教育改革的公共理性:“深水区”之后的省思

The Public Rationality of Education Reform: the Reflection after“Deep-water Area”Theory

"深水区"概念的提出,标示着教育改革事业进入了充满不确定性与风险增加的后改革时代,危机意识凸显了改革本身的焦虑。面对流动性的风险与挑战,教育改革需要更加坚实的理性基础与公共视野。事实上,追求理性的公共运用是现代公共生活的核心理念。教育改革本质上是一个公共问题,它不是单向度理性形态的产物,而是众多公共人的共识,是公共理性的体现。公共理性把公众参与、民主程序与风险控制作为教育改革的理性基点,把扩展改革主体、优化顶层设计与明晰改革责任作为教育改革的实践路径。由此,公共理性成为抵御教育改革风险与提升改革质量的根本保障。

Putting forward ＂deep-water area＂ theory marks that the Chinese reform careers enter the times rich of uncertainty and risk crisis. Meanwhile, risk awareness highlights the reforming anxiety which comes from itself. In the face of mobile risk and challenge, reform needs more solid rational basis and social base, education reform is so. In fact, pursuing of rational public use is the core principle of modern public life. Education reform is essentially a public issue,so it is not product of the subjective will from part of the reform main body,but is the embodiment of public reason. Public rationality consider the public participation, procedural due and risk control as a rational point of education reform,and consider expanding reform main body,optimizing the top design and compositing reform responsibility as the basic path of education reform. Therefore, public rationality becomes the security of resisting the reform risk and promoting the reform quality.