马克思正义批判语境中的教育正义  

Educational Justice in the Discourse of Marx's Critical Social Justice Theory

作　　者：舒志定[1] 

机构地区：[1]湖州师范学院教师教育学院

出　　处：《教育研究》2015年第7期4-10,63,共8页Educational Research

基　　金：教育部人文社会科学研究规划基金项目"马克思人学教育思想的当代阐释"(项目编号:13YJA880065)的研究成果

摘　　要：我们追求怎样的教育正义,取决于我们阐释教育正义的思想方式。马克思正义理论为我们阐释教育正义提供了重要的思想资源。因为马克思不否定"正义"问题,只是对"人权"或"法权"视角阐释"正义"的观点进行了批判,提出现实社会是讨论正义问题的前提,消除人的异化、实现人的自由发展是正义的价值尺度。重读马克思正义理论,目的是准确把握马克思处理正义问题的思想方式,并以这种思想方式指导我们对教育正义的阐释,它要求我们立足现实社会理解教育正义,坚持教育正义的历史性原则,确立人的自由发展目标是评判教育正义的依据,并以此作为建构教育制度的价值追求,展现马克思正义理论对指导中国教育改革的当代价值。What kind of educational justice we strive for depends on how we explain the educational justice. Marx＇s theory on critical social justice offers us a new way to explain the educational justice. Marx never denies the discussion on justice. He just criticizes the views of justice explained from human rights or legal rights. Taking a historical materialism, he regards knowledge of the social world as the prerequisite to understand justice; at the same time, the elimination of alienation and the free development for all, are seen as the aim of justice. To re-understand Marx＇s theory on critical social justice aims to correctly grasp the thinking way of Marx＇s dealing with justice. From such a perspective, the understanding of educational justice should be based on the development of human beings, and the free development for all should be sought after in a desirable educational system. The implications of MarxJs theory on critical social justice are very meaningful to Chinese educational reform.

关 键 词：马克思教育思想 正义 教育正义 

分 类 号：G40-05[文化科学—教育学原理]