西方政治哲学视角下教育与国家关系的理论:特征与启示
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摘要
西方政治哲学视角下的教育与国家关系存在四种理论:共和主义主张实现"共同体的善";古典自由主义主张为理想国家培养理性公民;现代自由主义主张通过合理配置教育资源实现社会正义;批判政治哲学揭露和批判政治理想与教育。这四种理论在教育的国家功能和教育发展中的国家作为方面持有不同立场与观点。中国教育改革从中可获得的启示包括:重视教育的国家功能,坚持科教兴国,强化国家认同;坚持教育发展中国家的合理作为,实现教育权利与国家权力的动态平衡。
There are four theories about the relationship between education and statefrom the perspective of western political philosophy. The fist is republicanism advocating "public good". The second is classic liberalism advocating education of rational citizens forideal state. The third is modern liberalism advocating social justice through rational alloca-tion of educational resources. The last is critical philosophy of politics exposing and criticiz-ing the political ideal and education. These four theories hold different positions and per-spectives in the state function of education and the state role in education development. Theenlightenment for Chinese education reform is to attach importance to the state function ofeducation,rejuvenate the country through science and education and strengthen individualnational identification;to insist on rational state role in education development and realize adynamic balance between education rights and state power.
There are four theories about the relationship between education and statefrom the perspective of western political philosophy. The fist is republicanism advocating "public good". The second is classic liberalism advocating education of rational citizens forideal state. The third is modern liberalism advocating social justice through rational alloca-tion of educational resources. The last is critical philosophy of politics exposing and criticiz-ing the political ideal and education. These four theories hold different positions and per-spectives in the state function of education and the state role in education development. Theenlightenment for Chinese education reform is to attach importance to the state function ofeducation,rejuvenate the country through science and education and strengthen individualnational identification;to insist on rational state role in education development and realize adynamic balance between education rights and state power.
引文
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[2][17][40][41][法]高宣扬.当代政治哲学[M].北京:人民出版社,2010:945,564,574,575.
[3][4][20][31]柏拉图.理想国[M].北京:商务印书馆,1986:5,58,156,60.
[5][7][34]杜威.经验·民主·教育[M].彭正梅,译.上海:上海人民出版社,2009:75,165,88.
[6][21]杜威.民主主义与教育[M].王承绪,译.北京:人民教育出版社,1990:92,105.
[8][美]拉里·希克曼.阅读杜威:为后现代做的阐释[M].徐陶,等,译.北京:北京大学出版社,2010:52-53.
[9][22][23][45][英]洛克.政府论(下)[M].叶启芳,瞿菊农,译,北京:商务印书馆,1986:6,59,80,35.
[10][法]卢梭.爱弥儿(上卷)[M].李平沤,译.北京:商务印书馆,2010:9.
[11][法]卢梭.社会契约论[M].何兆武,译.北京:商务印书馆,2010:19.
[12][英]密尔.功利主义[M].徐大建,译.上海:上海人民出版社,2008:10.
[13][35][36][46][英]密尔.论自由[M].顾肃,译.北京:译林出版社,2010:68,111,110,111.
[14][15][37][38][47][美]约翰·罗尔斯.正义论[M].何怀宏,等,译.北京:中国社会科学出版社,1988:268,101,27,74,73.
[16][28][美]威尔·金里卡.当代政治哲学[M].刘梓,译.上海:上海三联书店,2004:203,145.
[18][29]姚大志.当代西方政治哲学[M].北京:北京大学出版社,2011:264-265,240.
[19][32]杜威.人的问题[M].傅统先,译.上海:上海人民出版社,1965:34,34.
[24]渠敬东,王楠.自由与教育:洛克与卢梭的教育哲学[M].北京:生活·读书·新知三联书店,2012:4-5.
[25][英]洛克.教育片论[M].熊春文,译.上海:上海人民出版社,2005:92-93.
[26][法]卢梭.论科学与艺术[M].北京:商务印书馆,1959:41.
[27][美]约翰·罗尔斯.作为公平的正义--正义新论[M].姚大志,译.上海:上海三联书店,2002:272.
[30][法]米歇尔·福柯.规训与惩罚[M].刘北成,杨远婴,译.北京:生活·读书·新知三联书店,2003:159.
[33]单中惠,王凤玉.杜威在华教育演讲[M].北京:教育科学出版社,2007:24.
[39][美]诺奇克.无政府、国家与乌托邦[M].姚大志,译.北京:中国社会科学出版社,2008:181.
[42][法]让-弗朗索瓦·利奥塔尔.后现代状态[M].车槿山,译.南京:南京大学出版社,2011:173.
[43][51][美]乔尔·斯普林格.脑中之轮[M].北京:北京大学出版社,2005:前言1-2,12.
[44]约瑟夫·R.斯特雷耶.现代国家的起源[M].上海:上海人民出版社,2011:59.
[48]George H.Smith,Marilyn Moore.Critics of State Education[M].Washington D.C.:CATO Institute,2017:7.
[49]John Kleinig,Simon Keller,Igor Primoratz.The Ethics of Patriotism:A Debate[M].Chichester:John Wiley&Sons,Inc.,2014:12.
[50]朱旭东.民族国家和比较教育研究[M].合肥:安徽教育出版社,2008:164.