1ACriticalReviewofCurriculumMapping:ImplicationsfortheDevelopmentofanEthicalTeacherProfessionality课程地图评论:影响教师职业道德发展NewZealandJournalofTeachers’Work,Volume5,Issue2,93-104,2008LEONBENADEUniversityofAucklandABSTRACTCurriculummapping,acurriculumdesignmethodologypopularisedinAmericahasfoundfavourinNewZealandschoolsastheydeveloptheirowncurriculainlinewiththerecentlyintroducedNewZealandCurriculum.Thispaperconsiderstheimplicationsofcurriculummappingforthedevelopmentofanethicalteachingprofession.Curriculummappingisproblematisedbecauseitreflectspositivisttheoriesofknowledgeandleadstofurthertechnicisationofschooling.Therequirementthatschoolsdeveloptheirowncurriculacouldhoweveropenthepossibilitytodeveloppedagogicallyandtheoreticallysoundcurriculaandoffersteachersandmanagerstheopportunitytoregainownershipoftheirworkastheyreviewtheircurrentcurricula,leadingtoengagementinagenuinelyethicalandcollaborativedialogue.摘要:课程地图,作为曾受美国欢迎的课程体系设计方法,在新西兰学校为开发符合(inlinewith)最新推出的新西兰课程体系标准时,受到了欢迎。本文研究了课程地图对于教师职业伦理(teachingprofession)有关的影响。课程地图是有疑问的,因为它反映了实证主义的知识论,导致了学校进一步的机械倾向。学校开发自己的课程体系这一要求,不管怎样,可以展示开发教学方法和理论上合理的课程体系的可能性,并在审查当前的课程体系时,向教师和管理者提供重新获得他们工作所有权的机会,引导一个真诚的道德和合作的对话承诺。INTRODUCTION引言Thispaperinvestigatestheimpactthattheimplementationofthe2007NewZealandCurriculumcouldhaveonthedevelopmentofanethicalteacherprofessionality.Incontrastwiththenotionof‘teachingasaprofession’,whichsuggestssomepassivityonthepartofthemembersofaprofessionwhoareascribedbythatprofession,thatof‘professionality’allowsthepossibilitythatateacherself-consciouslymakesandcreatesanidentitythroughpraxis.Thisisadialecticalprocesswherebyactionisinformedbytheory,andtheoryisshapedbyrefectiononaction.Suchaprocessmayallowateachertotakeupatransformativeroleinaliberatingeducationinwhichteachingisbasedondialogue;personalexperienceisconsideredasatextandstarting-pointfortheacquisitionanddevelopmentofknowledge;andteacher,studentandschoolaremotivatedbyavisionofajustandcriticaldemocracybeyondtheclassroom.本文研究了2007年新西兰课程体系标准的实施可能对教师职业伦理发展方面的影响。与“教学作为一个职业”的概念相比(Incontrastwith),这个职业的概念在职业的部分成员中暗示着一些被动性,这个职业应该归属于谁,哪种“专业性”——教师自觉形成和通过实践创建的身份——承认的可能性。这是一个辩证的过程,凭什么理论提供了行动,理论的形成是通过行动的反思。这样一个过程,可能允许教师在自由教育(通识教育?)这种基于对话的教学中,接受角色的转变;个人经验被认为是一本教科书和获取和培养知识的起点;通过超越课堂的合理的愿景和批判性的民主,激发了教师、学生和学校的积极性。ForPauloFreire(1970),itisthe‘ontologicalvocation’ofpeopletobecomemorefullyhuman.This‘ontologicalvocation’isthepointofpeoples’existence,which“...istobeaSubjectwhoactsuponandtransforms[his/her]world,andinsodoingmovestowardevernewpossibilitiesoffullerandricherlifeindividuallyandcollectively”(1970,p14).Reflectingthattheoreticalinsight,thispaperwillproposethattheontologicalvocationofteachersistobecome‘ethicalprofessionals’.Theideaof‘vocation’impliescommitmentandasenseonthepartoftheteacherthatthereisapurposebeyondthepresentforbothteacherandstudent.Thisconceptcapturestootheideathatteachersareinastateofbecomingandmovingtowardtheattainmentoftheirownpotentialasprofessionals,aspersonsmotivatedbyanaltruismthatisbasedonasenseof‘theother’,dutyandservice.保罗弗莱雷(1970)认为,它是人类使自己变得更加完整的“本体使命/职业”(ontologicalvocation)。这种“本体使命/职业”是人类存在的意义所在,“…他/她的行动,作为一个动机,是建立在转换自己的世界,这样(insodoing),个体和群体就会走向可能永远常新的完美和更富有的生活”(1970)。为了反映出这一理论见解,本文提出了教师的本体使命/职业是成为“有道德的专业人士”。“使命/职业”的理念意味着由教师所表现出的(onthepartof)承诺和观念,就是有一个超越当前教师和学生的目标。这个概念获得了太多的观念,教师是逐渐朝着实现自己作为专业人士潜力状态(inastateof)发展的,因为人们有一种利他主义的动机,是基于“他人”、责任和服务意识的。Orientationto‘theother’requiresactingoutofconcernforotherpeopleratherthanoutofconcernforone’sown2interestsor,forexample,thoseoftheMinistryofEducation.Dutycanbeconceptualisedasaccountability,whichisextrinsicineffect(suchasbeinginclasswhenrequiredtobythetimetable,becausethatiswhatoneispaidtodo)orasresponsibility,whichisintrinsicineffect(suchasrecognisingtheneedsofastudentwhowantsextrahelptogetbetterresultsandthereforemakingtimeavailableafterschooltohelpthatstudent).‘Service’suggestsoneisworkingforothersandintheirinterests,placingtheseaboveorbeyondone’sown,andthatthisworkiscarriedoutforreasonsotherthanextrinsic,materialones(Wise,2005).Thisideaof‘service’issometimesconceptualisedas‘socialresponsibility’(Brien,1998).Itisanecessarycomponentofthealtruismthatcharacterisesethicalprofessionalityforateachertobemotivatedbyabeliefinthegoodofpeopleandtheabilitytoenhancethatgoodness,to‘makeadifference’.Thesecharacteristicsarenot,however,necessarytoteaching.Itisquiteconceivablethattherearepeopleinteachingwhohavealowopinionoftheirstudentsandoftheworldingeneralandwhodonotbelievethattheireffortwillmakeoneiotaofdifferencetothelivesofanyone.Suchpeoplehowever,couldnotontheaccountgivenhere,beconsideredas‘ethical’professionals.定位于“他人”的需要表现在出于对(outofconcernfor)其他人的关心,而不是关心自身利益,或者例如,那些教育部门。责任(Duty)可以作为义务(accountability)概念化,这实际上(ineffect)是外在的(比如班级里当时间表需要时,因为这就是一个人应该付出的)或者职责(responsibility),这实际上是内在的(例如承认学生的额外帮助需要从而获得更好的结果,因此使用放学后可用的时间来帮助那些学生)。“服务”表明一个是为别人工作和为了他们的利益,将这些高于或者超越自身,实施这项工作是除了(otherthan)外在的、物质之外的原因。(2005)这个“服务”的观念有时是概念化的作为了“社会责任”(布里恩,1998)。这是利他主义的一个必要的组成部分,它刻划了教师道德的专业性,要对人们友善的信仰(beliefin)和增强这种友善的能力这一动机,要有重要的作用。然而,这些特征都不是对教学必须的。这是完全可以想象的,有些人在教学上有一个他们的学生和通常世界