课堂教学中“边缘人”现象的困境及其消解路径——基于承认正义的视野

The Dilemma and the Solution to“Marginalized People”Phenomenon in Classroom Teaching from the Perspective of Recognition Justice

教育理应是充满人文关怀的正义事业,当前教育活动中多样的课堂行为、负面的情感体验、消极的意识态度以及冷漠的人际交往的现实境况折射出课堂教学“边缘人”处于一种被拒绝承认的境地。承认正义视野下的“边缘人”遭到了身体的排斥、权利的剥夺、价值的贬低以及情感的错位的实践困境,并分别造成了自信、自尊、自豪以及自我完整性的丧失。因而为消解这一现象,就应当在教育中加强人文关怀,增进情感关爱以促进教育爱的回归,切实践行教育公平,凸显学生平等权利以确保学生权利的赋予,转变评价标准,承认学生个体价值以实现对个体的尊重。

The various classroom behaviors,negative emotional experiences,negative attitudes and indifferent interpersonal interaction in current educational activities reflect the reality of the denied recognition of“marginalized people”in classroom teaching.From the perspective of recognition justice,“marginalized people”suffer from physical rejection,deprivation of right,devaluation,and emotional dislocation,which have resulted in the loss of self-confidence,self-esteem,pride,and self-integrity.Therefore,to eliminate this phenomenon,it is necessary to strengthen humanistic care,enhance emotional care to promote the return of the love in education,practice education fairness,highlight the equal rights of students to ensure the endowment of students'rights,change evaluation standards,and recognize students'individual values so as to show respect for the individuals.