教育排斥行为的情感构成及其伦理属性

The Emotional Component of Educational Exclusion and Its’ Ethical Nature

在教育学领域，一般倾向于对教育排斥行为做社会学的分析，而忽视了对教育排斥的情感结构和伦理属性的研究。在教育排斥行为中，排斥主体通过价值意识、价值伪造和价值比较形成对排斥对象的情感和态度，但这种情感和态度并非是道德无涉的，而是始终处于“应该如何对待”的道德判断之中，因此是具有伦理属性的。但具有伦理属性并不意味着它是道德的，它只是表明教育排斥并非是道德无涉的。教育排斥的不道德性源于排斥主体基于自身生活群体的习惯之善而形成对自我关于生活和他人的价值意识，而遗忘了应然之善对教育生活的规范，通过消极的情感形成对他人的道德伤害。

In the field of education， it is inclined to conduct sociological analysis of educational exclusion .Little research examined emotional component of educational exclusion and its’ ethical nature. In educational exclusion， the ones who exclude form the emotion and attitude towards the ones who are excluded， through value awareness， value fake and value comparison. However， these emotion and attitude are not non-morality-related. Instead， the moral judgment regarding the question “how should it be treated?” is always in progress， and thus education exclusion bears an ethical nature. But bearing ethical nature does not mean it is moral; it only implies that educational exclusion is morality-related. The immorality of educational exclusion lies in that the exclusion subjects form their value awareness of life and others based on the habitus of the social group where they live， but forget the educational norms deriving from the ought--to-be-goodness， and that they do harm to others by negative emotion.