本文選題：教育公平 + 好的教育�。� 參考：《教育發(fā)展研究》2017年19期

【摘要】：就教育本身而言,持續(xù)存在是永恒的法則,公平或不公平并不重要;現(xiàn)代社會教育公平之所以重要,主要源于我們對公平本身作為一種價值的想象,而非教育的本性使然。當(dāng)前基于工業(yè)文明和民族國家的現(xiàn)實(shí)需要,教育公平仍是一種值得追求的價值目標(biāo),但事實(shí)上,現(xiàn)實(shí)中并不存在完全符合公平理論或公平理念的教育實(shí)踐。作為一種"想象的秩序",公平有其合理性亦有局限性,教育公平的政策選擇要警惕"平等主義"的誤區(qū);在追求教育公平的同時,也要為其他價值選擇留有合理空間,以確保教育改革和發(fā)展的開放性和包容性。
[Abstract]:As far as education itself is concerned, persistent existence is the eternal rule, and fairness or unfairness is not important. The reason for the importance of educational equity in modern society is mainly due to our imagination of equity as a value, not the nature of education. At present, based on the practical needs of industrial civilization and nation-state, educational fairness is still a value goal worth pursuing. However, in reality, there is no educational practice that fully conforms to the theory of fairness or the concept of fairness. As an "imaginary order", fairness has its rationality and limitations. The policy choice of educational fairness should be on guard against the misunderstanding of "egalitarianism", while pursuing educational fairness, it should also leave reasonable space for other value choices. To ensure openness and inclusiveness in educational reform and development.
【作者單位】： 南京師范大學(xué)教育科學(xué)學(xué)院;
【基金】：江蘇高校哲學(xué)社會科學(xué)優(yōu)秀創(chuàng)新團(tuán)隊(duì)“新教育公平的理論建構(gòu)與實(shí)踐探索”(2015ZSTD007)部分成果
【分類號】：G40

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