摘要
理论上,教育惩戒的性质研究陷入“权力或权利”的“二难推理”处境,无论是权力说、权利说,还是折中说,都难以实现理论自洽。在立法实践的基础上,关于教育惩戒性质的研究应当抛弃原有的理论范式,将其界定为具有社会性惩戒属性的教育行为。就立法的功能定位而言,《中小学教育惩戒规则(试行)》是对学校、教师实施惩戒的行政指导文件,属于校园法治的“软法”。就制度的功能定位而言,应当将教育惩戒区分为国家的惩戒、学校的惩戒、教师的惩戒三个层次,将其制度功能定位在学校、班级场域之中。就目标的功能定位而言,教育惩戒应当实现《中小学教育惩戒规则(试行)》第一条规定的立法目的。
In theory,the study of the nature of educational discipline is stuck in the dilemma of“power or right”.Whether it is the theory of power,the theory of right or the theory of compromise,it is difficult to achieve theoretical self-consistency.On the basis of legislative practice,the research on the nature of educational discipline should abandon the original theoretical paradigm and define it as an educational bebavior with the attribute of social discipline.In terms of the functional position of the legislation,the Educational Disciplinary Rules for Primary and Secondary Schools(Trial)is an administrative guidance for primary and secondary schools and teachers to implement disciplinary measures,and it belongs to the“soft law”of campus rule of law.On the functional position of the system,educational discipline should be divided into three dimensions:discipline by the state,discipline by the school and discipline by the teacher,and the functional position of educational discipline here shall apply in the field of primary and secondary schools and classes.On the functional position of purpose,educational discipline should achieve the legislative purpose stipulated in Article 1 of the Educational Disciplinary Rules for Primary and Secondary Schools(Trial).
作者
孟鸿志
侯嘉淳
Meng Hongzhi;Hou Jiachun
出处
《中国教育法制评论》
2022年第1期28-40,共13页
Chinese Educational Law Review
基金
国家社科基金重点项目“大数据时代政府信息公开制度变革研究”(18AFX007)
2020年中央高校基本科研业务费专项暨江苏省研究生科研创新计划项目(KYCX20_0065)研究成果
关键词
教育惩戒
性质界定
社会性惩戒
功能定位
educational discipline
definition of nature
social discipline
functional position
