教育是充满爱与关怀的事业,师生关系是教育中最重要的关系。良好的师生关怀是影响师生关系的重要因素。本文以诺丁斯关怀伦理为理论基础,在明确关怀型师生关系内涵的基础上,厘清了当前师生关怀中的单向性、功利性、错位性和虚假性等异...教育是充满爱与关怀的事业,师生关系是教育中最重要的关系。良好的师生关怀是影响师生关系的重要因素。本文以诺丁斯关怀伦理为理论基础,在明确关怀型师生关系内涵的基础上,厘清了当前师生关怀中的单向性、功利性、错位性和虚假性等异化现状,进而从教育、教师、学生三个方面分析其催生机制。为解决当前师生关怀中的异化问题,本文力图从情感、理性、边界三个维度来重建师生关怀伦理,使师生关怀更趋近本真、有效与良性。Education is a cause full of love and care, and the relationship between teachers and students is the most important relationship in education. The appropriateness of teacher-student care is an important factor affecting the teacher-student relationship. This paper, based on the Nel Noddings’ Care ethics theory, firstly clarifies the connotation of the caring teacher-student relationship, then identifies the alienating phenomena in teacher-student care, such as unidirectionality, utilitarianism, misalignment and falseness. It further analyzes the mechanisms behind these issues from the perspectives of education, teachers and students. To address the alienation in teacher-student care, this paper tries to reconstruct the care ethics of teachers and students from the three dimensions of emotion, rationality and boundary, making teacher-student care more authentic, effective and benign.展开更多
文摘教育是充满爱与关怀的事业,师生关系是教育中最重要的关系。良好的师生关怀是影响师生关系的重要因素。本文以诺丁斯关怀伦理为理论基础,在明确关怀型师生关系内涵的基础上,厘清了当前师生关怀中的单向性、功利性、错位性和虚假性等异化现状,进而从教育、教师、学生三个方面分析其催生机制。为解决当前师生关怀中的异化问题,本文力图从情感、理性、边界三个维度来重建师生关怀伦理,使师生关怀更趋近本真、有效与良性。Education is a cause full of love and care, and the relationship between teachers and students is the most important relationship in education. The appropriateness of teacher-student care is an important factor affecting the teacher-student relationship. This paper, based on the Nel Noddings’ Care ethics theory, firstly clarifies the connotation of the caring teacher-student relationship, then identifies the alienating phenomena in teacher-student care, such as unidirectionality, utilitarianism, misalignment and falseness. It further analyzes the mechanisms behind these issues from the perspectives of education, teachers and students. To address the alienation in teacher-student care, this paper tries to reconstruct the care ethics of teachers and students from the three dimensions of emotion, rationality and boundary, making teacher-student care more authentic, effective and benign.
