摘要
正义是教育公平的尺度,它决定了义务教育的均衡化针对的是由外在于个体的因素所导致的不平等问题。均衡发展与优质发展在义务教育中同时并立。从公正的视角看,义务教育的均衡化实践往往重视一体化的资源配置方式,忽视权力转换的"暗箱操作";重视显在的物质资源配给,忽视潜在的精神排斥;偏于资源配给的数据"信仰",漠视资源获取、转换的能力机制。为避免义务教育的均衡化发展流于形式,相关的责任机构应正视和弥补实践中的"盲点",面向所有儿童,最大限度地实现教育的起点公平。
Justice, as a standard to measure the equity of education, demands that the aim of balanced compulsory education is to level the the educational inequalities caused by the extrinsic factors. Balanced development does not exclude quality development in compulsory education. However, jud- ging from the perspective of impartiality, balanced compulsory education, in its practice, often emphasizes the ways to integrate resource allocation, the explicit material resource ration and the data＂belid＂, but ignores the ＂under-the-table deals＂ of power transfer, the potential spiritual exclusion and the mechanism for the obtaining and transforming of resources. Therefore, in order to avoid the formalization of the balanced development of compulsory education, the relevant institutions are supposed to face and deal with the ＂blind spots＂ existing in its practice, and realize, to the maximum, the equity of educational starting points of children.
出处
《江苏大学学报（社会科学版）》
2013年第5期84-87,共4页
Journal of Jiangsu University(Social Science Edition)
基金
安徽省哲学社会科学规划项目(AHSKF09-10D74)
关键词
义务教育
均衡
公平
正义
compulsory education
balance
equity
justice
