课程正义的关怀转向  

Care Orientation of Curriculum Justice

作　　者：刘志慧[1] 杨晓萍[2] Liu Zhihui Yang Xiaoping

机构地区：[1]西南大学教育学部 [2]西南大学基础教育研究中心

出　　处：《教育研究》2017年第5期123-129,共7页Educational Research

基　　金：重庆市人文社会科学重点研究基地重点项目"统筹城乡视野下重庆市学前教育均衡发展战略研究"(项目编号:14SKB026)的研究成果之一

摘　　要：课程正义逻辑的"自然合理性"遮蔽了其所蕴藏的"非正义"现象。在课程主体的虚无假设、课程情境的同化取向以及课程实践的物化逻辑的致思路径下,课程正义并未实现对个人的实质正义。课程正义伦理价值的实现应展现对生命、情境和关系的关怀,依托于将关怀伦理涵括在课程正义的理路中,从课程方法论、主体素养以及课程制度等层面实现关怀与正义和合的全方位立体化构建。The justice logic of curriculum has always been taken for granted, which has obscured the injustice.However, the justice of curriculum has not been essentially achieved on the individuals because of the null hypothesis of curriculum subject, the assimilation orientation of curriculum situation and the materialization logic of curriculum practice. The realization of curriculum justice should concern the lives, situations and relationships, which should be based on the inclusiveness of care ethics with curriculum justice, and realize the comprehensive construction and integration of care with justice in methodologies, qualities and subjects of curriculum.

关 键 词：课程 关怀伦理 正义伦理 

分 类 号：G423[文化科学—课程与教学论]