【摘要】：教育懲戒一直是社會(huì)各界關(guān)注的敏感話題�，F(xiàn)實(shí)中,存在著"規(guī)避教育懲戒"與"濫用教育懲戒"的懲戒困境,均背離了教育懲戒的本真要義。合理教育懲戒應(yīng)是以自由與秩序限度的達(dá)成為前提,在尊重學(xué)生自由的基礎(chǔ)上,促進(jìn)教育秩序的形成,進(jìn)而確保學(xué)生全面發(fā)展的一種在對話中實(shí)現(xiàn)的教化。米爾恩的低度人權(quán)理論為合理教育懲戒路徑的實(shí)現(xiàn)提供了啟示。合理教育懲戒應(yīng)尊重學(xué)生的生命權(quán),給予學(xué)生適度的自由空間,體現(xiàn)教育與人文關(guān)懷相兼容及公正性特征。
[Abstract]:Educational punishment has always been a sensitive topic of concern to all sectors of society. In reality, there are disciplinary dilemmas of "evading educational punishment" and "abusing educational punishment", which deviate from the true meaning of educational punishment. Reasonable educational punishment should be based on the realization of the limits of freedom and order, on the basis of respecting students' freedom, promote the formation of educational order, and then ensure the all-round development of students in dialogue. Milne's low-level human rights theory provides enlightenment for the realization of reasonable education and punishment path. Reasonable education and punishment should respect students' right to life, give students moderate free space, and embody the characteristics of compatibility and fairness between education and humanistic care.
【作者單位】： 西南大學(xué)教育學(xué)部;
【基金】：國家哲學(xué)社會(huì)科學(xué)基金一般項(xiàng)目“教育法律糾紛干預(yù)機(jī)制研究”(編號:BFA120036)
【分類號】：G41

【參考文獻(xiàn)】

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