在形式与实质之间的教育伦理生活——论承认伦理学对教育排斥的解构

The Educational Life between Form and Matter——On the Deconstruction of Educational Exclusion by Recognition of Ethics

教育生活中普遍化的排斥使被排斥者遭受歧视、羞辱和孤独等痛苦体验的同时,也使教育生活丧失了自身的道德属性。教育排斥不仅破坏了教育伦理生活的形式性规范,同时也使教育生活远离好生活的实质性目标。在解构排斥型的教育伦理生活的道路上,形式伦理学企图通过规范重建来恢复教育伦理秩序;而实质伦理学则通过对善的生活目的的追求重构教育伦理生活。然而,教育伦理生活既要求形式性的伦理规范,但也需要实质性的生活目标的引导。承认伦理学作为教育排斥的解构方案,介于形式伦理和实质伦理之间,它在权利与善、先验与经验、同一与差异之间寻求平衡,兼顾了教育伦理生活的形式性要求和实质性目标。

Universal exclusion in educational life results in that the excluded suffer a humiliating experience, at the same time it also causes that the educational life loses its moral attributes. Educational exclusion not only destroys the for- mal norms, but also makes the educational ethical life stay away from the material goals of good life. On the way of de- constructing life-exclusion, formal ethics attempts to reconstruct the ethical norms to restore the ethical order. However, the material ethics try to reconstruct the educational ethical life through seeking the goals of good life. Educational ethical life needs not only the formal norms but the guide of material goals. Recognition ethics, as the deconstruction program of edu- cational exclusion, is in between the two kinds of solutions. It seeks balance between rights and good, priority and experi- ence, identity and difference, which takes the formal demands and material goals into account.