【摘要】：教育懲戒一直是社會各界關注的敏感話題�，F實中,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。合理教育懲戒應是以自由與秩序限度的達成為前提,在尊重學生自由的基礎上,促進教育秩序的形成,進而確保學生全面發(fā)展的一種在對話中實現的教化。米爾恩的低度人權理論為合理教育懲戒路徑的實現提供了啟示。合理教育懲戒應尊重學生的生命權,給予學生適度的自由空間,體現教育與人文關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】： 西南大學教育學部;
【基金】：國家哲學社會科學基金一般項目“教育法律糾紛干預機制研究”(編號:BFA120036)
【分類號】：G41

【參考文獻】

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