经济学视域下中小学教师专业伦理研究

摘  要：为师之道，重在学养，贵在师德。然而，衡量一个社会的教师道德水准，不在于这个社会所倡导的教师伦理道德规范本身，而是在于教师真实的专业行为。如果一个社会所制定、推崇的教师伦理规范不被教师所认可，或者说现实的教师行为与伦理规范的要求总是不相一致，我们就必须对教师伦理规范本身是否具有合理性做出反思。

    随着社会经济的发展，教育的进步，以及教师“专业化”的提出，教师逐渐成为社会群体中面临的角色关系最为复杂的一类，教师在专业活动中面临着多种利益取舍关系。教师不仅要在专业生活中提升内在的价值与尊严，更要有效地协调与教育利益相关者的关系与矛盾，而长期以来，我们在教师专业伦理的建设中恰好忽略了对利益的把握。通过调查发现，在教师的专业生活中，目前已出现了一定程度的义与利失衡，其主要表现在三个方面:其一，有限理性的曲解导致价值迷茫;其二，成本与收益的误算导致与教师与专业伦理日渐疏远;其三，机会主义倾向导致教师寻求不正当利益。这些问题的出现，导致教师专业伦理的水平始终难以得到真正的提高。这些问题出现的原因，正是在于我国长期以来将教师道德过分的崇高化，否弃道德的功利性，使其从疏离教师的现实生活，片面地将教师的“高尚”德性作为其最高目标。因此，神圣的光芒始终强加于教师身上，并最终失去对教师的关怀。

事实上，教师道德真正的基础是利益。教师的个人利益、利己天性与个人苦乐，是其利己、利他、损他、损己之根本原因。不可否认，教师的任何一个行为中很有可能同时包含了无私利人与自私利己的目的，但是，自爱利己、个人利益与个人苦乐却是产生这些目的的根本原因所在。而且，教师的利益也是教师道德的动力机制。这种利益，不仅包含着物质利益，也包含着精神利益。从经济学的角度来看，道德不仅具有稀缺性，而且具有自利性。进一步讲，趋利是道德行为发生的基础。在人趋利的心理活动中，简单的内心善恶搏斗并不能代表这种心理活动的全部，复杂的利益权利计虑过程也存于其中。这种利益权利计虑过程，就是经济学中的“成本一收益”分析。成本收益分析正是对所消耗的利益(即成本)和所获得的利益(即收益)的对比关系进行分析的工具，其内在精神是追求效益，行为主体自身的利益是成本收益分析的出发点和最终目的。由于自利性和计算性同样体现于道德行为中，因此“成本—收益分析”的内在精神和基本方法对于教师专业伦理道德的分析是适用的。道德的利益本质为进行教师道德的成本—收益分析提供了可能性和必要性。对于教师而言，其道德行为同样存在成本与收益的问题，尽管教师的道德成本与收益多数情况下(主要指精神方面的)并不可见，但不能否认，道德成本与收益对教师的行为存在极大的约束力。虽然教师道德所追寻的目标是快乐最大化，但是教师在追寻快乐最大化的过程中，其同样会受到成本和收益的双重约束。道德成本与收益就如同斯密笔下“看不见的手”，对教师的行为选择起着支配作用。教师也正是在道德成本与收益的约束下，在对各种利益关系的博弈中，选择利他行为而实现快乐最大化。

关键词：教师；专业伦理；教师道德；利益

总  结：长期以来，“教师应该耻于言利、不计报酬、无私奉献、以苦为乐”的观点，根植于人们心中。但是，在现实生活中，追求与自己付出劳动相对等的利益回报是每个人(也包括教责问教师的这种自利动机。因此，我们就有必要对教师的专业伦理建设作进一步思考。

    首先，应重塑教师的人性假设。“经济人”和“道德人”概念分别作为经济学和伦理学两个学科的逻辑起点，是两种基于人性假设的理想类型，同时也是相对立的两种假设类型，即“经济人”为利己，“道德人”为利他。但是，现实生活中既没有纯粹意义上属于“经济人”的教师，也没有纯粹意义上属于“道德人”的教师。我们不能狭隘的认为“利己”就是道德上的恶。毫不“利已”的师德可以说是不存在的。教师应该是“经济人”和“道德人”的有机统一体—“道德经济人”。“道德经济人”融合了教师经济理性与道德理性的共同性，达到了二者的统一，可以说是我们对教师人性假设的一种重新认识，也是教师专业伦理建设的重要前提。

    其次，必须尊重教师的个人利益。“德，外得于人，内得于已也”。要想实现中小学教师专业伦理的发展，就应该摆正师德与利益的关系。对于教师利益和教师道德的关系我们要辩证地看待和分析，盲目地排斥教师利益的做法是错误的，但也并不意味着我们应该赞成教师可以以一切手段获取个人利益。我们不仅要从神化回归现实，也要引导教师正义而谋其利。

    第三，促进师德的内化。师德的内化是将专业伦理道德规范中所内含的“应当”渗透于教师的内在世界，使其成为教师的内在需要，从而使教师在没有任何强制和压力的情况下能够自觉地使自己的行为与专业伦理道德规范的要求相吻合。此外，还必须重视教师的道德权利与道德回报。教师的道德权利是其履行道德义务后的基本要求，教师的道德回报则是其通过道德行为而获得的尊重和报答，二者具有内在一致性。一方面，维护教师的道德权利是让教师获得道德回报的前提条件，教师只有能够自由地选择道德行为，在道德关系中获得尊重，能够承担道德责任，才能要求被社会和他人公正评价，才能要求获得道德回报和享受道德回报;另一方面，倡导教师的道德回报也是对其道德权利的尊重与维护。我们只有肯定教师道德回报的积极意义，完善道德回报机制，才能让教师的道德权利获得保障和维护。

    伦理道德不是神灵的启示，也并非人与生俱来的“善良意志”，它的存在总是与现实的利益相关联。当然，我们承认教师的利益，并不意味着鼓动教师在追求个人利益时可以不受任何约束和限制，也并不意味着鼓吹利益或泛化利益。教师谋利的目标和行为必须合于义的要求。我们应在尊重教师个人正当利益的基础上，使教师“德根于心”，并使其获得应有的道德权利与道德回报。唯有此，才能使教师实现教师专业伦理道德与利益的统一。

Abstract: The way of being a teacher emphasizes learning and cultivation and values professional ethics. However, ethical standards to measure teachers in a society do not rest in the professional ethics advocated by the society but the real professional conduct of teachers. If the professional ethics developed and respected by the society is not recognized by teachers, or teachers' conduct and the requirements of the professional ethics are always not consistent, we must reflect upon the rationality of the professional ethics.

    With social and economic development, educational progress and the  proposal of "professionalization'', teachers gradually become the most complex role relationship facing by social groups and teachers face a variety of interest trade-off relationships in the professional activities. Teachers must not only enhance their inherent value and dignity in professional life, but also effectively coordinate the relationship and contradiction with education interest parties; however, for a long time, we ignore to grasp the interest in the construction of teachers' professional ethics. Through survey we found that the imbalance between morality and interest appears in teachers' professional life mainly in three aspects: First, bound badly rational misinterpretation leads to value confusion; Second, the miscalculation of costs and benefits leads to the increasing alienation between teachers and their professional ethics; third, opportunism tend leads teachers to seek illegitimate interests. Because of these problems, the level of teachers' professional ethics has always been difficult to get a real improvement. The reasons of these problems are that we make teachers' ethics excessively lofty for a long time, abandon the utilitarian of ethics so that it gradually alienates from the real life of teachers and set the one-sided "noble" ethics of teachers as the highest goal. Therefore, divine light is always imposed on teachers, and care of teachers is ultimately lost.

    In fact, the real basis of teachers' professional ethics is interests. Teachers' personal interests, self-interest nature and personal sweet and sour are the fundamental reasons for teachers to be self-interested, altruistic and harm the interests of others and themselves. Admittedly, any of teachers' actions contain both selfless and selfish purposes; however, self-love, self-interest. Personal interests and personal sweet and sour are the fundamental reasons for these purposes. Moreover, teachers' interests are also the motivation of teachers' morality. Such an interest not only contains material interests but also spiritual interests. From an economic point of view, ethics is not only scarce, but also has self-serving. Furthermore, interest pursuing is the basis of ethical behavior. In terms of the mental activity when pursuing interests, it not only contains the good and evil fight in the heart but also the complex consideration and calculation of interests. The consideration and calculation of interest process is the cost——benefit analysis in economics. Cost-benefit analysis is the tool to analyze the relationship between consumed interests (cost) and obtained interests (benefit); its inner spirit is the pursuit of efficiency; the interest of actor is the starting point and ultimate goal of cost-benefit analysis. Since the self-interest and calculation features also exist in ethical behavior, the inner spirit and basic methods of "cost——benefit analysis" are applicable for the analysis of teachers' professional ethics. The nature of interests provides the possibility and necessity to the cost ——benefit analysis. For most of the teachers, their ethical behavior also has the problem of costs and benefits; although moral costs and benefits of teachers in most cases (mainly refers to the spiritual aspect) greatly. are invisible, we cannot deny that moral costs and benefits restrain the behavior of teachers Teachers' moral goal is to maximize happiness, but face the dual constraints of costs and benefits. Moral costs in the pursuit of happiness, they have to and benefits are just like the "invisible hands" as Smith described, dominating teacher's behavior. The moral costs and benefits and face the game of interests Teachers are also under the constraints of while choosing the altruistic behavior to maximize happiness.

Key words: teacher; professional ethics; teacher ethics; interests

（张凌翔  西南大学博士研究生学位论文）