职业教育质量治理:公共之“道”与理性之“路”
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摘要
职业教育质量治理是一个关涉多元主体参与、多维利益博弈的"公共性"复杂系统。"个域共同体"因个体理性的有限性限制,在质量管理上易引发"由外至内""自上而下"和"从出到入"的混沌逻辑。公共理性指引下的职业教育质量治理之"道",即在思维逻辑层面确立一种"公共"思维意识,通过遵照普遍的公共意志,建立在质量治理上的公共理性思维;在实践逻辑层面,须寻求在"理性"指引下的共治之"路",以助推最广泛公共领域发展的共生与共赢。
Quality governance of vocational education is a complex system of "publicness" that concerns participation of multiple subjects and gaming of interests.Bounded by limited individual rationality, "individual community" is prone to trigger off confusing logic such as "from outside to inside", "from top to bottom" and "from exit to entry".For quality governance of vocational education guided by public reason,it takes the course of following general public will to logically radicate a "public" thinking towards the public rational thought based on quality governance.As for practical logic,it is paramount to explore a way of co-governance directed by "reason" for co-existence and win-win outcome in the public sphere as wide-ranging as possible.
Quality governance of vocational education is a complex system of "publicness" that concerns participation of multiple subjects and gaming of interests.Bounded by limited individual rationality, "individual community" is prone to trigger off confusing logic such as "from outside to inside", "from top to bottom" and "from exit to entry".For quality governance of vocational education guided by public reason,it takes the course of following general public will to logically radicate a "public" thinking towards the public rational thought based on quality governance.As for practical logic,it is paramount to explore a way of co-governance directed by "reason" for co-existence and win-win outcome in the public sphere as wide-ranging as possible.
引文
[1]朱德全,徐小容.协同共治与携手共赢:职业教育质量治理的生成逻辑与推进机制[J].西南大学学报(社会科学版),2016(4):74-83.
[2]肖俊华.从管理到治理:领导者如何引领单位建设[J].领导科学,2014(3):11-12.
[3]吕绍忠.尊重权利与社会和谐[J].山东社会科学,2009(7):146-148.
[4]刘振天.论“过程主导”的高等教育质量观[J].北京大学教育评论,2013(3):171-180.
[5]徐小容.以“共治”求“善治”:职业教育教学质量治理的公共理性逻辑[D].重庆:西南大学,2016:135-144.
[6]胡群英.社会共同体的公共性建构[M].北京:知识产权出版社,2013:254.
[7]霍布斯.利维坦[M].黎思复,等译.北京:商务印书馆,1985:121.
[8]谭安奎.公共理性[M].杭州:浙江大学出版社,2011:55.
[9]罗尔斯.政治自由主义[M].万俊人,译.南京:译林出版社,2000:225-226.
[10]陈宇翔,等.马克思主义与社会科学方法论[M].长沙:湖南大学出版社,2012:80.
[11]徐小容,朱德全.倒逼到主动:职业教育质量治理对区域经济社会发展的适应性研究[J].职业技术教育,2018(10):47-52.
[2]肖俊华.从管理到治理:领导者如何引领单位建设[J].领导科学,2014(3):11-12.
[3]吕绍忠.尊重权利与社会和谐[J].山东社会科学,2009(7):146-148.
[4]刘振天.论“过程主导”的高等教育质量观[J].北京大学教育评论,2013(3):171-180.
[5]徐小容.以“共治”求“善治”:职业教育教学质量治理的公共理性逻辑[D].重庆:西南大学,2016:135-144.
[6]胡群英.社会共同体的公共性建构[M].北京:知识产权出版社,2013:254.
[7]霍布斯.利维坦[M].黎思复,等译.北京:商务印书馆,1985:121.
[8]谭安奎.公共理性[M].杭州:浙江大学出版社,2011:55.
[9]罗尔斯.政治自由主义[M].万俊人,译.南京:译林出版社,2000:225-226.
[10]陈宇翔,等.马克思主义与社会科学方法论[M].长沙:湖南大学出版社,2012:80.
[11]徐小容,朱德全.倒逼到主动:职业教育质量治理对区域经济社会发展的适应性研究[J].职业技术教育,2018(10):47-52.