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| 研究生导学关系伦理失度的成因与纾解——基于“非对称性责任”的理论视角 |
| On the Causes and Solutions of Ethical Imbalance in Postgraduate Supervisor-Student Relationship: From the Perspective of Asymmetrical Responsibility Theory |
| 投稿时间：2025-12-30 |
| DOI：10.19834/j.cnki.yjsjy2011.2026.03.08 |
| 中文关键词: 导学关系;非对称性责任;研究生教育 |
| 英文关键词: supervisor-student relationship;asymmetrical responsibility;postgraduate education |
| 基金项目:湖南省社会科学基金项目“课堂实现五育融合的机制与策略研究”(22YHA059) |
| 作者 | 单位 | | 刘旭 | 湖南师范大学 教师教育研究中心, 长沙 410081 | | 寇瀛丹 | 湖南师范大学 教育科学学院, 长沙 410081 |
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| 中文摘要: |
| 在当前研究生教育中,导学关系存在着明显的伦理失度问题,呈现出多种异化形态。伊曼纽尔·列维纳斯他者伦理学中的“非对称性责任”理论,以他者优先为伦理起点、无限责任为本质属性、关系生成为实践向度,突破传统对称交换与权力博弈认知,为导学关系的伦理重构提供理论支撑。基于这一视角,导学关系伦理失度的根源在于工具理性主导下的主体错位、规训式权威影响下的关系畸变以及放任式交往引发的实践虚无,三类问题共同形成了从主体定位到关系结构再到实践形态的完整伦理失度链条。由此,纾解伦理失度问题需通过唤醒导师“为他者”的责任自觉与伦理敏感性,建立以责任为基石的“非对称性”教育权威,并构建制度化、常态化的责任履行与关系生成机制,从而系统性地塑造一种以责任伦理为核心、师生共生发展的导学关系新范式。 |
| 英文摘要: |
| In current postgraduate education, the supervisor-student relationship is marked by obvious ethical imbalance, manifesting in diverse alienated forms. The asymmetrical responsibility theory in Emmanuel Levinas’ Ethics of the Other, with the priority of the Other as its ethical starting point, infinite responsibility as its essential attribute, and relational generation as its practical dimension, breaks through the traditional cognition of symmetric exchange and power struggle, providing theoretical support for the ethical reconstruction of the supervisor-student relationship. From this perspective, the root causes of ethical imbalance in the supervisor-student relationship lie in subject misalignment under the dominance of instrumental rationality, relational distortion influenced by disciplinary authority, and practical nihilism stemming form permissive interaction.These three factors together form a complete chain of ethical imbalance, ranging from subject positioning to relational structure and then to practical form.Therefore, the authors believe that the correction of ethical imbalance requires awakening supervisors’responsibility consciousness oriented towards "the Other" and their ethical sensitivity to "the Other", establishing an "asymmetrical" educational authority based on responsibility, and constructing an institutionalized and routinized mechanism for both responsibility fulfillment and relationship constitution. Thus, a new paradigm of supervisor-student relationship can be systematically forged which centers on responsibility ethics and features mutually constitutive symbiosis between supervisors and students. |
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