摘要
本文旨在探讨教育语境中的正义具有什么内涵,以及是否存在一种被证实的关于正义的教育概念。本文并不主张建立一种积极的教育正义概念,而是主张避免把教育当做服务于教育之外的正义规范的工具。因此,本文重点分析了教育中的不正义,并将其在教育系统的不同层面上进行了归类,从而形成了一种有关教育语境中的不正义的教育现象学,这也就是教育现实得以改善的起点。文章最后指出了克服这些不正义的途径。
This article explores the questions of what is meant by justice in pedagogical contexts and whether there is a proven pedagogical concept of justice at all,from which the public and scientific controversies about justice in pedagogical contexts can be judged.Instead of developing a positive pedagogical concept of justice,this article analyzes pedagogical injustices and assigns them to different educational system levels.The result is a differentiated pedagogical phenomenology of injustices in pedagogical contexts,which at the same time shows starting points for possible changes.The originality of this article is that an instrumentalization of education in the service of extra-pedagogical norms of justice is avoided,and a pragmatic approach is developed,which shows how pedagogical injustices can be reduced.Although the arguments for this are developed based on Germany’s discourses,they are of general and international importance.
作者
彭韬(译)
Dietrich BENNER;PENG Tao(Institute of Education Science,Humboldt University in Berlin,Berlin,10099,Germany;Institute of International and Comparative Education,East China Normal University,Shanghai,200062,China)
出处
《全球教育展望》
CSSCI
北大核心
2021年第1期34-44,共11页
Global Education
关键词
民主理论
教育的不正义
教育正义
善的理念
公正团体
道德与正义
democracy theory
educational injustice
educational justice
idea of good
just community
morality and justice
