情境力量中教师的“平庸之恶”:表征、归因及祛魅
“The Banal Evil” of Teachers in Situational Forces: Representation,Attribution and Disenchantment
  
DOI:
中文关键词:  教师的“平庸之恶”;不作为;不思考;情境力量;系统力量
英文关键词:the banal evil of teacher, negative act, unthinking, situational power, systematic power
基金项目:本文系山西省研究生联合培养基地人才培养项目“中小学教学名师个体成长研究——基于山西省的调查”(项目批准号:2017JD09)的阶段性研究成果。
作者单位
徐冰鸥 山西大学 
王向云 山西大学 
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中文摘要:
      “平庸之恶”作为一种道德困境,可能发生在教师的个体生命之中,“不为的代理之恶”与“不思的姑息之恶”构成了教师“平庸之恶”的实践表征状态。看似寻常的“平庸之恶”,实则为教师道德松绑的结果:情境力量的冲击易使教师迷失自我认同,逐步走向“去个性化”;系统力量的庇护易使教师在服从与从众心理中丧失主体的责任与判断,逐步走向“去个人化”。当教师身陷情境之中,“反求诸己”是消解与祛魅教师“平庸之恶”的应有之义。
英文摘要:
      As a moral dilemma, the banal evil may occur in the individual life of each teacher, which is manifested by the negative act and the unthinking appeasement. The seemingly ordinary banal evil is actually the result of the loosening of teachers’ morality: the impact of situational power makes teachers lose their self-identification and gradually move towards depersonalization; the shelter of systematic power makes teachers lose the responsibility and judgment of the subject in obedience and herd mentality and gradually move towards deindividuation. When teachers are trapped in such a situation, it is crucial for them to return to the value of the teachers to break “the banal evil”.
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