教育公平的涵义变迁、发展困境及释义--基于制度转换与法理思潮的分析

Educational Equity: Conception Change, Development Dilemma and Its Interpretation——Analysis Based on the System Evolution and Legal Thought

前工业时代的教育公平问题几乎不存在,工业革命期间的教育公平指每个孩子进入同样学校学习同样课程,义务教育发展中的教育公平指每个孩子由于不同的职业期望而应该学习不同的课程,法律与人权对教育的干预使教育公平转向对教育结果的关注。当罗尔斯与诺齐克的首要原则公平与自由相遇时,教育公平发展面临两个困境。教育资源的集中化趋向与公平原则表明当今教育中的公平是一个绕不开的话题,需要对教育公平科学释义。

There was hardly such a thing as the educational equity in the pre-industrial era, but during the Industrial Revolution educational equity meant that every child entered the similar schools and learned similar courses. Then in the development of compulsory education, educational equity means different children learn different courses because of their different professional expectations, and the intervention of law and human rights promotes education equity to pay more attention to the educational results. Educational equity is faced with two dilemmas when Roils＇ and Nozick＇s first principles of equity and freedom meet with each othe. The centralized trend of educational resources and the principle of fairness show that equity is inevitable in the contemporary education, which needs a scientific interpretation of educational equity.