皮德思（R. S. Peters）的懲罰觀及其在教育上的運用

Abstract

本研究以英國當代教育哲學家皮德思（R. S. Peters）的懲罰觀為主要研究重點，針對懲罰的觀點以及教育現場的運用問題，如：懲罰的必要性、學生的違規行為、教師的管教權、不當管教等進行相關的探討，透過概念分析、文獻分析法與訪談法，先瞭解皮德思的生平和思想背景，並就其著作分析教師權威、懲罰與紀律等內容以建構其懲罰觀，並訪談現場教師的懲罰觀進行對照。 基於研究者在國中服務的經驗，感受到學校文化與教師的班級經營理念，會形成中學教師獨有的懲罰觀，而且對於教師實施懲罰，現在家長會有較高的敏感度。皮德思在《倫理學與教育》中表述對於懲罰和紀律的看法，並且證成懲罰的正當性與具體施行的條件，在其懲罰觀中，「紀律」、「權威」與「痛苦」可以視為懲罰的必要條件，研究者藉由其論述來協助教師釐清個人對於懲罰的觀點，並與《教育基本法》中的教師管教權進行探討，進而分析現況的差異。 據此本研究希能聚焦於釐清教育現場的懲罰正當性，運用皮德思對於懲罰的論述，比對現場教師的訪談內容，和皮德思的理論作對話。承上所言，結論如下： 一、皮德思的懲罰觀：建立教師專業權威，用於一般秩序的維持，考慮後續的輔導措施，斟酌學生的認知發展，讓教學有趣，懲罰就能備而不用。 二、教育中的懲罰現場訪談：師生對於知識能有交流，精心設計課程提升動機，教師權威來自於專業，懲罰需要切中痛處，親師合作的管教模式更全面。 三、懲罰對於教育的功能：配合心理發展的歷程，將外加的控制轉為內在的紀律，維持學習應有的秩序，建立良好的學習氛圍，作為道德教育的工具，用於責任感之培養。The purpose of this study is to investigate the view of punishment from R.S. Peters, a contemporary philosopher of British education, and to probe into its use in the classroom. For instance, the necessity of punishments, student violations, the teacher’s disciplinary rights and the improper disciplines. The study will first begin with Peters’ life and his theoretical background using different research methods, such as conceptual analysis and document analysis. Then, to analyze Peters’ point of view on punishment constructs from the teacher's authority, ways of punishments, and discipline mentioned in his work. Furthermore, interviews are conducted to compare nowadays teacher's view of punishment. Based on the experience of working in a junior high school, the researcher has found that the schools’ punishment construction was formed by the school's culture. Also, the sensitivity of how parents react to these punishments has increased. Through Peters’ work, “Ethics and Education”, he pointed out the views on punishment and discipline, the justification and condition for the specific implementation of punishment. Peters believes that discipline, authority and pain are necessary for punishment. The researcher use his essays to help teachers clarify their personal views on punishment, discuss with teachers’ right to discipline in“Educational Fundamental Act”, and analyze the differences in the current situation. This study would like to focus on clarifying the legitimacy of punishment in schools. By interviewing teachers from Peters’ point of view of punishment, this study is also going to create a comparison of view of punishment between teachers nowadays and Peters. The results are shown below: 1. R. S. Peters’ view of punishment: Teachers’ authority should only be established to maintain rules. Considering students' cognitive development and following guidance services, punishments can be avoided once learning becomes interesting. 2. On-site interview of punishment in education: Teachers and students can communicate with each other about knowledge, carefully design the motivation of course promotion, teachers’ authority comes from the profession, punishment needs to find the right antidote to make the cooperative discipline between parents and teachers more comprehensive. 3. The function of punishment for education: Coordinate with students’ psychological development to change external control into internal discipline. To maintain the proper order of learning, to establish a good learning atmosphere, and to serve as a tool of moral education for cultivation responsibility.