Teachers Banality Of Evil

Arendt Hannah, despite numerous writings, but only the concept banality of evil has long existed in the popular philosophical discourse. The reason that why banality of evil was referred to the new moral crisis in modern society, lies in the fact that it profoundly pointed out a classic delimma in modern moral philosophy:that is, the common people without bad motivation may participate in unethical behavior because of the Duffusion Effect of Resonponsibility. The banality of evil is also widely spreaded in educational practice. It can be said that China's exam oriented education environment contains all sorts of institutional evil, educational reform encountered all sorts of resistance, which has direct connection of hundreds of thousands of teachers practical attitude and everyday action. Thus, how to analyze the practice logic of the banality of evil in the primary school, how to analyze the moral connection between the teacher's everyday action and the banality of evil becoming the core research question of this paper.The paper use ethnographic method to analyze the phenomenon of banality of evil in the field of education. Researcher as practice teacher came into the Xiamen Haicang schools for a period of three months of observation and investigation, through deep contact with the teachers, standing in the position of the teachers to feeling the world around them, and keep the openness of cultural differences, construct the teachers' action logic with the collection of field data. The first three chapters of the thesis are the ethnographic description of the field work and the last two chapter are the theoretical analysis. This paper is divided into six parts:Introduction:Introduces the research background, literature review, the definition of core concepts, research methods and field work.The first chapter:the establishment of micro power in dominance-obedience relationship. The banality of evil plays a role by dominance obedience relationship channels. Being a teacher is a process of the professional role construction, also created the a new discourse space, in this space, shaping of micro power discipline and femininity in the accident of collision, and to construct the a new shed body. Primary school through the female temperament to construct teachers' labor in the working process, female obedience, lacking resist, passive, meticulous, hard-working as a type of temperament are involved into the day-to-day operation of the school system. Obviously, in the stage of primary schools, female temperament is a kind of special power relationship. This chapter mainly discusses how the feminine discourse space is to be constructed, how the occupation relationship is to be enlarged, domination and use? What teachers struggle for in the constrction of dominance obedience relationship?The second chapter, the weapons of the weak:teachers' everyday resistance strategy. The core question of this chapter is:what are the teacher's everyday resistance strategies in their daily actions? How it related to the Duffusion Effect of Resonponsibility? The daily resistance (everyday resistance) is a form of strategy teachers often used in the field of primary school. Everyday forms of resistance is a no formal organization, there is no formal leader, do not need to prove, there is no deadline, no names and under the banner of the struggle strategy. In primary school, these everyday forms of resistance usually includes:Compliment, excuses, discount, loophole, selective cope, pretending to be obedient, lazy and slowdowns, work family boundary migration and so on. The camouflage, low profile, not claiming resistance action cannot be overlooked, because a large number of trivial action of aggregation as hundreds of millions of corals accumulate over a long period of time makes coral reefs may eventually lead to system stranded or malfunction.The third chapter, rule-following culture:the formation of teachers action style. This chapter mainly inspects the banality of evil involved in the day-to-day operations and infiltration of teachers. Rule-following culture is refers to the teachers in daily life to follow some stable cognitive schema and action habitus. This paper in the track 16 teachers in the class of their teaching and examination, the daily activities of the class management, depicting the taunting theory, surface acting, discipline and other activities in the significance of creative practice. Obviously, the examination oriented education in China are contained in the various institutional evil, and teachers' practical attitude and activities are not unrelated. The institutional and moral consequences of Rule-following behavior will be further explained.The fourth chapter, the institutional consequences of individual action. The core of this chapter is to examine the question is:why some teachers always think that the institutional system is what is like, nobody can change it. The paper claims that teacher's daily action contains a set of stable action script:it is refers to the practice consciousness of the teachers know how knowledge, such as examnation pattern, teaching pattern, discipline schema. To some extent, it has its own characteristics in the structure of self maintenance. Their erosion and adaptation of the school institutional rules and ultimately lead to the difficulty of the educational reform.The fifth chapter, teachers'banality of evil. This chapter mainly use the Arendt relevant literature on banality of evil, and analyze the moral consequences of teachers' everyday action. The banality of evil is a classic problem in modern moral philosophy, The practice logic of the banality of evil in primary school can be generally concluded as four aspects:the obedience to authority is regarded as routine, the meaning of moral rules are changed, the individual is put into an agentic state, resulting in the loss and dispersion of moral responsibility. Meanwhile, cog-theory, collective responsibility and lesser evil point are three common moral code which helps teachers take the participation in the immortal behavior. Finally, in terms of the prevention of the banality of evil, this paper argues that we should both protect the teachers' self moral rules and pay attention to the establishment of the education justice.In conclusion:the banality of evil in education feild contain a variety of mechanisms, these mechanisms have their own history, their orbits, their technology and strategy, they are not identical in involved in, utilization, change and extend to education field. It is still a question to be discussed how to overcome the singularity of the field of vision and to analyze and explain the phenomenon of banality of evil from the perspective of multi discipline.