的，然而，我们所了解的仅限于显性层面的传道，对教师在德育过程中隐形的实践智慧却疏于了解，教师伦理品质和实践智慧相结合才能有效的完成教化过程，才能保证德育向往善、追求善、实行善的品质。本文深入到学校教师群体的生活中，通过深度访谈的研究方法，从教师的生活方式、生存方式、人生智慧等多个维度描绘出教师生活世界和意义世界的大致轮廓，透视出教师德性精神和伦理精神，并试图探究德育的本质。教师的教化过程(也包括自我教化)实质上就是帮助个体扬弃自身道德上的个体性和抽象性，更多的带有伦理的特征，本文采信了黑格尔关于教育的伦理本质的观点:教育的绝对工作就是解放或者达到解放的更高层次的工作，教育的根本任务就是将人从自然的质朴或者知识意志的朴素性中解放出来，造就有教养的人。教师在德育中的关键作用，就是保证不偏离教育的伦理本性。然而，制度下的教师权威、教师身份、教师正义却难以保证教化遵循德育的本性，必须还教育自由和空间，建构起有意义的世界，把伦理精神内化到德育对象的道德中来，使德育最终能培养出具有实践智慧的个体，从而完成德育的使命:培养有伦理普遍性特征、有教养的人。教师作为德育主体，只有扬弃个体自身的抽象性，更多的带有伦理的特征，最终才能在教化过程中实现了伦理与教化的和谐统一，所形成的教师精神就是内化了的伦理，是德育中的核心的生命智慧、生活智慧，也是人生智慧。

关键词：教师；德性；德育；生活方式；意义世界；伦理；道德；教化

总  结：教师作为德育主体，进一步扬弃伦理共同体的主观自然和个体内在的主观自然，最终实现伦理和自然、个体意识和伦理义务的和谐统一，教师精神就是在共同体与个体、伦理与自然的统一体中具体、现实的生成的。教师从内化了的伦理(客观意志法)中解读出意义性，扬弃了生活世界中的质朴，创造出一个有意义的教化世界。因此，教师精神并不仅仅带有抽象的、形式上的普遍性，也不仅仅具备应然性的价值意义，而是具有伦理共同体性的客观意志法，这样的法能使人与自然、人与自身、人与人之间的关系和谐，保证人的自由和幸福，这是德育中的核心的生命智慧、生活智慧，也是人生智慧。

Abstract: Teachers on the impact of moral education is an all-round, however, as we know, moral education for teachers in the course of the practice is limited to dominant levels of preaching and teaching, but failed to understand that the quality of teachers of ethics and practice of a combination of intelligence can be effectively completed the process of moral education. Our moral education aim is that let our pupil long for the goodness, pursuit of goodness and get goodness. The author of this article come into the lives of school teachers, through-depth interview research methods, from the teacher's way of life, a means to survival, life, intelligence and many other dimensions depict the life of the world and the significance of teachers in the world, perspective teachers of virtue spirit and ethical spirit, and tried to explore the nature of moral education. Teacher education process (including self-education) in essence is to help individuals to renounce their own individual moral and abstract, and more with ethics characteristics, the paper believed the Hegel on Ethics Education: Education is an absolute work of liberation or emancipation reached a higher level of work, education's fundamental mission is plain from the nature or knowledge will liberate simplicity, creating ethics people. Teachers in the crucial role of moral education are to guarantee not to deviate from the ethical nature of education. However, under the authority of society, teacher identity, teacher justice and teacher authority are difficult to follow the moral nature, we must also freedom of education and space, find meaning from the living world, and the ethical spirit ,we must let our pupil get ethical spirit and  practice ability，so that moral education can produce practical intelligence of the individual, thus completing the mission of moral education: Produce pupil ethical character and form educated people. Teachers as moral subjects, only to renounce its own individuality, so that their own morality and social ethics in line together, in order to eventually achieve enlightenment process of individual consciousness and ethical obligations of a harmonious unity, the spiritual formation of teachers is the internalization of the ethics, are the core of moral intelligence of life, life wisdom, and intelligence is also life.

Key words: teacher; virtue; moral education; the way of life; the meaning of the world; ethics; morality; enlightenment

（周晓峰  福建师范大学硕士研究生学位论文）