教师作为知识分子：公共性、可能性与实践性

Teachers as Intellectuals： Publicity，Possibility and Practicality

知识分子是依托一定的专业知识介入公共领域，批判社会不合理现象、维护社会的公共利益、坚守人类的基本价值的专业性社群或个体。然而，作为拥有知识的教师群体，当下表现出了强烈的专业主义取向，他们以知识和技能的获得为发展方向，从公共生活退居于专业领地，满足于成为专家型教师。事实上，教师日常生活的公共情怀、求真批判的公共责任和专业发展的公共伦理，都在召唤着教师作为知识分子的公共性复归。而确证教师作为知识分子的可能性，则需沿着前提性追问、必要性探析和可行性论辩这一逻辑线索展开；以此为基础，澄明角色向度、解析意识结构和廓清行为路向，则是践履教师作为知识分子这一角色的实践策略。

Intellectuals are professional groups or individuals who use their professional knowledge to interfere the public fields to criticize the irrational social phenomena and maintain the public interests and the basic human values. As a group with knowledge， teachers exhibit strong professionalism. They pursue knowledge and skills， retreat from public life to professional context and are satisfied with becoming professional teachers. Actually， the public feelings of teachers， daily life， the public responsibility of teachers' pursuing truth and criticizing fraud， the public ethics of teacher professional development are the public call for teachers to be intellectuals. It is necessary to follow the logic steps of inquiring the prerequisite， exploring the necessity and examining the feasibility to verify the possibility of teachers as intellectuals. Based on this， the strategy to enable teachers to play the role as an intellectual is to clarify teachers， role orientation， analyze consciousness structure and behavioral path.