论感恩教育的限度 ─ 以师生交往为例

Limits of Thanksgiving Education：Taking Teacher─student Communication as an Example

在社会交换理论的启示下，师生之间的交往可以看作一种交换活动，主要表现在，师生参与交往的目的是满足需要即广义的利益；师生在交往中做出的行为是发送和接收，师生个体的发送和接收行为是紧密联系的。但是，由于师生本身是一种具有社会代表性的身份，作为交换的师生交往实际上并不单纯是师生个体之间的交换，而是包含师生个人与社会在内的三边交换。师生交往的三边交换内涵决定了：学生对教师的感恩不应只对教师个人，还应包括教师所代表的社会；学生对教师个人感恩的程度以教师履行社会职责的情况为依据；教师个人因施恩学生而获得的回报应也包括社会的认可或奖励；学生对教师个人感恩的普遍状况受社会制度化水平影响。

Based on exchange theories in sociology， teacher─student communication can be regarded as an exchange activity. The aim of the communication is to meet the needs or general interests；the actions in communication are receiving and giving；teacher’s or student’s receiving or is closely linked to his╱her giving. However， in consideration of the social identity of teacher and student， the teacher─student communication is not simply the exchange between individual teacher and student；instead， it is actually a triangle exchange between individual teacher， and individual student and society. This triangle exchange determines that student should not only thank individual teacher but also the society represented by him or her；the extent to which student thank teacher depends on how teacher fulfills his╱her social responsibility；the return teacher gained for his╱her giving to student should includes the recognition of or reward for the society；the general condition that student’s gratitude to individual teacher is affected by the level of society institutionalization.