程力,沈晓敏

• 1:华东师范大学国际与比较教育研究所
• 2:华东师范大学教师教育学院

摘要(Abstract)：

近年来，北美乃至整个西方司法界对于社会暴力的治理范式经历了从基于报应性正义的惩戒向基于修复性正义的关系修复的转变。这一转变同时也为西方治理校园暴力、解决学生冲突提供了新思路，促进了报复、惩罚的“零容忍”政策转向修复、治疗的修复性教育实践。修复性教育实践通过促进学生积极参与和对话，满足学生的需求，从而弥补伤害，修复关系，并提升学生的冲突解决能力，进而促进校园暴力问题的解决，营造更为健康的学校氛围。在实际操作方面，修复性教育实践是一个从非正式到正式的连续体，类型多样，主要模式有修复会议、缔造和平圈、家庭小组会议和同伴调解等。修复性正义理论及其在教育中应用的国际经验，有助于我们对教育部新出台的《中小学教育惩戒规则》形成新的理解和认识。对于青少年违法违纪违德行为，我们更需要从学生身心健康及社会长远和谐的角度，探寻更有效的富有长远育人价值的替代性治理方案。

关键词(KeyWords)： 校园暴力;教育惩戒;报应性正义;修复性正义;范式转变

Abstract:

Keywords:

基金项目(Foundation): 国家社会科学基金“十三五”规划2019年度教育学一般课题“中学生冲突解决能力培养研究”(项目编号：BEA190109);; 2020年安徽省人文社会科学重点项目“基于能力培养的西方冲突解决教育研究”(项目编号：SK2020A0343)的研究成果之一

作者(Author): 程力,沈晓敏

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