| The development characteristics of pluralism,change and uncertainty in modern society have brought a great impact on people’s thought and behavior,especially on the formation of teenagers’ values.The phenomenon of Adolescent Behavior Anomie and the decline of moral qualities,such as campus violence,Internet social addiction,addiction to material possessions and so on,has attracted more and more attention.With teenagers who need to be saved urgently and the increasingly fierce competition for talent selection,people in today’s society find themselves generally deep in education anxiety.People can’t help thinking how to educate teenagers so that they can grow into useful people with self-discipline,self-improvement,selflove and self-confidence,so as to resist the temptations of the outside world? As a result,words with hot discussion effects such as tiger mother and wolf father frequently appear in today’s media reports and TV programs.What is hidden behind these words is actually an education concept of guiding the growth of teenagers with compulsory discipline,which is inseparable from the paternalistic and imperative education style in Chinese traditional culture.Coincidentally,there is also a country in European continent famous for its strong tradition of discipline education,that is Germany.Influenced by Prussia’s strict military discipline and the strong church discipline of the whole German nation,German school education has always advocated a strong discipline style before the19 th century.However,this style has experienced ups and downs.In addition,like China,today’s German society has also made extensive thinking about school discipline in the face of youth education crisis,and there is also a discipline debate that has attracted national attention.In view of this,the research idea of this paper is to explore the evolution of German school discipline and the discussion of school discipline in contemporary German society,so as to analyze the practice path and action principles of modern school discipline.With these,the author hopes to provide some reference and Enlightenment for the practice of school discipline in China.Based on this research idea,this paper mainly discusses four core issues: 1.What is the historical tradition of school discipline in Germany? 2.What kind of evolution process has German school discipline experienced? 3.How does contemporary German society view school discipline? 4.From the evolution of German school discipline,what kind of practice path and action principles should modern school discipline follow?Aiming at the first issue,this paper makes a detailed discussion by using the method of literature research.The conclusion is that German school discipline mainly followed the tradition of absolute compulsion before the 19 th century.The practice of school discipline basically imitated the practice of military discipline and church discipline.It not only required students to obey rigid regulations mechanically,but also regarded violent corporal punishment as a reasonable means of education.Although the spread of humanism to Germany opened the call for humanization in school education,this weak light didn’t fundamentally improve the school discipline practice with absolute compulsion as orientation.In fact,the orientation of absolute compulsion was consistent with the education purpose of the society at that time,which was to cultivate obedient national subjects and godly children of God.Aiming at the second issue,this paper analyzes the development characteristics of German school discipline in different historical stages by means of vertical comparison.Therefore,this paper believes that German school discipline has experienced two evolutions.The first evolution is the revision from absolute compulsion to negative compulsion.This evolution took place during the German Enlightenment.Based on the standpoint that man is rational creature and the moral law that man is the end itself,the Enlightenment thinkers represented by Kant and Herbart put forward the proposition that compulsion must be negative and compulsion must move towards freedom.The purpose of negative compulsion with freedom as its goal is to cultivate people with moral self-discipline.This kind of people no longer simply obey the rules of society,but will think independently and can really treat themselves and others as person to restraint themselves.The second evolution took place in the educational movements of Germany in the 20 th century,which refers to the transformation of school discipline from compulsion to freedom.The school discipline with compulsion as orientation follows the path of cultivating self-discipline by compulsion.Its characteristics are as follows: first,it emphasizes the controlling of people’s thought and behavior with established external norms;second,it emphasizes teachers’ authority.In contrast,the freedom oriented school discipline attempts to cultivate self-discipline with freedom,which also presents two characteristics: first,it emphasizes self-determination and weakens external norms;second,it emphasizes children’s autonomy and weakens teachers’ authority.However,in today’s German society,there are signs of recovery of the compulsory orientation.Therefore,aiming at the third issue,that is,how today’s German society thinks of school discipline,this paper turns its attention from history to reality,and continues to use the method of literature research to explore the practice of school discipline in today’s Germany and its corresponding social discussions.These discussions are manifested in the debate between compulsion and freedom orientation,which actually reflects the gap between educational practice and educational theory.Because of the confusion in reality,educational practitioners often choose the compulsory orientation pragmatically,while educational thinkers or educational researchers choose the freedom orientation romantically out of concern for human dignity.In order to overcome this gap,this paper makes a theoretical reflection on the relationship between compulsion and freedom from the theoretical perspective of Foucault and personality pedagogy.The conclusion of this thinking is that compulsion and freedom are not mutually exclusive,but must be dialectically unified as two indispensable elements of school discipline.Specifically,this dialectical relationship is that compulsion must be appropriate,it cannot occupy freedom,and should aim at freedom.Then,this paper puts forward some guiding principles based on theoretical thinking on how to maintain the dialectical unity of the two orientations in discipline practice,and makes a specific analysis combined with practical cases at the macro level of school.In addition to the practical cases at the macro level of school,this paper also focuses on the micro level of teachers’ action,focusing on how to maintain the dialectical unity of compulsion and freedom orientation in teachers’ discipline practice.Therefore,starting from the three action forms designed by Herbart to cultivate moral self-discipline,this paper demonstrates the action principles that teachers should follow in each action form,and then shows it in combination with specific study of cases that the author observed in Germany.Only when teachers do a good job in overall planning and coordination among the three forms of action,can they give full play to the effects of education authority and lead students to self-discipline,which is also the road of real freedom.This requires teachers’ pedagogical tact.Since this paper talks about the context of school discipline,the author also calls it teachers’ discipline tact,and looks forward to its future research.In short,German school discipline has experienced the evolution of tradition revision,tradition transformation,tradition recovery and realistic debate.This road contains theoretical reflections and practical reforms of school discipline by German educational thinkers,researchers and practitioners,which has rich enlightenment significance for the practice of school discipline in China.Therefore,in the final conclusion,based on the analysis of the full text,this paper summarizes the practice path and action principles of modern school discipline,and puts forward some improvement suggestions combined with the practice of school discipline in China. |
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