教育制度改革的正义取向:自由成“人”——基于哈耶克“无知”的视角  

Justice Orientation of the Education System Reform: Becoming“Human”Freely——From the Perspective of Hayek's“Ignorance”

作　　者：杨建朝[1] 

机构地区：[1]红河学院教师教育学院,云南蒙自661100

出　　处：《教育理论与实践》2015年第3期16-20,共5页Theory and Practice of Education

基　　金：2012年度教育部人文社会科学研究一般项目<教育公平的理论视域转换研究:从配置正义到关系正义>(项目编号:12YJC880137);重庆市2013年博士后科学研究特别资助基金课题(课题编号:XM201367);云南省教育厅2013年度科研基金资助项目<人性视角的当代教育精神研究>(项目编号:2013Y070)的研究成果

摘　　要：教育制度改革应以保障教育自由成"人"理想为根本旨归。正义制度努力促进人的自由全面发展,而非规训和控制人的发展,这可以从哈耶克自由哲学中的"无知"观获得证成。要建构正义的教育制度,解放教育实践中的广大师生,首先要确保教师的消极自由,这是学生成"人"的根本保障。当然,为防止教师僭越自由的可行范围,教育制度也应谨慎维持师生自由边界的平衡,这以是否有利于学生的自由全面发展为依据。The education system reform should safeguard the educational freedom of becoming ＂human＂as its ultimate aim. Justice system makes efforts to promote the comprehensive and free development of humans, but not discipline and control their development. This can be proved by Hayek＇s ignorance concept in his free philosophy. To construct the education system of justice and liberate the teachers and students in education, the first thing is to ensure the negative freedom of teachers, which is the fundamental guarantee of students becoming ＂human＂. Of course, in order to prevent teachers from arrogating the freedom, education system should also be careful to maintain the free boundary equilibrium between teachers and students, the basis of which is whether the system benefits the students＇ all-round development

关 键 词：教育制度 教育制度正义 自由成“人” “无知” 

分 类 号：G522[文化科学—教育学]