Teacher Authority: From Dogmatism to Generativity
Teacher authority is resisted and rejected by students because of one kind of dogmatism， which claims that teacher authority is characteristic of being static and objective property， and if teacher has some kind of property and qualification， teacher should have authority. This thesis puts forward that teacher authority is one kind of generative existence， which is verified， recognized and trusted by students under fusion of horizons through conversation and communication between teacher and student. This authority puts the development of students` free rationality as its intrinsic demand conforming to its nature， so that teacher authority can avoid the question and challenge of students.
|關鍵詞||教师权威、独断论、生成性、理论理性、实践理性、teacher authority、dogmatism、generativity、theoretical rationality、practical rationality|