后均衡化时代的教育正义:从关注“分配”到关注“承认”

Educational Justice in Post-balanced Age:From Focusing on Distribution to Recognition

教育分配正义有其局限性,其只限于可分配的物质资源,对其他资源则无能为力;只诉诸宏观的社会制度,无法关照微观教育活动中的社会—心理影响。"后均衡化时代",教育正义需要从分配正义转向承认正义。教育承认正义是基于主体间平等的社会—心理关系而提出的,承认正义是教育活动内在的必然要求,消除羞辱和蔑视是教育承认正义的底线要求,尊严的承认是教育承认正义的终极追求。

Justice of distribution has its limitation： it can only be applied in allocable material resources, but not in other resources; it resorts to macro-scale social system, but cannot care for micro-scale educational activities, that is, social-psychological effects. In ＂post-balanced age＂, educational justice needs to turn from justice of distribution to justice of recognition. Realizing justice of recognition in education has been proposed based on the balanced society-psychology relationship between principle parts. Justice of recognition is the intrinsic and essential requirements in educational activities. Eliminating shame and humiliation is the minimum requirements for realizing justice of recognition in education. The recognition of dignity is the final goal of realizing justice of recognition in education.