本文選題：教育正義 + 分配正義��； 參考：《教育學(xué)報(bào)》2014年02期

【摘要】：隨著西方政治哲學(xué)的復(fù)興和繁榮,分配正義幾乎成為唯一被信任和推崇的正義方案。在這種背景下,教育正義也一直被分配的范式所壟斷,分配范式的教育正義旨在解決教育資源的不平等占有。但在很多情況下,并非是消除不平等,而是避免源于承認(rèn)期待傷害的羞辱和蔑視代表著教育正義的規(guī)范目標(biāo);不是分配平等或物品平等,而是對(duì)尊嚴(yán)的平等承認(rèn)構(gòu)成了教育正義的核心范疇。顯然,由羞辱和蔑視所引發(fā)的教育不正義是分配正義所不能解決的,而必須通過(guò)承認(rèn)的正義予以矯正。因此,分配的方案并不能單獨(dú)完成教育的正義規(guī)范功能,教育正義的完備方案必須由分配范式和承認(rèn)范式共同型構(gòu),以形成出一種復(fù)合的教育正義觀。
[Abstract]:With the revival and prosperity of western political philosophy, distributive justice is almost the only one that is trusted and respected.In this context, educational justice has always been monopolized by the distributive paradigm, which aims to solve the unequal possession of educational resources.In many cases, however, it is not the elimination of inequality, but rather the avoidance of humiliation and contempt derived from the recognition that harm is expected to represent the normative objective of educational justice; not the distribution of equality or the equality of goods,But the equal recognition of dignity constitutes the core category of educational justice.Obviously, educational injustice caused by humiliation and contempt cannot be solved by distributive justice and must be rectified by acknowledged justice.Therefore, the allocated scheme can not fulfill the function of educational justice alone, and the complete scheme of educational justice must be constructed by both the distributive paradigm and the recognition paradigm in order to form a compound view of educational justice.
【作者單位】： 江蘇大學(xué)教師教育學(xué)院;
【基金】：江蘇省教育廳高校哲學(xué)社會(huì)科學(xué)研究基金項(xiàng)目“制度倫理視域下的教育行政正義研究”(項(xiàng)目編號(hào):2013SJB880019)成果 江蘇省教育科學(xué)“十二五”規(guī)劃專(zhuān)項(xiàng)課題“改革開(kāi)放以來(lái)江蘇省教育制度與教育政策變遷的倫理分析”(課題批準(zhǔn)號(hào):C-b/2013/01/016)研究成果 江蘇大學(xué)高級(jí)技術(shù)人才科研啟動(dòng)基金項(xiàng)目“制度倫理與教育制度創(chuàng)新”(項(xiàng)目編號(hào):12JDG124)研究成果
【分類(lèi)號(hào)】：G40-059.1

【參考文獻(xiàn)】

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