教育优绩主义中过量的肯定性危机及其伦理重塑  

The Excessive Affirmative Crisis of Educational Meritocracy and Its Ethical Reinvention

作　　者：曹辉[1] 郑伊贝 CAO Hui;ZHENG Yibei(School of Teacher Education,Jiangsu University,Zhenjiang 212013)

机构地区：[1]江苏大学教师教育学院,镇江212013

出　　处：《教育研究与实验》2024年第6期32-42,共11页Educational Research and Experiment

基　　金：国家社科基金高校思政课研究专项2023年度一般项目“‘大思政课’视阈下高校思政课课程群建设路径研究”(23VSZ041)的研究成果。

摘　　要：优绩主义作为诱人的分配理念与正义话语完成了对现代人的连续性肯定,但根本上是一种肯定性的不正义激励。现代教育遵循着优绩逻辑给予个体平等机会,基于能力和努力进行分配,从理念到实践层面接受、拥护并践行优绩主义,具备了社会流动的工具性功能。然而,推崇功绩的教育优绩主义使教育目的成为工作的预备,教育过程带来倦怠化体验,教育结果指向虚幻的未来。由于个体需要对自我的未来承担无限责任,教育优绩主义的肯定性进一步引发受教育者对自我的强制剥削和对他者的道德冷漠。为修正教育优绩主义的不正义性,理应重新定位努力的价值,以一种根植于内在的努力消解教育优绩的虚假期许;更应建构与他者的关联性,实现超越优绩主义公平的现代教育正义。Meritocracy,as an enticing concept of distribution and discourse of justice,has completed a continuous affirmation of modern individuals,but fundamentally,it is an affirmatively unjust form of motivation.Modern education,following the logic of meritocracy,provides individuals with equal opportunities and allocates resources based on ability and effort.It is accepted,supported,and practiced from the conceptual to a practical level,serving as an instrumental function for social mobility.However,meritocratic education makes the purpose of education a preparation for work,fills the educational process with experiences of burnout,and the result of education points to an illusory future.As individuals need to bear unlimited responsibility for their own future,the affirmative nature of educational meritocracy further triggers compulsory self-exploitation among the educated and moral indifference toward others.To correct the injustices of educational meritocracy,it is essential to reposition the value of effort,dissolving the false expectations of educational merit through an effort rooted in intrinsic motivation;furthermore,it is necessary to construct relationality with others,achieving a modern educational justice that transcends the fairness of meritocracy.

关 键 词：教育优绩主义 肯定性危机 功绩社会 教育正义 

分 类 号：G40[文化科学—教育学原理]