民国时期常道直的教育专业道德规约研究
|
摘要
民国比较教育学家常道直长期致力于教育专业化和教育专业道德规约的研究,其主要思想是:道德规约是处理专业关系的基本原则,订立道德规约是促进教育专业化的民主路径,道德规约有助于同业自治精神的培育,制订道德规约应采取自下而上的方式。他首倡并参与了中国近代第一份《全国教育专业道德规约》的起草,开启了中国教师专业道德建设与研究的新篇章。其研究也存在历史局限与不足:本土问题观照不够,专业道德研究有待深入,对道德规约的作用过于乐观等。
Chang Daozhi is a leading scholar of comparative education in the Republic of China. He had devoted himself to the study of educational professionalization and professional ethics of education. The core of his thought is that the ethical norms are the fundamental principles to deal with professional relations,that drawing up ethical norms is the democratic way to promote educational professionalization,and that ethical norms are helpful in cultivating the spirit of self-government. He advocated and participated in drawing up the first The National Professional Ethics of Education in modern China,which initiated the construction and study of teachers' professional ethics. There are also some shortcomings and historical limitations in his study: less attention has been paid to local problems,the study of professional ethics needs to be furthered,and the function of ethical norms has been overstated.
Chang Daozhi is a leading scholar of comparative education in the Republic of China. He had devoted himself to the study of educational professionalization and professional ethics of education. The core of his thought is that the ethical norms are the fundamental principles to deal with professional relations,that drawing up ethical norms is the democratic way to promote educational professionalization,and that ethical norms are helpful in cultivating the spirit of self-government. He advocated and participated in drawing up the first The National Professional Ethics of Education in modern China,which initiated the construction and study of teachers' professional ethics. There are also some shortcomings and historical limitations in his study: less attention has been paid to local problems,the study of professional ethics needs to be furthered,and the function of ethical norms has been overstated.
引文
[1]常道直.国际教师宪章私议[J].教育杂志,1948,33(11):34-39.
[2]导之.教育事业之职业化[J].教育杂志,1923,15(4):87-91.
[3]常道直.教育专业论[J].中华教育界,1925,14(12):1-3.
[4]常导之.教育专业化的特质[J].国立中央大学学生会会刊,1930,(1):1-5.
[5]朱经农.中国教育学会的时代使命[J].教育杂志,1948,33(1):1-2.
[6]心.教师的职业性质与道德规条[J].公教学校,1935,1(9):4-7.
[7]陶愚川.教师道德律[J].教与学,1939,4(5):1-4.
[8]常道直.全国教师公约:今年教师节对于教师们之献言.教育通讯,1939,2(33):4-5.
[9]加速教育民主化:教学年会通过重要议案,昨午闭幕下届在台举行[N].中央日报,1947-10-28.
[10]赵廷为.编者附言[J].教育杂志,1947(1):63-64.
[11]常道直.教师节与教师公约[J].教育通讯,1948,5(12):4-6.
[12]朱炳乾.“全国教育专业道德规约”草案[J].教育杂志,1948,33(3):4-6.
[13]编者.今日教育短评[J].教育学术,1948,1(2):2.
[14]赵廷为.关于全国教育道德规约的问题[J].教育杂志,1948,33(3):7-8.
[15]李季开.教育行政人员的专业道德[J].教育杂志,1948,33(4):52-57.
[16]常道直.如何促成教育之专业化[J].教育杂志,1948,33(4):50-51.
[17]常道直.教育风气与教育团体[J].教育杂志,1947,32(1):8-10.
[18]常道直.尊师与教师自尊[J].教育通讯,1947,4(32/33):3-4.
[19]王丽佳.美国全国教育协会教育专业伦理规范历史演进探析:兼谈师德规范建设[D].上海:华东师范大学,2010:12.
[20]Ward G.Reeder.Ethics of the Teaching Profession[J].Journal of the National Education Association,1929,18,(11).260-261.
[2]导之.教育事业之职业化[J].教育杂志,1923,15(4):87-91.
[3]常道直.教育专业论[J].中华教育界,1925,14(12):1-3.
[4]常导之.教育专业化的特质[J].国立中央大学学生会会刊,1930,(1):1-5.
[5]朱经农.中国教育学会的时代使命[J].教育杂志,1948,33(1):1-2.
[6]心.教师的职业性质与道德规条[J].公教学校,1935,1(9):4-7.
[7]陶愚川.教师道德律[J].教与学,1939,4(5):1-4.
[8]常道直.全国教师公约:今年教师节对于教师们之献言.教育通讯,1939,2(33):4-5.
[9]加速教育民主化:教学年会通过重要议案,昨午闭幕下届在台举行[N].中央日报,1947-10-28.
[10]赵廷为.编者附言[J].教育杂志,1947(1):63-64.
[11]常道直.教师节与教师公约[J].教育通讯,1948,5(12):4-6.
[12]朱炳乾.“全国教育专业道德规约”草案[J].教育杂志,1948,33(3):4-6.
[13]编者.今日教育短评[J].教育学术,1948,1(2):2.
[14]赵廷为.关于全国教育道德规约的问题[J].教育杂志,1948,33(3):7-8.
[15]李季开.教育行政人员的专业道德[J].教育杂志,1948,33(4):52-57.
[16]常道直.如何促成教育之专业化[J].教育杂志,1948,33(4):50-51.
[17]常道直.教育风气与教育团体[J].教育杂志,1947,32(1):8-10.
[18]常道直.尊师与教师自尊[J].教育通讯,1947,4(32/33):3-4.
[19]王丽佳.美国全国教育协会教育专业伦理规范历史演进探析:兼谈师德规范建设[D].上海:华东师范大学,2010:12.
[20]Ward G.Reeder.Ethics of the Teaching Profession[J].Journal of the National Education Association,1929,18,(11).260-261.