规范性重构与教育正义的范式转型  

Normative Reconstruction and Paradigm Transformation of Educational Justice

作　　者：吕寿伟[1] LYU Shou-wei(School of Teacher Education,Jiangsu University,Zhenjiang Jiangsu 212013,China)

机构地区：[1]江苏大学教师教育学院,江苏镇江212013

出　　处：《苏州大学学报（教育科学版）》2023年第4期33-41,共9页Journal of Soochow University(Educational Science Edition)

基　　金：国家社会科学基金(教育学)一般项目“学校生活的正义状况测评与改善机制研究”(项目编号:BAA210021)的阶段性研究成果。

摘　　要：今天的教育正义理论往往以价值预设的方式为教育现实提供规范和准则,并以此作为衡量教育秩序正当性的道德依据。这是一条以康德哲学为基础、以罗尔斯正义论为范型的规范化的教育正义理论建构路径。教育正义的规范道路建立在霍布斯、卢梭、康德等人的自由理论之上,然而它在自由理解上的偏狭以及对既存的教育事实的无视,使其成为脱离现实的教育正义。教育正义的分析模式力图超越对形式性原则的论证和阐明,而从当前已然存在的社会前提和教育现实中勾勒教育正义理论的规范体系,使教育正义理论被赋予巨大的实践潜力。但分析的正义并非要完全替代规范的正义,而是要作为一种批判和矫正的力量,警醒我们在对教育正义的追求过程中不要出现对教育制度存在氛围的完全遗忘。Today's educational justice theory often provides norms and guidelines for educational reality in the form of value presets and uses them as a moral basis to measure the legitimacy of the educational order.This is a standardized educational justice theory construction path based on Kant's philosophy and based on Rawls'theory of justice.The normative construction of educational justice is based on the theories of freedom of Hobbes,Rousseau,Kant and others.The misunderstanding of freedom makes the norm of educational justice become divorced from reality.Analysis of educational justice tries to transcend the argumentation and elucidation of the principle of form.It outlines the theory from the currently existing social conditions and the reality of education so that education justice is endowed with great practical potential.However,analytical justice does not completely replace normative justice but acts as a critical,alerting,and corrective force,reminding us not to completely forget the existing atmosphere of the educational system in the process of pursuing educational justice.

关 键 词：教育正义 社会自由 规范性重构 教育现实 伦理正义 

分 类 号：G40-02[文化科学—教育学原理]