本文選題：教育權(quán)力 + 教育公共生活�。� 參考：《南京師范大學(xué)》2008年博士論文

【摘要】： 教育權(quán)力是蘊(yùn)含在教育中的一種內(nèi)在引導(dǎo)力量,是教育本身得以存在的基本方式;在制度化教育中,教育權(quán)力的行使主要由國(guó)家、學(xué)校和教師來(lái)承擔(dān),這是教育權(quán)力讓渡性的體現(xiàn)。教育權(quán)力的這兩種基本屬性表明它是一種具有自然正當(dāng)性的教育性力量,其中包含了自身正當(dāng)性的一切根源。 在現(xiàn)實(shí)的教育實(shí)踐中,這種正當(dāng)性正在失落,教育權(quán)力表現(xiàn)為兩種扭曲的形式:一是教育暴力,二是教育權(quán)力虛無(wú)。這兩種扭曲的教育權(quán)力以不同的方式消解了正當(dāng)性教育權(quán)力的存在,使其成為一種試圖被解構(gòu)和去除的力量。對(duì)教育權(quán)力的這種扭曲根源于對(duì)其本質(zhì)屬性的錯(cuò)誤理解,在教育現(xiàn)實(shí)中表現(xiàn)為多種認(rèn)識(shí)上的誤區(qū)。 要澄清這些誤解、排除這一扭曲,必須從理論上回到教育權(quán)力的源頭,即從教育本身去尋找其存在的正當(dāng)性依據(jù)。教育權(quán)力根源于促使人的靈魂和道德優(yōu)秀的教育本質(zhì)以及教育中的個(gè)體必然生活于其中的教育公共生活,后兩者共同規(guī)定了教育權(quán)力的本質(zhì)特性,即來(lái)自于教育本身的自然屬性和來(lái)自于教育公共生活的讓渡屬性。這兩種看似矛盾的屬性正是教育權(quán)力的特殊性所在,其中便包含了教育權(quán)力正當(dāng)性的源泉。教育權(quán)力的根本正當(dāng)性就在于蘊(yùn)含在教育自身中的對(duì)終極善的信仰,通過(guò)教育權(quán)力的引導(dǎo)和提升,促使個(gè)體達(dá)到靈魂和德性的優(yōu)異、共同體獲得整體福祉的實(shí)現(xiàn)。個(gè)人福祉和公共福祉的實(shí)現(xiàn)是教育權(quán)力在目的上的正當(dāng)性所在;在形式上,教育權(quán)力主要通過(guò)引導(dǎo)性權(quán)力、規(guī)范性權(quán)力和管理性權(quán)力三種方式展示其正當(dāng)性;目的和形式的正當(dāng)性最終通過(guò)運(yùn)用的正當(dāng)性而實(shí)現(xiàn)。由于在一些關(guān)乎教育的基本問(wèn)題如教育內(nèi)容、教育制度、教育主體等方面發(fā)生了觀(guān)念上的現(xiàn)代性倒轉(zhuǎn),使得教育權(quán)力在目的、形式、運(yùn)用方面的正當(dāng)性失去了意義,教育權(quán)力的正當(dāng)性危機(jī)便隨之產(chǎn)生了。 教育權(quán)力的存在有其正當(dāng)性根源,也有其不可脫離的存在條件。教育自由是教育權(quán)力存在的支撐性條件,因自由與權(quán)力的相互界定性而規(guī)定了教育權(quán)力與教育自由的相互依存;教育共同體是教育權(quán)力存在的構(gòu)成性條件,因權(quán)力與公共生活的同構(gòu)性而決定了教育權(quán)力無(wú)法脫離教育共同體而存在。教育權(quán)力的正當(dāng)性根源與存在性條件共同塑造了教育權(quán)力的實(shí)踐形態(tài)與實(shí)施方式,保證了正當(dāng)性教育權(quán)力的存在及其正當(dāng)實(shí)現(xiàn)。
[Abstract]:Educational power is an inherent guiding force contained in education and a basic way for education itself to exist. In institutionalized education, the exercise of educational power is mainly undertaken by the state, schools and teachers. This is the embodiment of the transfer of educational power. These two basic attributes of educational power indicate that it is an educational force with natural legitimacy, which contains all the roots of its own legitimacy. In the reality of educational practice, this kind of legitimacy is losing, the educational power is manifested in two distorted forms: one is educational violence, the other is the nothingness of educational power. These two kinds of distorted educational power dispel the existence of legitimate educational power in different ways and make it a force trying to be deconstructed and removed. The distortion of educational power is rooted in the wrong understanding of its essential attributes, and is manifested in various misunderstandings in educational reality. In order to clear up these misunderstandings and eliminate this distortion, we must theoretically return to the source of educational power, that is, to find the legitimate basis of its existence from the perspective of education itself. The educational power originates from the essence of education which promotes the soul and morality of human beings and the educational public life in which the individuals in education must live. The latter two provide the essential characteristics of the educational power together. That is, from the nature of education itself and from the transfer attribute of educational public life. These two seemingly contradictory attributes are the particularity of educational power, which contains the source of the legitimacy of educational power. The fundamental legitimacy of educational power lies in the belief in the ultimate good contained in education itself. Through the guidance and promotion of educational power, the individual achieves the excellence of soul and virtue, and the community obtains the realization of the whole welfare. The realization of individual welfare and public welfare is the legitimacy of educational power in its purpose, and in form, educational power mainly shows its legitimacy through three ways: leading power, normative power and managerial power. The legitimacy of purpose and form is finally realized through the legitimacy of application. As some basic problems related to education, such as the content of education, the educational system, the educational subject, and so on, there has been a reversal of the concept of modernity, which has made the legitimacy of educational power meaningless in terms of purpose, form, and application. The crisis of the legitimacy of educational power came into being. The existence of educational power has its legitimate roots and its irrevocable conditions. Educational freedom is the supporting condition of the existence of educational power, and the interdependence of educational power and educational freedom is stipulated because of the mutual definition of freedom and power, and the educational community is the constitutive condition of the existence of educational power. Because of the homogeneity of power and public life, educational power can not exist from the educational community. The legitimacy of educational power and the conditions of existence together shape the practical form and implementation mode of educational power, and ensure the existence and legitimate realization of legitimate educational power.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2008
【分類(lèi)號(hào)】：G40

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