从信仰到职业——一个对教师专业化的省思

Form Belief to Profession: A Reflection on Teacher Specialization

作为一种神圣性的行为的信仰承诺，教师以对正义、真知的探寻，对精神自由的守护以及对自我和他人成长的理性关注为无条件志向。其存在方式是一种言说/表达。在言说/表达中，希望、可能与未来才会来临、彰显，并获得确保。现代社会解构了这个教师信仰，以自我保全精神使其服从于现实生产——效益之任务，隶属于官僚体系之教育制度。工具主义式的教师训练遂成为第一要务。职业化、专业化、专门化表达了这个工具主义与功利主义的要求，并成为教师教育的迷信。教师成了一个\＂实干家\＂/＂执行者\＂，其存在方式为＂做/实践＂。在＂做/实践＂中，现实任务得以完成，效益得以确保。这一教师转型的现代性后果是，无信仰、无思、无抵制，自我遗忘与制造由此而产生的\＂恶行＂。

As a holy belief and promise， a teacher profession aims to explore justice and truth， guard spiritual freedom， and care for the rational growth of self and others unconditionally. It exists through expression/communication， by which hope， possibility and the future may emerge， develop and be ensured. However， such belief has been de-constructed in current society; a spirit of self-protection makes the teacher profession serve for pragmatic purpose and be subject to the bureaucratic education system. The instrumentalist teacher training， therefore， becomes the top priority. It is characterized by professionalization and specialization， which becomes the blind faith of teacher education. A teacher becomes an “executor” who “dose/ practices” and completes the pragmatic task and ensures the utility. The consequence of such transformation could be “evildoing” led by the loss of faith， thoughts， resistance， and self.