The Legitimacy and Practical Path of China’s Class Teachers Educational Discipline: Based on Rawls’s Principle of Justice

Abstract

Discipline, as a means of education, is often criticized by all parties in society due to its coercive and normative nature, and even its legitimacy has been challenged. This situation hinders the progress and development of education. In this regard, this paper takes Rawls’s principle of justice as a theoretical perspective, starts from the understanding and implementation status of education discipline by front-line class teachers in China, and considers the cognitive misunderstandings, inappropriate methods, and lack of legal consciousness of this group, and clarify the connotation of discipline, clarify the boundaries, reconstruct the legitimacy, and find a breakthrough in the predicament. Finally, based on the above elements, construct a flow chart of the practice path of the class teachers’ education and discipline, which intuitively and vividly presents the process of the formulation of the discipline rules and the implementation of discipline in the class management, and helps the head teachers to implement it effectively. Taking educational discipline as the purpose, promote the growth of students and jointly achieve the good development of education.