教育公平为何是个“假问题”:价值哲学的视角  

Why is Educational Fairness a "Pseudo-problem":Perspective of Axiology

作　　者：王鑫[1] 熊和平[1] Wang Xin;Xiong Heping(College of Teacher Education,Ningbo University, Ningbo 31521)

机构地区：[1]宁波大学教师教育学院,宁波315211

出　　处：《教育发展研究》2018年第24期9-13,共5页Research in Educational Development

摘　　要：教育公平作为当今世界各国教育改革与发展的基本议题,一直停留在用平等、平均、免费等消解不公平的虚假实践中,不曾被完整地认识。教育公平被置于起点、过程与结果的结构化框架中,逐渐成为一种试图惠及全民的"神话"。在价值哲学视域下,教育公平实质上是价值秩序的建构和价值关系的缔结。所谓的公平实践不过是意识形态的话语符号,是工具理性和政策消费导向的意识建构。归根结底,教育公平的实现不是一个技术领域的操作性问题,而是一个价值领域的沟通与对话的问题,并关涉到教育制度运行的深层机制。This paper mainly discusses the issue of educational fairness from the perspective of axiology. As the basic issue of education reform and development in countries of the world today, educational fairness has always remained in the false practice of eliminating unfairness by equality, averaging, and free of charge, and has never been fully understood. Educational fairness is placed in the structural framework of the starting point, process and result, and gradually becomes a "myth" that tries to benefit all the people. In the perspective of axiology, educational fairness is essentially the construction of value order and the conclusion of value relationship. The so-called fair practice is just the discourse symbol of ideology, and it is the consciousness construction guided by instrumental rationality and policy consumption. Ultimately, the realization of educational fairness is not an operational problem in the technical field, but an issue of communication and dialogue in the value field, and it is related to the deep mechanism of the operation of the education system.

关 键 词：教育公平 价值哲学 

分 类 号：G40-052[文化科学—教育学原理]