多学科视角下我国农村义务教育政策公平价值观的变迁分析
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摘要
1949年以来我国农村义务教育政策价值观整体上经历了从"伦理学公平"到"经济学公平"再到"社会学公平"的螺旋式发展历程,即注重差异性公平的教育机会均等时期、突显程序性公正的教育效益提升时期、关注个体间平等的教育均衡流动时期。随着依法治国方略的深入贯彻,以法律和制度来保障与深化教育全面性公平将是我国农村义务教育从"普及、平等"不断迈向"优质、创新"的应然价值选择。新时代的农村义务教育发展应是其合目的性与合规律性的统一,即坚持"公平与优质""基础性与发展性"相统一的目的性取向,实施"尊重差异""文化整合"共统筹的规律性选择。
Since 1949, the values of the compulsory education policies in China's rural areas has experienced a spiral development from "equal education opportunity" focusing on the equality among different groups, to "efficiency improvement" focusing on the procedural justice and to "balanced mobility" focusing on individual equality. With the in-depth implementation of the strategy of rule of law, to guarantee and deepen the comprehensive equity of education by law and system will be the natural value choice for China's rural compulsory education to develop from "popularization and equality" to "quality and innovation". Therefore, the development of rural compulsory education in the new era should be the unity of its purposiveness and regularity, that is, adhering to the purposiveness orientation of "fairness and quality" and "basic and development", and implementing the regularity choice of "respecting differences" and "cultural integration".
Since 1949, the values of the compulsory education policies in China's rural areas has experienced a spiral development from "equal education opportunity" focusing on the equality among different groups, to "efficiency improvement" focusing on the procedural justice and to "balanced mobility" focusing on individual equality. With the in-depth implementation of the strategy of rule of law, to guarantee and deepen the comprehensive equity of education by law and system will be the natural value choice for China's rural compulsory education to develop from "popularization and equality" to "quality and innovation". Therefore, the development of rural compulsory education in the new era should be the unity of its purposiveness and regularity, that is, adhering to the purposiveness orientation of "fairness and quality" and "basic and development", and implementing the regularity choice of "respecting differences" and "cultural integration".
引文
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(2)罗尔斯.正义论[M].何怀宏译.北京:中国社会科学出版社,1988.96.
(3)顾肃.当代西方政治哲学中的社会公正理论[J].河北学刊,2007,(6):38-44.
(4)科南特.科南特教育论著选[M].陈友松译.北京:人民教育出版社,1988.86.
(5)杨善华.当代西方社会学理论[M].北京:北京大学出版社,1999.284.
(6)李强.当代中国社会分层流动[M].北京:中国经济出版社,1993.2-5.
(7)克拉克·克尔.高等教育不能回避历史[M].王承绪译.杭州:浙江教育出版社,2001.68.
(8)习近平.决胜全面建成小康社会夺取新时代中国特色社会主义伟大胜利——在中国共产党第十九次全国代表大会上的报告[EB/OL].http://www.gov.cn/zhuanti/2017-10/27/content_5234876.htm,2017-10-27/2018-04-10.
(9)陈宝生.在全国教育工作会议上的讲话[EB/OL].http://www.moe.edu.cn/jyb_xwfb/moe_176/201802/t20180206_326931.html,2018-01-23/2018-02-06.
(10)哈贝马斯.交往行动理论[M].洪佩郁译.重庆:重庆出版社,1994.229.
(11)习近平.决胜全面建成小康社会夺取新时代中国特色社会主义伟大胜利——在中国共产党第十九次全国代表大会上的报告[EB/OL].http://www.gov.cn/zhuanti/2017-10/27/content_5234876.htm,2017-10-27/2018-04-10.
(12)伍正翔,柳海民.教育规律研究三十年[J].上海教育科研,2008,(10):4-8.
(13)褚宏启.城乡教育一体化:体系重构与制度创新[J].教育研究,2009,(11):3-10.
(14)张孝德.中国的城市化不能以终结乡村文明为代价[J].行政管理改革,2012,(9):9-14.
(15)Bruce G.Link,“Conceptualizing Stigma,” Annual review of Sociology 27,(August 2001):363-385.
(16)钱理群,刘铁芳.乡土中国与乡村教育[M].福州:福建出版社,2008.100.