教育公平的三维视角——基于效用、基本善与可行能力的理论解析  

The Three-dimensional Perspective of Educational Equity Theory——Analysis Based on the Theory of Utility,Primary Goods and Feasible Capability

作　　者：谢影 陈栋 XIE Ying;CHEN Dong(Huazhong University of Science and Technology,Wuhan,Hubei 430074,China;Jiangnan University,wuxi,jiangsu 210097,China)

机构地区：[1]华中科技大学教育科学研究院,湖北武汉430074 [2]江南大学人文学院(教育学院),江苏无锡210097

出　　处：《现代教育科学》2023年第2期7-13,共7页Modern Education Science

基　　金：2021年度江苏高校哲学社会科学研究重大项目“新时代江苏推进教育公平的问题与策略研究”(项目编号:2021SJZDA049)。

摘　　要：教育公平有多重内涵,相应地,教育公平的理论应是多层次多维度的复合理论。从对象、内涵与原则3个维度,整合梳理“效用论”“罗尔斯式公平”与“可行能力理论”3种公平理论,可以发现其内涵主要包括教育公平理论对象上的群体与个体的不同取向,教育公平内涵上的权利平等、资源配置公平、机会均等的内在多重性,教育公平原则上的效用原则、罗尔斯正义原则以及可行能力原则的实践殊途。基于此,可以尝试构建多元教育公平理论观,即兼顾群体平等与个体平等的取向、教育公平内涵更深层次的推进、多元原则的辩证互补。Education equity has multiple connotations,and accordingly,the education equity theory should be a multi-level and multi-dimensional compound theory.From the three dimensions of object,connotation and principle,the three educational equity theories of“utility theory”“Rollsian equity”and“Capabilities theory”are integrated and sorted out.It can be found the different orientations of individuals,the inherent multiplicity of equal rights,fair resource allocation,and equal opportunities in the connotation of educational fairness,the practicality of the principle of utility,Rawls’justice and feasible capabilities in the principle of educational fairness.Based on this,we can try to construct a theoretical view of pluralistic educational equity,that is,to take into account the orientation of group equality and individual equality,to further advance the educational content,and to dialectically complement the principles of pluralism.

关 键 词：教育公平 正义理论 效用论 罗尔斯 可行能力 

分 类 号：G420[文化科学—课程与教学论]