论教育政策过程的“文化性”  

On the “Cultural Nature”of the Education Policy Process

作　　者：王平[1] 

机构地区：[1]中国青年政治学院青少年工作系,北京100089

出　　处：《当代教育与文化》2016年第1期1-7,共7页Contemporary Education and Culture

基　　金：北京师范大学自主科研基金创新研究群体建设项目(2012CXQT05)

摘　　要：教育政策制定的过程不仅是一种政治和权力的利益及其表达的过程,而且是一种文化的过程。教育政策制定过程中除了考虑政治和权力的影响因素之外,还要考虑文化的因素。教育政策的制定过程应该是追求并体现"文化自由"的过程。教育政策执行的过程也不是静止地对原有教育政策进行贯彻、落实的过程,而是一个活动的、充满文化、富有活力、蕴含人类思想的过程。教育政策执行的过程就是人类发挥主观能动性,从文化出发,认识文化、理解文化、运用文化并对作为文化过程的教育政策进行文化再阐释的"文化自为"的过程。在教育政策评价中的主体、方法与标准都需要而且应该尊重并体现文化的多样性和差异性。教育政策的评价需要"文化自觉"。Education policy-making process is not only a political and power process, but also a cultural process. In addition to the political and power factors, cultural factors should also be considered in the education policy-making process. Education policy-making should be a process of pursuing and reflecting ＂cultural freedom＂. The implementation of educational policyis not a static process, but a dynamic and vital process which is full of cultural and human thoughts. It is a process of ＂culture for itself＂. That is, human beings take initiatives in recognizing, understanding, and using culture, and in re-interpreting the educational policy from the cultural perspective. The multiplicity and diversity of culture should be respected and reflected in the subjects, methods and standards of evaluating education policy. ＂Cultural consciousness＂ is indispensable in the evaluation of education policy.

关 键 词：文化自由 文化自为 文化自觉 教育政策过程 文化性 

分 类 号：G40-055[文化科学—教育学原理]