ABSTRACT

By and large, teachers approach their work with the utmost care for students’ intellectual, social, and emotional well-being. But even those who hold themselves to high moral standards can sometimes act in ways that harm others when they disengage self-sanctions like guilt or self-criticism. These mechanisms of moral disengagement include (1) portraying harmful acts as beneficial, (2) obscuring one’s own role in harm, (3) minimizing the harmful effects of one’s actions, and (4) viewing victims as less-than-human or deserving of blame. Because moral self-sanctions can be both disengaged and reengaged, we examine how these mechanisms operate in educators’ social systems and point to practices that may promote their moral engagement. We end our piece with a call for interventions that disrupt disengagement and promote moral self-efficacy.

摘要

总的来说，教师在工作中非常关心学生的智力、社交和情感健康。但即使是那些坚持高道德标准的人，当他们摆脱内疚或自我批评等自我制裁时，有时也会做出伤害他人的行为。这些道德脱离机制包括（1）将有害行为描绘成有益的，（2）掩盖自己在伤害中所扮演的角色，（3）最大限度地减少自己行为的有害影响，以及（4）将受害者视为低于人类或值得受到伤害的人。的责备。由于道德自我制裁既可以解除也可以重新启用，因此我们研究了这些机制如何在教育者的社会系统中运作，并指出可能促进他们道德参与的做法。我们以呼吁采取干预措施来结束我们的文章，以破坏脱离接触并促进道德自我效能。