论教育正义的“善制”与“善治”  

On the “Good-Institution” and “Good-Governance” of Educational Justice

作　　者：吕寿伟[1,2] LV Shouwei(School of Humanities,Southeast University,Nanjing,Jiangsu 211102,China;School of Teachers Education,Jiangsu University,Zhenjiang,Jiangsu 212013,China)

机构地区：[1]东南大学人文学院,江苏南京211102 [2]江苏大学教师教育学院,江苏镇江212013

出　　处：《湖南师范大学教育科学学报》2017年第4期74-78,共5页Journal of Educational Science of Hunan Normal University

基　　金：国家社会科学基金项目[15XMZ066];江苏高校哲学社会科学优秀创新团队项目[2015ZSTD007]

摘　　要：长期以来,我们一直试图通过组织良好的制度安排来实现教育正义,然而,一个正义的教育制度,不仅是以善的价值精神为灵魂的制度,而且还是能够流通于现实教育生活、直接成为治理教育现实的制度,善制内在地要求善治。教育行政正义的目的在于实现善的教育治理。裁量是教育行政正义的最后环节,它是面向现实世界的个案正义。裁量正义的实现既需要来自行政法规体系的外在制约,也需要教育行政官员的吏德建设。教育行政人员的美德精神使其在行为缺乏相应的法律规定指导时,仍可以求助于内心的伦理指导准则。For a long time,we have been trying to achieve educational justice through well-organized institutional arrangements.However,a justice education system not only depends on its soul of the good value but also can be circulated in the real life,and directly become a system for governing education.Of course,good system inherently requires good governance.The purpose of educational administrative justice is to achieve good education governance.Discretion is the last step of education administrative justice,and it is the case justice facing the real world.The realization of discretion justice needs not only the external control of administrative regulation system but also the virtue of education administrative officials.They can still turn to inner ethics guidelines when they are lack of corresponding laws and regulations.

关 键 词：教育正义 教育制度 伦理精神 教育行政正义 裁量正义 

分 类 号：G40-052[文化科学—教育学原理]