教学的道德尺度失衡：病理性德育的归因追寻

Imbalance in the Moral Dimension of Teaching : Attribution of PathologicalMoral Education

病理性德育在归因争论上呈现出责任泛化的尴尬现实，对病理本体之教育进行原点审视，有助于打破这种尴尬找到症结所在。人们在过分强调知识传承的同时，往往将教学缩水为纯粹的知识和技能的教与学，遗忘了教学本身所承载的道德承诺——善和美的教学。回归教学的道德使命是善的必然诉求，维护个体的主体性、相互付出努力和回归本真是教学道德性得到确证的前提和基础。

There is an embarrassing condition that the debates on attribution of pathological moral education move towards ageneralization of responsibility. It is helpful to break the embarrassment and find the crucial reason through inspecting the origin ofpathological moral education. As teaching has been shrunk to transmission of pure knowledge and skills along with knowledge inheritancebeing overemphasized， the moral commitment has been forgotten that teaching itself conveys goodness and beauty. Accordingly reverting tothe moral mission is an appeal of goodness. Ultimately the premise and foundation of teaching morality lie on the maintenance of individualsubjectivity ，mutual efforts and recurrence of true reality.